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Approval Criteria for Results Matter Assessments
Assessment Tools for Results Matter Menu
Approved assessments for Results Matter:
- Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition (2002, 2006). Brookes Publishing
- COR Advantage (2014). High Scope Educational Research Foundation
- GOLD®. Teaching Strategies, LLC
Results Matter approves a menu of preschool assessment choices which districts may select from that balances the need for valid and reliable results for CDE’s Special Education Annual Performance Report and Performance Plan, with ease of implementation and usefulness for instructional and intervention planning across diverse populations. For more information about the tools and their alignment to the Colorado Academic Standards visit the Approved Assessments for Results Matter section of the Results Matter implementation page.
In 2019 the criteria for approval of assessments were revised to include three levels of quality indicators: required, minimum, and preferred.
Required indicators include statutory requirements only. All approved assessments must meet requirements laid out in the following laws: Children’s Online Privacy Protections Act (COPPA), the Family Educational Rights and Privacy Act (FERPA), Protection of Pupil Rights Amendment (PPRA), Uninterrupted Scholars Act Guidance, and Colorado’s Student Data Transparency and Security Act (C.R.S. 22-16-101 et. al). Additional indicators outlined in the required section of the revised criteria relate to required data reporting specifications used in Colorado programs: a unique child identifier, custom funding source, school district fields in child records, and an export function. During review, for the assessments that cannot demonstrate any function within these criteria, the scoring will stop and the assessment will not be approved. Refer to Criteria and Indicators for approval of Results Matter Assessment Tools (PDF) for complete details
Minimum criteria is defined as the applicant having met the required criteria plus additional criteria critical for Office of Special Education Programs (OSEP) federal reporting. These include evidence of alignment to OSEP’s three functional preschool outcomes under Indicator B7, the ability to convert results to the Indicator B7 child outcome entry and exit ratings and progress categories, and evidence of the tool’s validity for informing instruction and summative reporting for children with and without disabilities. Refer to Criteria and Indicators for approval of Results Matter Assessment Tools (PDF) for complete details
Preferred criteria are those indicators that demonstrate best practice in assessment. These criteria include elements such as involving families in the assessment process, appropriateness for children from culturally and linguistically diverse backgrounds, and alignment to curriculum and early learning guidelines, as well as feasibility of implementation. These criteria are not required, but vendor information for each indicator is intended to inform decision-makers on cost, feasibility of implementation, and other aspects of program administration prior to making selections. Refer to Criteria and Indicators for approval of Results Matter Assessment Tools (PDF) for complete details.
2020 Results Matter Review Process
Vendors were recently given an opportunity to be considered for the Results Matter menu through an open review process. A panel of CDE and external stakeholders met several times during 2020 to review vendor tools against the Required, Minimum, and Preferred Criteria with the goal of approving tools to be added to, or to verify that current assessments, may continue on the Results Matter menu.
Preferred criteria information for each vendor
The table below represents the reviewer decisions for Results Matter Preferred criteria, including additional vendor responses for particular Preferred criteria that could not be rated as Fully Met. This additional information is provided to clarify how the vendor responded to the Review Panel’s questions or request for additional information. We invite Local Education Agency personnel to review this information in making decisions about which approved tool to select for your program.
Criteria 10: Assessment allows for the following claims:
|10.1 Informing families of their child’s developmental status||GOLD® met||COR met||AEPS® met|
|10.2 Promotes improved teacher practices||GOLD® partially met||COR partially met||AEPS® partially met|
|10.3 Assessment aligns to research-based preschool curricula||GOLD® met||COR met||AEPS® met|
|10.4 Assessment aligns to the Colorado Early Learning and Development Guidelines||GOLD® met||COR partially met||AEPS® met|
|10.5 Assessment Informs interventions and progress monitoring for children with IEPs||GOLD® partially met||COR met||AEPS® met|
|10.6 Assessment is appropriate and responsive to multi-lingual/ multi-cultural families||GOLD® partially met||COR partially met||AEPS® partially met|
|10.7 Assessment has adaptations and accommodations for children with significant disabilities||GOLD® met||COR partially met||AEPS® partially met|
Criteria 11: Assessment has evidence for feasibility of implementation
|11.1 Overall time to complete assessment is manageable for teachers||
GOLD® partially met
|COR partially met||AEPS® partially met|
|11.2 Cost to implement the assessment is available to the public||GOLD® met||COR met||AEPS® met|
|11.3 Assessment promotes a team based process||GOLD® met||COR met||AEPS® met|
|11.4 Assessment supports users to make connections between assessment data, standards, curriculum and their practice||GOLD® met||COR partially met||AEPS® met|
|11.5 Training for new users is accessible and available throughout the year||GOLD® met||COR met||AEPS® met|
|11.6 Assessment has multiple platforms from which to collect and score child information.||GOLD® met||COR met||AEPS® met|