CLD 342 Lecture 9: Lecture 9

• School: Ryerson University
• Department: Early Childhood Studies
• Course: CLD 342
• Professor: Noah Kenneally

Document Summary

Article continues discussion from the last week: Paucity (lack)of sound tests to screen children to help identify and place them (iprc) Need tests which can monitor progress to make sure they are actually doing better. Tests inappropriate criterion/norm referenced--> not sensitive enough to get the info we need: how to mesh psychometric tests with authentic assessment. Policy focus is on early literacy skills: being able to predict literacy development among preschoolers, intervention key if children had intervention early, children can be are supported early, Rti (response to intervention) assessment about whether the intervention is happening or not. Used to reduce the number of children who would go to special ed. If they need further support, they are moved to tier 3. If not, move to back to tier 1: tier 3: more support but individually. If they need more support, they are moved to special ed. Assessment at centre of rti literacy is at supply to particular children.