KDI Lauren

Views:
 
Category: Entertainment
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

Slide1:

K-3 Formative Assessment Kindergarten Developmental Inventory Kindergarten Experience…

Background on the Enhanced ASSESSMENT GRANT (EAG) and k‒3 consortium:

Background on the Enhanced ASSESSMENT GRANT ( EAG ) and k‒3 consortium NC developed their K‒3 Formative Assessment as part of their Race-to-the-Top-Early Learning Challenge ( RTT-ELC ) grant. Through another grant program―Enhanced Assessment Grant ( EAG )―NC was able to invite other interested states to form a Consortium and enhance the assessment. 2

Consortium States:

3 Arizona* District of Columbia Delaware Iowa* Maine* North Carolina* North Dakota Oregon Rhode Island* South Carolina * Tier II states Consortium States

Enhancement of NC’s K‒3 Formative Assessment:

Enhancement of NC’s K‒3 Formative Assessment Research Partners (SRI, BUILD, & Child Trends) work with the Consortium to: Validate, possibly expand, and revise as needed, the assessment to establish a reliable, valid and instructionally useful assessment tool. Help states develop and implement comprehensive professional development for the assessment. Work with states to develop a long-term K‒3 assessment implementation plan individualized to each state. 4

Vision for the Assessment:

Vision for the Assessment 5 Formative Assessment A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes. American Educational Research Association, T he American Psychological Association (APA), and The National Council on Measurement in Education (NCME ), 2014 & Council of Chief State School Officers ( CCSSO), 2006

NC Vision Video for Administrators :

NC Vision Video for Administrators 6 https:// youtu.be/H2qCY3sOrUc

Domains and Constructs:

Domains and Constructs * North Carolina developed some constructs to be assessed at K entry and others that are appropriate for continued assessment, K-3. In the enhanced assessment, all constructs should be assessed at K entry and then used with children K-3 as long as they continue to inform instruction. Many children will reach the highest level of these progressions early in K (*). Domain K‒3 Constructs K Entry OR K-3 Health & Physical Development Fine Motor:  Grip & Manipulation K Entry* Fine Motor: Hand Dominance K Entry* Crossing Midline K Entry* Gross Motor Development K-3 Social-Emotional Development Emotion Expression K-3 Emotion Regulation Strategies K-3 Emotional Literacy K Entry* Language Development & Communication Book Orientation K Entry* Print Awareness K Entry* Letter Naming K Entry* Following Directions K Entry* Writing K-3 Reading Comprehension K-3 Vocabulary K-3 Approaches to Learning Engagement & Persistence K-3 Cognitive Development Object Counting K Entry*

Vision: 4 Key Points:

8 Key Point #1: K-3 Formative Assessment Process focuses on the whole child Vision: 4 Key Points

Slide9:

Key Point #2 : O ccurs during instruction rather than as an isolated event apart from instruction . Teachers can learn about students throughout the day in a variety of settings: W hole group S mall group C enters/stations Individual 9 Vision: 4 Key Points

Vision: 4 Key Points:

Key Point #3 : A teacher can collect evidence about students using a variety of strategies: Talk with families Take photos R ecord student conversations W rite anecdotal notes Collect work samples I ncorporate evidence from other school educators (e.g., PE, OT, Speech, ELL) 10 Vision: 4 Key Points

Vision: 4 Key Points:

Key Point #4 : What is learned is used to guide instruction: Identifies what students know and are able to do and where to head next Helps to plan and adjust instruction in an ongoing manner Helps to meet the needs of all students 11 Vision: 4 Key Points

Assessment Enhancement Timeline :

Assessment Enhancement Timeline Time Span Pilot Activities March 2015‒Nov 2015 K ‒3 “ Cognitive Labs” Aug/Sept 2015‒March 2016 Full K‒3 Assessment Pilot Aug/Sept 2016‒June 2017 Full K‒3 Assessment F iel d Test 12

K‒3 Formative Assessment Enhancement: Cognitive Lab:

K ‒ 3 Formative Assessment Enhancement: Cognitive Lab Purpose: Gain insight into usefulness of construct-specific assessment materials in classrooms Structure: For individual constructs . . . Handful of teachers in each state “try out” materials in their classrooms with a few students Provide feedback on the materials 13 Assessment revised based on what is learned

K‒3 Formative Assessment Enhancement: Pilot :

K ‒ 3 Formative Assessment Enhancement: Pilot Purpose: Gain insight into implementation, manageability, usability, etc. of assessment and the quality of the technology and the professional development Structure: K ‒ 3 rd grade teachers use complete assessment across the school year More formal than cognitive labs (but not as formal as field test) Full launch of the professional development activities On-going implementation support provided Analyze child-level data Focus groups and interviews conducted with teachers, administrators , and other stakeholders 14

K‒3 Formative Assessment Enhancement: Field Test:

K ‒ 3 Formative Assessment Enhancement: Field Test Purpose: to examine the Validity and reliability of the assessment Quality of the supporting materials Quality of the professional development and technology Structure: K ‒ 3 rd grade teachers implement assessment for entire school year Representative sample of students (minimum 3,000 children) Full launch of the technology and the professional development activities On-going implementation support provided Analyze the child-level data Focus groups and interviews conducted with teachers, administrators, and other stakeholders 15

Slide16:

Local Control District/School Decisions Voter Approved Laws Evidence-based Practices KINDERGARTEN DEVELOPMENTAL INVENTORY

Slide17:

Questions? 17

authorStream Live Help