Professional Documents
Culture Documents
7 - Routines-Based Assessment - Rev
7 - Routines-Based Assessment - Rev
for Preschoolers:
A Systems Approach to Preschool
Inclusive Practices
A project of the
Virginia Department of Education
and the
Training and Technical Assistance
Centers of Virginia
Routines-based assessment
Agenda
• Why conduct routines-based assessments?
• Steps in routines-based assessments
o Assessing within classroom routines
How to prepare
How to conduct
o Routines-based interview with family
How to prepare
How to conduct
• How to analyze assessment results and identify
functional goals to teach
• Amend children’s IEPs (if applicable)
What is Routine-Based
Assessment?
Activity
Why use a routines-based
assessment?
Use routines-based
assessment because …
• Ongoing assessments in their natural routines
is a recommended practice
• It allows teachers to see a complete picture of a child
if assessments are conducted related to home and
school routines
• RBA ensures that what is identified to teach is relevant
and worth learning
Setting the stage
• Assess the classroom
• Early Childhood
Environment Rating
Scale-Revised (ECERS-
R)
• Quality Classroom
Assessment
Gathering information
for an individual child
• Prepare for assessments
o Develop and select tools to use to gather information
about each child within the classroom
Observation
Potential objectives
• Develop routines-based assessment plans
• Make individual portfolios
RBA for each child
• Who will do the observational assessment(s)?
• What type(s) of assessment(s) will be done?
• How and when will assessment results be shared?
Prepare for the school observation
• Who will be observed?
o Gertrude and Jaun
• What will be observed?
o Physical (fine and gross
motor), social-emotional
and cognitive skills
• What routines and activities will
the child's performance be observed in?
o Arrival, circle, centers, snack, story, outdoor play,
lunch and dismissal
Prepare for the school observation
• Time period/routines and activities
o 8:30-8:45 – Circle
o Beginning: Sit on a rug in circle
o Middle: Sing, discuss theme, review calendar
and choose jobs
o End: Choose and go to a center
Individual portfolios
• When using portfolios consider:
o 3-ring notebooks
o Accordion folders
o Pizza boxes
o Poster boards and brads
o Child-made portfolio
Five areas of a portfolio
1) Record of progress
2) Initial assessment results
3) Program goals and objectives
4) Areas of development
5) Correspondence with the family
Let's practice
Assessments in routines
from teachers
• Determine levels of engagement in classroom routines
• Scale for the Assessment of Teachers’ Impressions
of Routines and Engagement (STARE)
o Provides a framework for interviewing teachers about
how the focal child functions during daily classroom
routines.
Scale for Teachers’ Assessment of Routines Engagement
R.A. McWilliam
Frank Porter Graham Child Development Center
©2000 University of North Carolina at Chapel Hill
Directions: Observe the child for 10 minutes in each of the following routines. First, rate
the amount of time the child is engaged with adults, peers and materials. Second, rate
the complexity of the child's engagement. There is space to add additional or alternate
routines at the end of the scale.
With adults 1 2 3 4 5
With peers 1 2 3 4 5
With materials 1 2 3 4 5
McWilliam 2004
Answer to needs:
routine-based interview
• Interview
o Family on home routines
o Teacher on classroom routines
Useful scale for the RBI
the answer to
“Why is the child working on this goal?”
should be immediately apparent
within the goal itself
How to write functional goals
Five guiding principles:
1. Make outcome statements meaningful
2. Objectives and strategies should make use of existing
attributes
3. Evaluate outcomes meaningfully
4. Encourage all to have an investment in outcomes
5. Functionality guides writing
Guiding principles in action
• Meaningful
o Kim will hang up her jacket on the hook with her name
• Everyone is invested
o Kim’s family will use a hook at home for jackets
• Functionality
o Kim is currently dropping her jacket on the floor