presenters: brenda sigmon and stephanie aldridge
DESCRIPTION
Foundations: NC Early Learning and Development Standards and Formative Assessment Practices that inform COSF Ratings. Presenters: Brenda Sigmon and Stephanie Aldridge. Objectives. To become familiar with the domains of the Early Learning and Development Standards - PowerPoint PPT PresentationTRANSCRIPT
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Foundations: NC Early Learning and
Development Standards and Formative
Assessment Practices that inform COSF
Ratings
Presenters: Brenda Sigmon and Stephanie Aldridge
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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
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Purpose of Early Learning and Development Standards
Identifies what we should be helping children
learn before Kindergarten
Scavenger Hunt through Foundations
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Activity What does typical development
look like?
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Formative Assessment
• Occurs during instruction
• Collects evidence and provides students opportunities to reflect on content
• Occurs multiple times during instruction
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GPS
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Formative Assessment
• Add Vivian’s slides here
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Defining Formative AssessmentSTANDARDS/EXPECTATIONSSTANDARDS/EXPECTATIONS
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Of greatest importance is acknowledging the key role the
learner plays in the assessment-learning
connectionDr. Richard Stiggins
Five Myths and Their Consequences
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Child Outcomes Step-by-Step
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Collecting, Observing, Summarizing and Focusing on Data
What is COSF?– Child Outcome Summary Form– Uses a scale of 1-7– Typical development
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Why is the COSF important?
• Measure of progress
• Compares data from different sources
• Compares success using common scale
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Decision Tree for Summary Rating DiscussionsDoes the child ever function in ways that would be considered age appropriate with regard to this outcome?
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?
To what extent is the child using immediate foundational skills across settings and situations?
To what extent is the child using age-appropriate skills across settings and situations?
Rating = 1 Rating = 2 Rating = 3 Rating = 4 Rating = 5 Rating = 6 Rating = 7
Does anyone have concerns about the child’s functioning with regard to the outcome area?
No (consider rating 1-3) Yes (consider rating 4-7)
No Yes No Yes
Child rarely uses foundational skills across settings and situations
Child uses foundational skills across settings and situations most or all of the time
Child rarely uses age-appropriate skills. There is much more behavior that is not age appropriate than age appropriate.
Child uses age-appropriate skills some of the time across settings and situations. There is a mix of appropriate and not appropriate behaviors and skills.
No Yes
The Early Childhood Outcomes Center, Revised 5-10-06
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ACTIVITYAge AppropriateNot age appropriate
SomewhatNearlyNot yet
Handout: Student sample data
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Using technology to document
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Collecting Data
• I PAD
• Video
• Recording student data with observations
• Work samples with documentations
• Parent information/student interests
• Creative Curriculum Data System
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Share ideas on Portfolio development
A Basic Portfolio
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Documenting Milestones
• Developmental Chart
• Curriculum Data
• Progress Reports
• Evaluation Data
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Sample of Student Interest Documentation
• Things I Like to Do
• Child’s Name_______ Date:_______
• Observer: _____________________
• Center or Activity:_________________
• With___________________________
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Sources of DataFriends
Interactions/engagement/attention span
Favorites
Family
Family collection form
Note interests/engagement/attention span
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From the Family
• Documentation Sheet
• Child’s name: ________Date:________
• Submitted by:____________________
• Activity:_________________________
• Who was involved:________________
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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
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Approaches to Play and Learning
• Favorites– Interests/motivation– Patterns of development– Transitions
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Focusing and Reflecting on Data
• Summarize
• Milestones accomplished
• Progress from data and observations
• Next Milestones
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Video clip-Finley
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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
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Putting It All Together
• Guide for typical development- Foundations’ Age Referencing Tool
• Child data
• Determining child outcomes ratings
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Resources• Tips for Administrators, Teachers, And Families: How To
Share Data Effectively
[email protected] • 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.
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Questions and Feedback