Barrera, I. & Corso, R. M. (2003). Skilled Dialogue: Strategies for Responding to Cultural Diversity in Early Childhood. Baltimore: Brookes.
Cook, R. (2004). Embedding assessment of young children into routines of iInclusive settings: A systematic planning aApproach. Exceptional Children, 7(3), 2-11. This article emphasizes gathering information during daily routines in order to accurately assess children skills in a natural and efficient manner.
Dodge, D., Heroman, C., Charles, J., & Maiorca, J. (2004). Beyond outcomes: How ongoing assessment Supports learning and leads to meaningful curriculum.
Young Exceptional Children Monograph, 10(2), 39. Retrieved on October 6, 2008 from http://ww.fs.utah.edu/info/cfdc/5170/Beyond_Outcomes.pdf. This document presents information on gathering data from children’s everyday activities to gain a representation of children’s abilities and progression.
Epstein, A.S., Schweinhart, L.J., DeBruin-Parecki, A., & Robin, K.B. (2004) Policy Brief - Preschool assessment: A guide to developing a balanced approach. NIEER Policy Brief (7). Examines assessment of learning among preschoolers and the trend toward increased standardized testing of young children. This brief offers definitions and applications of assessment concepts and policy recommendations essential to a balanced approach. Retrieved on October 6, 2008 from http://nieer.org/resources/policybriefs/7.pdf
Grisham-Brown, J., Hallam, R., & Pretti-Frontczak, K. (2008). Preparing Head Start to use a curriculum-based assessment: An innovative practice in the "Age of Accountability." Journal of Early Intervention, 30(4), 271-281. An evaluation of the technical assistance and training of Head Start teachers and assistant teachers on the use of contemporary curriculum-based assessment.
Grisham-Brown, J., Hemmeter, M. L., Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Paul H. Brookes Publishing: Baltimore.
Grisham-Brown, J.L., & Pretti-Frontczak, K.L. (2003). "Preschool teachers’ use of planning time for the purpose of individualizing instruction for young children with special needs." Journal of Early Intervention, 26(1), 31-46.
Kagan, S. L., Scott-Little, C., & Clifford, R.M. (2003). “Assessing young children: What policy makers need to know and do." In C. Scott-Little, S.L. Kagan, & R.M. Clifford (Eds). Assessing the state of state assessments; perspectives on assessing young children (pp. 5-11). Greensboro, NC: SERVE.
Koralek, D. (2004). Spotlight on young children and assessment. Washington, DC: National Association for the Education of Young Children. A collection of articles describing how assessment is informs and improves practice to better support children's development and learning.
Learning Point Associates. (2005). Beyond the bell: Start-up guide for afterschool programs. Learning Point Associates. Naperville, IL: Author. The guide provides step-by-step instructions for starting an afterschool program. Addresses funding sources, proposal writing, and community information.
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McAfee, O. (2004). Basics of assessment: A primer for early childhood educators. Washington, DC: National Association for the Education of Young Children. Assessment of children's abilities and knowledge, their approaches to learning, and their strengths, needs, and interests is expected in most early childhood programs. Speaking a shared language of assessment will help early childhood professionals communicate better with other teachers, specialists, administrators, and parents.
McLean, M. & Crais, B. (2004). Procedural considerations in assessing infants and preschoolers with disabilities. In McLean, M., M. Wolery & D. Bailey (Eds.) Assessing infants and preschoolers with special needs. Upper Saddle River, NJ: Pearson Merrill Prentice Hall, pp45-70.
McLean, M. (2004). "Assessment and its importance in early intervention/early childhood special education." In M. McLean, M. Wolery, &D. B. Bailey (Eds), Assessing infants and preschoolers with special needs (pp. 1-21). Upper Saddle River, NJ: Pearson.
McLean, M., Wolery, M. & Bailey, D.(2004). Assessing Infants and preschoolers with special needs. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Meisels, S. (2005). Developmental screening in early childhood: A guide. Washington, DC: National Association for the Education of Young Children. Sound developmental screening identifies those children who should receive more extensive assessment to determine whether they need additional support for learning. Reviews six widely-used general screening instruments, discusses screening specific areas of development, reviews five screening instruments for social/emotional or behavior concerns. Also includes an annotated bibliography of research and resources.
Nalley D. (2003). Assessing the State of Assessments. Greensboro, NC: Regional Educational Laboratory at SERVE. This document is a collection of papers that reflect discussions at a symposium on readiness assessment systems and the author's collective experience working on issues related to wide-scale early childhood assessment systems.
Neisworth, J.T. & Bangato, S.J. (2004). The mismeasure of young children: The authentic assessment alternative. Infants and Young Children, 17(3), 198-212.
Ostrovsky, M., & Horn, E. (2002). Assessment: Gathering meaningful Information. Young Exceptional Children Monograph, 10(2), 39. Retrieved on October 6, 2008 from http://www.dec-sped.org. The articles in this monograph series examine cultural and linguistic differences that shape authentic assessment procedures with an emphasis on family involvement.
Raver, S. (2003). Keeping track: Using routine-based instruction and monitoring. Young Exceptional Children, 6(3), 12-20.
Roskos, K. (2004). Oral language and early literacy in preschool: Talking, reading, and writing. Newark, DE: International Reading Association. Offers current research, planning and assessment suggestions, and instructional approaches to help make informed decisions about what oral language skills children need to learn, what kinds of language and literacy experiences to provide, what to look for in programs and materials, and whether children are making progress in their use of language.
Sandall, S. & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ED). Baltimore: Brookes Publishing Company.
Santos, R.M.(2004). Ensuring culturally and linguistically appropriate assessment of young children. Young Children, 59(1), 48-50.
Tucker, P. (2005). Linking teacher evaluation and student learning. Alexandria, VA: ASCD. Looks at better ways to use measures of student achievement in a teacher assessment system.
Wolery, M. (2004). "Monitoring child progress." In M. McLean, M. Wolery, & D. B. Bailey (Eds), Assessing infants and preschoolers with special needs, (3rd ed, pp. 545-584). Englewood Cliffs, NJ: Prentice-Hall.
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