Dr. Taletha Derrington | May 2, 2017, 8:30 am-3:30 pm
Participants will learn about using formative assessment in Early Childhood (EC) Response to Intervention (RtI) frameworks to enhance teaching and learning in early childhood settings. Formative assessment, a key component of RtI, is used to 1) screen all children to identify those needing targeted interventions, and 2) monitor all children’s progress in learning.
This day-long workshop will offer practical information and resources about assessment tools, administration and data management considerations, and the use of assessment information for data-based instructional decision making. Participants will receive guidance on how to select appropriate early childhood assessment tools and examples of available tools. Engaging in different types of activities and media, including consideration of how formative assessment fits with existing program policies and practices and concrete planning, participants will build their capacity to implement early childhood formative assessment to inform instruction.
This all-day session will address the following topics:
- EC RtI framework overview and the key role of formative assessment
- High quality formative assessment for screening and progress monitoring in language and literacy, mathematics, and/or social-emotional development within broader early childhood assessment systems
- Using formative assessment data to make data-based early childhood instructional decisions
Who Should Attend:
This full day workshop is targeted and designed specifically for teachers, administrators, and other professionals who work with children enrolled in early education programs.
workshop is free of charge - lunch is on your own
About the Presenter:
Taletha Derrington, Ph.D., is a Senior Researcher at American Institutes for Research with over 20 years of experience of experience translating research to practice and practice to research in early childhood programs and systems. Drawing on her broad background in early childhood learning and health, implementation science, policy, assessment, and data use, Dr. Derrington provides professional development and technical assistance to early childhood practitioners, administrators, and policy-makers to support implementation and evaluation of evidence-based practices and systems designed to enhance the learning and development of young children. She has served on a variety of government- and foundation-funded projects and professional organization initiatives, working with professionals across the U.S. to build their capacity to design and implement effective early childhood programs and systems using evidence-informed frameworks such as RtI. Dr. Derrington has authored, led, or contributed to over 100 publications, presentations, tool kits, web sites, videos, and informational materials for families with young children and professionals in early childhood education, health, and welfare.