Foundations: Early Learning & Development Standards and Formative Assessment

1. Foundations: NC Early Learning and Development Standards and Formative Assessment Practices that inform COSF Ratings Presenters: Brenda Sigmon and Stephanie Aldridge

2. Objectives • To become familiar with the domains of the Early Learning and Development Standards • To collect and analyze formative assessment data • To utilize Foundations: Early Learning and Development Standards and formative assessment data to understand and complete Child Outcome Summary Ratings

3. Purpose of Early Learning and Development Standards Identifies what we should be helping children learn before Kindergarten Scavenger Hunt through Foundations

4. Activity What does typical development look like?

6. Formative Assessment • Occurs during instruction • Collects evidence and provides students opportunities to reflect on content • Occurs multiple times during instruction

7. GPS

9. Formative Assessment • Add Vivian’s slides here

10. STANDARDS/EXPECTATIONS Defining Formative Assessment

11. Of greatest importance is acknowledging the key role the learner plays in the assessment-learning connectionDr. Richard StigginsFive Myths and Their Consequences

12. Child Outcomes Step-by-Step

13. Collecting, Observing, Summarizing and Focusing on Data What is COSF? • Child Outcome Summary Form • Uses a scale of 1-7 • Typical development

14. Why is the COSF important? • Measure of progress • Compares data from different sources • Compares success using common scale

15. Decision Tree for Summary Rating Discussions ever Does the child function in wa ys that would be considered age appropriate with regard to this outcome? No (consider rating 1 - 3) Yes (consider rating 4-7) Does the child use any immediate foundational skills related to this outcome on which to build age-appropriate functioning across settings and situations? Is the child’s functioning age appropriate across all or almost all settings and situations? No Yes No Yes To what extent is the child using immediate To what extent is the child using Does anyone have foundational skills across settings and situations? age - appropriate skills across concerns about the settings and situations? child’s functioning with regard to the outcome area? Child rarely Child uses Child rarel y uses Child uses age - uses foundational age - appropriate appropriate skills Yes No foundational skills across skills. There is some of the time skills across settings and much more a cross settings and settings and situations most or behav ior that is situations. There is a situations not age all of the time mix of appropriate appropriate than and not appropriate age appropriate. behaviors and skills. Rating = 1 Rating = 2 Rating = 3 Rating = 4 Rating = 5 Rating = 6 Rating = 7 The Early Childhood Outcomes Center, Revised 5-10-06

16. ACTIVITYAge AppropriateNot age appropriate Somewhat Nearly Not yetHandout: Student sample data

17. Using technology to document

18. Collecting Data • I PAD • Video • Recording student data with observations • Work samples with documentations • Parent information/student interests • Creative Curriculum Data System

19. A Basic Portfolio Share ideas on Portfolio development

20. Documenting Milestones • Developmental Chart • Curriculum Data • Progress Reports • Evaluation Data

21. Sample of Student Interest Documentation • Things I Like to Do • Child’s Name_______ Date:_______ • Observer: _____________________ • Center or Activity:_________________ • With___________________________

22. Sources of Data Friends Interactions/engagement/attention span Favorites Family Family collection form Note interests/engagement/attention span

23. From the Family • Documentation Sheet • Child’s name: ________Date:________ • Submitted by:____________________ • Activity:_________________________ • Who was involved:________________

24. Special Documentations Vocabulary lists Picture identification lists Use of voice out put devices/assistive tech Language samples Document approaches to learning and play Document use of appropriate social skills

25. Approaches to Play and Learning • Favorites • Interests/motivation • Patterns of development • Transitions

26. Focusing and Reflecting on Data • Summarize • Milestones accomplished • Progress from data and observations • Next Milestones

27. Video clip-Finley

28. Case Study • Review the observation information on the student • Note strengths and needs for the student for the Outcome areas • Compare child’s present skills and needed skills using the age bands for the NC Foundations • Rate the child’s skills as age appropriate, slightly below age level or foundational in the outcome area

29. Putting It All Together • Guide for typical development- Foundations’ Age Referencing Tool • Child data • Determining child outcomes ratings

30. Resources • Tips for Administrators, Teachers, And Families: How To Share Data Effectively www.hfrp_pbs@gse.harvard.edu • North Carolina Early Learning Network website www.nceln.fpg.unc.edu • Early Childhood Outcomes Center for training on COS http://the-eco-center.org • Results Matters website for video clips for training to improve observation skills.

31. Questions and Feedback