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Profile of Preschool Learning and Development

Readiness (Pro-LADR)

For Children One & Two Years Prior to

Kindergarten – P3 & P4 Versions

ADMINISTRATION MANUAL

1st Edition (January 2014)

Copyright © 2014 Early Learning Labs. All rights reserved. 2

Authors & Contributors

Kristen Missall, Ph.D., NCSP

Kristen is an associate professor in the Department of Psychological and Quantitative

Foundations at the University of Iowa. She received a Ph.D. in school psychology from the

University of Minnesota, and completed post-doctoral training at the Center for Early Education

and Development at the University of Minnesota. Prior to her appointment at the University of

Iowa she served on the faculty at the University of Kentucky.

Her research interests include child development (specifically from ages 3-8), academic and

social development, transition to kindergarten, early school adjustment, and general outcome

measurement. Dr. Missall has authored over 40 journal articles, technical reports, and book

chapters. She serves currently as Associate Editor for the Journal of Early Intervention and on

the Advisory Board of the Iowa Reading Research Center.

Dena Roberts

Dena has worked in early childhood for the past 20 years. She started her career as a teacher at a

local childcare center and worked her way up to an Assistant Director. Dena received her degree

in Early Childhood Education and currently has her teaching licensure. Dena worked in St. Paul

as a coach with Project Early Kindergarten implementing the Early Childhood Workshop

through trainings and coaching. Dena also has worked as a CLASS coach with Parent Aware.

Dena continued her dedication in early childhood and quality care for children as a consultant

with MnAEYC-MnSACA. Dena has facilitated and created many trainings designed for early

childhood children and staff with the focus on literacy, math and science.

Copyright Notice

Copyright © 2014 Early Learning LabsTM

. All rights reserved.


Table of Contents

Background ..................................................................................................................................... 4

Introduction to Purpose and Type of Assessment........................................................................... 4

Purpose of Assessment ................................................................................................................ 4

Type of Assessment .................................................................................................................... 4

Theoretical Framework for Development ....................................................................................... 5

Domain and Subdomain Orientation and Rationale .................................................................... 5

Social and Emotional Development ........................................................................................ 5

Language Development ........................................................................................................... 6

Cognitive and General Knowledge.......................................................................................... 6

Approaches to Learning........................................................................................................... 7

Physical Well-Being ................................................................................................................ 7

Guiding Frameworks ................................................................................................................... 7

Alignment with MN ECIP ....................................................................................................... 7

Procedures for Completing the Tool ............................................................................................... 9

Training ....................................................................................................................................... 9

Administration Instructions and Procedures ............................................................................... 9

Scoring Procedures and Interpretation ...................................................................................... 10

Using the Assessment with All Children ...................................................................................... 11

Technical Adequacy...................................................................................................................... 11

Plans for Further Development ................................................................................................. 11

Sharing Results with Families ...................................................................................................... 12

Using Results to Inform Instruction .............................................................................................. 12

References ..................................................................................................................................... 13


Background

The myIGDIs Profile of Preschool Learning and Development Readiness (Pro-LADR) was

designed specially to meet the assessment standards required for Minnesota-based early

childcare providers. The Pro-LADR is one of several instruments in the myIGDIs assessment

portfolio, and is intended to be used alongside the existing research-based measures, myIGDIs

Early Literacy+ Screening (2nd

Edition) and myIGDIs Early Numeracy (1st Edition). Using these

three tools in unison will provide teachers/caregivers a broad range of information, collected in a

standardized fashion both formally and informally, for assessing the growth and development of

preschool-aged children.

For more information pertaining to these assessment tools and programs, please reference the

myIGDIs website at http://www.myIGDIs.com.

Introduction to Purpose and Type of Assessment

Purpose of Assessment

The Profile of Preschool Learning and Development Readiness (Pro-LADR): P3 and P4 is a

comprehensive child assessment for children in preschool and preschool-like settings the two

years prior to kindergarten entry. We use “P3” to represent the preschool experience occurring

two years prior to kindergarten, and “P4” to mark the final year of preschool before kindergarten.

The Pro-LADR is a teacher/caregiver rating scale grounded in a series of semi-structured

observations that produces child-level and child-specific information. The Pro-LADR can be

used by a child’s primary teacher or caregiver across a range of preschool settings, including

school, center, home, and so on.

The purpose of the Pro-LADR is to allow teachers/caregivers to gather information about each

child’s development across settings through intentional individualized and ongoing observations,

and to use that information to inform instructional planning and communicate with families

about their child’s development.

Type of Assessment

The Pro-LADR is a teacher/caregiver observation and rating scale designed to be administered 3

times across the P3 and P4 preschool years (fall, winter, spring). By design, the scale items (and

the physical presentation of the items) measure and inform a child’s developmental growth and

progress over time. Items reflect specific, measurable, point in time, relevant, and positively-

worded behaviors and skills (rather than absence of behavior or skill) to inform instructional

planning and enhance reliability of observation. Because items reflect year-long developmental

goals, item-level and subdomain/domain results can be used to assist in planning instruction and

learning for individuals. Results can be aggregated across a small group of children, or even


class wide, to target group-level instruction and learning. The tool can be used with all of the

children in the program, including children with Individual Education Plans and special learning

needs, and children learning English as a second language (see also, “Using the Assessment with

All Children” in this manual).

Theoretical Framework for Development

Domain and Subdomain Orientation and Rationale

According to the National Conference of State Legislatures (NCSL) technical report on school

readiness (2010) child’s readiness to learn in a formal school is generally attributed to five

domains:

1. Social and emotional development (e.g., social skills, emotion regulation);

2. Language development (e.g., verbal language, early literacy skills);

3. Cognition and general knowledge (e.g., early mathematics skills, problem solving);

4. Approaches to learning (e.g., ability and inclination to use learning skills); and

5. Physical well-being (e.g., health, motor development).

Social and Emotional Development

During the preschool years children develop many social and emotional skills. Preschool marks

the beginning of rapid growth in development and application of lifelong social and emotional

skills including establishing and maintaining positive relationships, setting and reaching goals,

relating to others, and regulating emotions. Broadly speaking, social and emotional development

in preschool includes peer-related, adult-related, and learning-related skills (McClelland, Acock,

& Morrison, 2006; McClelland, Morrison, & Holmes, 2000). Through navigating play and work

contexts with same-age peers, children practice and fine-tune interaction skills like social

initiation and response, cooperation, sharing, negotiation, and conflict resolution. Because

preschool environments, in contrast to infant/toddler classrooms, have more of a structured

environment with a lead teacher, they tend to mimic formal schooling contexts. This is important

for helping young children develop adult-related social skills, as they learn acceptable ways to

seek adult attention, wait their turn, contribute in the classroom, and request support. Last,

preschool-age children develop a considerable number of learning-related skills that facilitate

successful classroom management. In fact, research studies with kindergarten teachers suggest

learning-related skills are among the most important to kindergarten teachers (Rimm-Kaufman,

Pianta, & Cox, 2000). Learning-related skills support learning: hand raising, independent

working, sitting still, asking relevant questions, engaging actively in class activities, managing

emotions, following rules and directions, meeting classroom expectations, and so on.


Language Development

Language development consists of two discrete components: expressive language or the ability

to communicate wants and needs verbally (e.g., speaking) and nonverbally (e.g., American Sign

Language, use of picture schedules), and receptive language, or the ability to demonstrate

understanding and comprehension of spoken language. Language, broadly, incorporates

vocabulary and general knowledge. Research has shown that early vocabulary development is

essential for supporting ongoing language development, and early academic skills, particularly in

the area of early literacy (c.f., Hart & Risley, 1995; National Early Literacy Panel [NELP], 2008;

Snow, Burns, & Griffin, 1998; Whitehurst & Lonigan, 1998).

During the preschool years, language development shifts a bit from being central to

communication to supporting early literacy development. Early literacy skills in preschool

include alphabetic knowledge, phonological awareness/phonics, concepts of print,

vocabulary/comprehension, and emergent writing (NELP, 2008). These skills really start to

emerge and refine in P4, and support early reading including: recognizing the differences

between illustration, letters and words; awareness of letter-sound correspondence; understanding

that words are made of sounds that can be blended and segmented; learning that words have

specific beginning and ending sounds; awareness of word play, like rhyming and alliteration;

learning that spoken words have symbols (e.g., letters) that can be formed and written; that books

are read top to bottom and left to write; and knowledge gain be gained without direct life

experience (i.e., learning about exploring a place they have never visited).

Cognitive and General Knowledge

Early mathematics learning in preschool is essential for later mathematics learning and school

preparedness (Duncan et al., 2007; National Council for the Teachers of Mathematics, 2000). In

preschool, math development is important in the areas of numeracy/number sense, geometry and

measurement, although young children also learn the foundational skills of algebra and data

analysis (Clements & Sarama, 2007). Because math development is not necessarily hierarchical

and sometimes not even number-oriented, young children start to learn math concepts early in

development. In preschool, young children learn to rote count and identify printed numerals

(which is part of internalizing a number line). They count with one-to-one correspondence,

notice and estimate quantity, use mathematical position words (e.g., first, second, third; one-

half), understand that the final number in a counting series represents the total amount, and use

simple mental calculation. Young children identify basic shapes, and compare and contrast items

using physical properties.

As children engage in early learning and problem solving, they must be taught to use critical and

hypothesizing skills as they engage in activities that require scientific and cause-effect thinking.

Generating many possible solutions and contemplating differential outcomes encourage broad

and flexible thinking, and prepares young children for advanced and independent thinking.


Approaches to Learning

Temperament and personality are individual traits that vary tremendously across young children.

At the start of any given year, teachers can reasonably anticipate that all of their students will be

different. Yet, the U.S. education system requires that students gradually engage in learning in

similar ways. Schools and teachers value independent thinking and working (as explained in

learning-related social skills), and a range of approaches to learning that broadly represent

engaged and inquisitive exploration. More specifically, as part of a trajectory of learning and

engagement in formal learning, young children must be taught (and usually with individualized

approaches) to demonstrate motivation, persistence, reflection, and

willingness/interest/flexibility in learning.

Physical Well-Being

Physical well-being incorporates motor development and general health. Motor development

includes small movements (fine motor development) and large movement (gross motor

development). Fine motor skills involve those that facilitate eating, dressing, toileting, writing,

and playing with small toys. Gross motor skills involve large muscle movements, like jumping,

running, hopping, climbing, throwing, and arm swinging. Many motor skills require eye-hand

coordination and depth perception, such as throwing a ball toward a target, accurately kicking a

ball, or placing a block on top of a tower.

Motor development facilitates physical movement, general well-being, and life satisfaction.

More specifically, motor skills facilitate social and language development. The more children

move and the larger their movement and play skill repertoire, the more options they have for

interacting with others. Similarly, movement through the environment produces learning

opportunities that facilitate vocabulary and knowledge acquisition.

Guiding Frameworks

To help teachers/caregivers and families fully evaluate a child, several developmental

frameworks were consulted in the development of the Pro-LADR. Specific frameworks included:

The Head Start Child Development and Early Learning Framework: Promoting Positive

Outcomes in Early Childhood Program Serving Children 3-5 Years Old (U.S. Department of

Health and Human Services Administration for Children and Families Office of Head Start,

2010); the Centers for Disease Control and Prevention Developmental Milestone Checklists; and

the Minnesota Early Childhood Indicators of Progress (ECIP; Minnesota Department of

Education, 2005).

Alignment with MN ECIP

Because the Pro-LADR was developed, in part, to be available for Minnesota childcare providers

participating in the Parent Aware system, alignment of content with the Minnesota ECIP criteria


is explicit. The ECIP criteria are Minnesota’s Early Learning Standards (2005) that align pre-

kindergarten standards with Minnesota's Academic Standards for K-12 education. In keeping

with Minnesota ECIP requirements for children ages 3 to 5, there is direct correspondence

between Pro-LADR items and the ECIP components of Social and Emotional Development,

Language and Literacy Development, Mathematical and Logical Thinking, and Physical and

Motor Development.

More specifically, the Pro-LADR items are organized into the following developmental domains

and subdomains:

Developmental Domains Subdomains

Social and Emotional

Development

Emotional Development

Self-Concept

Peer-Related Social Competence and Relationships

Adult-Related Social Competence and Relationships

Language and Literacy

Development

Receptive Language (Listening and Comprehension)

Expressive Language

Emergent Reading: Phonological Awareness

Emergent Reading: Alphabetic Knowledge

Emergent Writing

Cognitive Development

Mathematical and Logical Thinking

Scientific Thinking and Problem Solving

Social Systems Understanding

Physical and Motor

Development

Gross Motor

Fine Motor

Physical Health and Well-Being

Approaches to Learning

Development

Curiosity

Risk Taking

Imagination and Invention

Persistence

Reflection and Interpretation

Creativity and the Arts

Development

Creating

Responding

Evaluating


Procedures for Completing the Tool

Training

Prior to using the Pro-LADR we require teachers/caregivers attend a training focused on

conducting naturalistic observation with preschoolers and completing the Pro-LADR.

Conducting good and valid natural observation requires attention to many important variables.

Training in using Pro-LADR items for instructional purposes is also recommended.

Administration Instructions and Procedures

The Pro-LADR is to be completed 3 times over the course of a child’s year-long preschool

experience; if a child completes P3 and P4, the scale will be completed 3 times each year for a

total of 6. The teacher/caregiver who has the most contact with the child should first conduct

observations and then complete Pro-LADR items based on direct observation of child skills.

The assessment process for the Pro-LADR begins with observation. For one calendar week, the

teacher/caregiver who has the most ongoing contact with the child should engage in observation

of the child in his/her natural environment and take note of his/her behaviors as they relate to

Pro-LADR items. Work samples, anecdotal notes, and other forms of observational evidence

from the same period should be examined and evaluated to inform child development. During

the one-week observation period, no Pro-LADR items should be rated, but comments can be

listed and settings events can be indicated on the Record Form. Completion of the Pro-LADR

requires snapshots of child behavior from this week of time, so observations should occur

naturally but with Pro-LADR items in mind.

The assessment process for the Pro-LADR continues with collecting feedback from families.

Families are asked to complete the Family Survey of Preschool Learning and Development

Readiness to gather information about their perspectives in key developmental areas and to

prompt comments about their interests, concerns, and resources.

The assessment process concludes with completion of Pro-LADR items. Completion of the scale

will take about 10 minutes per child, but ratings should be based on a series of observations in a

range of settings over the period of one calendar week, and should reflect typical behavior

demonstrated by the child. Items should be completed based on what the child does, not what the

child can do. Items reflect expected development throughout the course of preschool, some of

which are more appropriate for P3 and some which are more reflective of P4.


Scoring Rubric The scoring anchors for each item are:

0 Child never demonstrates

1 Child demonstrates infrequently (1%-10%)

2 Child demonstrates some of the time (10%-40%)

3 Child demonstrates often (40%-60%)

4 Child demonstrates most of the time (60%-90%)

5 Child demonstrates consistently (90% - 100%)

N/A* No opportunity to observe child demonstrating this skill

*may not rate N/A for more than 2 items per domain and obtain a domain score

Scoring Procedures and Interpretation

The Pro-LADR was designed to inform individual child growth and development. Growth and

development is examined by raw score change over time. Items are scored based on the

frequency of a child’s behaviors, and higher scores over time suggest a child is engaging in key

skills on a more consistent basis. This is important because consistent performance of the skill-

based items over time suggests proficiency, and gives us confidence that a child is demonstrating

the skills necessary for school preparedness.

Items within subdomains are summed, and subdomains within domains are summed. In short,

each child receives 23 subdomain and 6 domain scores. All children grow and develop at

different rates, but when children come to the end of their P4 year, they should be demonstrating

most of the items most of the time in a consistent manner. That said, teachers/caregivers should

rate individual children based on natural observations and not in accordance with developmental

goals. This scale was designed to be sensitive to individual differences and to produce scores to

show areas likely to benefit from additional instruction. At almost every assessment period,

results should show that every child in the classroom is working to further develop skills in at

least one of the domains.

At this time, the Pro-LADR does not provide norm-referenced or peer-comparison scores.

However, individual items can be used for instructional purposes at the individual and small

group levels. For example, if several children are identified on the Pro-LADR as needing to

demonstrate sharing more consistently, teachers/caregivers could create semi-structured play

groups with these children that might involve more adult time than usual in order to model,

scaffold, and instruct on the target skill of sharing. So while the Pro-LADR does not focus on


relative rank of children compared to peers (e.g., norm-referenced standard scores or percentile

ranks), item-level responses and area scores can be used to support instruction in useful and

meaningful ways.

Using the Assessment with All Children

Because the Pro-LADR has an individual-child focus rather than a norm-reference focus, the

rating scale is well-suited for a range of child populations. The focus of scoring is identifying

areas of need for instructional purposes, which is sensitive to individual differences and

classroom needs. All children have strengths and weaknesses, and one important interpretation of

scores is that all children will be working on further development of skills – regardless of

whether they have an identified disability, are learning English, or are experiencing stressful life

events, and so on. Because children are rated on their typical behavior and classroom

performance, individual differences are captured in scoring.

Also, because items are behavioral and developmental, response bias due to culture and value is

minimized. Accordingly, we feel the items are generally reflective of developmental objectives

and as culturally neutral and respectful as possible.

Technical Adequacy

Development of the Pro-LADR followed a specific, expert process to establish construct validity.

Items were selected using prominent theoretical frameworks for child development (see

“Theoretical Framework for Development” earlier in this manual) and contributions from two

child development experts – a researcher with over 15 years of experience developing

assessment tools for preschool and early elementary school, and a former early childhood

educator with over 20 years of preschool classroom experience. Theoretical frameworks were

read; items were written independently by the two expert contributors; items were reconciled;

items were compared against theoretical frameworks; items were clarified and combined; and

items were reworded to be behavioral and discrete. Both experts contributed to content to ensure

theoretical and practical representation.

Plans for Further Development

Because items were developed using a theoretical structure, items will be tested to establish an

empirical structure. Pilot data of Pro-LADR items will allow confirmation of the individual items

and the item subdomain and domain structures using confirmatory factor analysis. Internal

consistency of items will also be evaluated, and teacher/caregiver feedback on rating scale

feasibility and utility will be collected. These data will be used to further refine and improve the

Pro-LADR.


Sharing Results with Families

Pro-LADR results are summarized in an easy-to-access and interpret report for families. The

Family Report (last four pages of P3 and P4 Record Forms) is easy for teachers/caregivers to use

and is completed for each child. Summary scores are presented in a table format that lists

subdomain and domain totals along with any items that reflect skills for which the child needs

developmental support at home or school. And, each form is comprehensive across one academic

year to encourage discussions about individual needs and growth across the academic year.

Use the Family Survey of Preschool Learning and Development Readiness to collect

information provided by the child’s primary parent/guardian.

Using Results to Inform Instruction

Because Pro-LADR items are behavioral and discrete units presented clearly across

subdomains/domains, it is straightforward to use child-level results to inform instruction. Many

of the items are addressed in typical curriculum and are part and parcel of preschool classroom

experiences (i.e., sharing with peers, listening to instruction, following classroom rules). But

many of the items may require explicit and targeted instruction or scaffolding, particularly those

related to early academic skills (i.e., literacy, math, problem solving). Teachers/caregivers should

evaluate each child’s observationally-based rating scale scores tri-annually to evaluate and plan

instruction objectives.

Teachers/caregivers should use professional judgment and discretion to prioritize developmental

and learning needs for individual children. Children should be demonstrating most of the items

consistently by kindergarten entrance. Teachers/caregivers should note as part of the scoring and

report sharing processes areas of child growth and need, and monitor instruction and learning

accordingly. It is recommended that teachers/caregivers use specific instructional planning for

each child to note needs and teaching targets.


References

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P.,

Pagani, L., ... Japel, C. (2007). School readiness and later achievement. Developmental

Psychology, 43, 1428-1446.

Clements, D.H., & Sarama, J. (2007). Building blocks – SRA real math grade pre-K.

Columbus, OH: SRA/McGraw Hill.

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of

young American children. Baltimore, MD: Brookes.

McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten

learning-related skills on academic trajectories at the end of elementary school. Early

Childhood Research Quarterly, 21, 471-490.

McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early

academic problems: The role of learning-related social skills. Early Childhood Research

Quarterly, 15, 307-329.

Minnesota Department of Education (2005). Early childhood indicators of progress:

Minnesota’s early learning standards. St. Paul, MN: Author.

National Conference on State Legislatures (2010). Technical report: State approaches to

school readiness assessment. Available at http://www.ncsl.org/research/education/ncsl-technical-

report-state-approaches-to-school.aspx.

National Council for the Teachers of Mathematics (2000). Principles and standards for

school mathematics. Reston, VA: Author.

National Early Literacy Panel, (2008). Developing early literacy: Report of the national early literacy panel: A scientific synthesis of early literacy development and implication for

intervention. Jessup, MD: National Institute for Literacy.

Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers' judgments of

problems in the transition to kindergarten. Early Childhood Research Quarterly, 15, 147-166.

Snow, C. E., Burns, M. S., & Griffin, P. (1998) (Eds.). Preventing reading difficulties in

young children. Washington, DC: National Academy Press.

U.S. Department of Health and Human Services Administration for Children and

Families Office of Head Start (2010). The Head Start child development and early learning

framework: Promoting positive outcomes in early childhood programs serving children 3-5

years old. Arlington, VA: Author.

Whitehurst, G. J., & Lonigan, C. J., (1998). Child development and emergent literacy.

Child Development, 69, 848-872.

http://www.ncsl.org/research/education/ncsl-technical-report-state-approaches-to-school.aspx

http://www.ncsl.org/research/education/ncsl-technical-report-state-approaches-to-school.aspx

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Profile of Preschool Learning and Development Readiness ... › wp-content › uploads › 2014 › 04 › Pro... · The Profile of Preschool Learning and Development Readiness (Pro-LADR):