ccsa k-3 assessment
TRANSCRIPT
Jami Graham Leslie Simmons
Catherine WoodallDarlene GermanoCynthia DeweyKaren Lounsbury
Nancy Costello
Erika Beattie
Race to the Top Early Learning Challenge Grant Kindergarten through Third Grade
Assessment
North Carolina Department of Public Instruction Office of Early Learning
CCSA ConferenceMarch 2013
Welcome & Introductions
Who’s in the Room?
Comfort Items
Please silence your cell phones.
Take stretch breaks as needed.
Today’s Goals
Become aware of the K-3 Assessment development process
Provide input regarding stakeholder involvement
NCDPI K-3 Assessment Wiki
http://rtt-elc-k3assessment.ncdpi.wikispaces.net/
Today’s Materials
Clicker Directions
• NO need to point it at anything.• Push corresponding button for your
answer.
• Green = Success • If you have a window, your
choice will be displayed• Yellow = Sending
• Any moment it will turn green• Red = Help Needed
• If your clicker will not work, raise your hand. Help is on the way.
Which dessert do you like best?
A. pie
B. cake
C. ice cream
D. fruit
E. cookies
F. brownie pieca
ke
ice cr
eamfru
it
cookies
brownie
0% 0% 0%0%0%0%
K-3 Assessment Project Overview
Why?
Meeting the Needs of All Children
Race to the Top--Early Learning Challenge Grant
From NC Session Law 2012-142
• 115C-83.1E. Developmental screening and kindergarten
entry assessment.– Developmental Screening within 30 days– Shall address the five domains of readiness– Administered at the classroom level– Aligned to ELDS and NCSCOS– Reliable, valid and appropriate– Shall be used to inform entry status, instruction, reduction in
achievement gap, and the early childhood system– Completed within 60 days of enrollment
From NC Session Law 2012-142
• 115C-174.11 Components of the testing program.
– Assessment Instruments for K-3
• The State Board of Education shall develop, adopt, and provide developmentally appropriate individualized assessment instruments for Kindergarten through Third Grade.
• LEAs shall use these assessment instruments… to assess progress, diagnose difficulties, & inform instruction and remediation needs
What?
Get Your Clickers Ready!
20
What is your favorite vacation location?
A. The Ocean
B. The Jungle
C. The Mountains
D. The Desert
E. The Lake
The Oce
an
The Jungle
The Mountai
ns
The Desert
The Lake
0% 0% 0%0%0%
A. benchmark
B. summative
C. formative
D. all of the above
E. none of the above
benchmark
summative
form
ative
all of t
he above
none of the ab
ove
0% 0% 0%0%0%
The K-3 Assessment is…
K-3 Assessment Vision
• 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.
NCDPI, Accountability Services Division
Formative Assessment
• The K-3 Assessment:– will be ongoing– will be embedded in daily instruction
• Is invisible to the child• A part of instruction
– will gather information using multiple means• E.g., observations, conversations, work samples, tasks, etc.
– will Include data from multiple sources• Teachers & Support Staff• Families• Community Members (e.g., pediatrician)
Which of the following statements is TRUE?
A. The K-3 Assessment will include a separate Kindergarten Entry Assessment
B. The K-3 Assessment does not include a kindergarten entry assessment.
C. The K-3 Assessment includes a Kindergarten Entry Assessment Process.
A. The K-3 Asse
ssment w
il...
B. The K-3 Asse
ssment d
o..
C. The K-3 A
ssessm
ent i...
0% 0%0%
K-3 Assessment Vision
• The K-3 Assessment:
– will include a Kindergarten Entry Assessment Process
• will generate a Child Profile
– will be completed within 60 days of entry
– will address requirements for screening for Reading & Mathematics
• will be the initial administration of K-3 Assessment
Which of the following statements is TRUE?
A. The K-3 Assessment is not intended for use with Dual Language Learners.
B. The K-3 Assessment will be accessible to, valid, and appropriate for the greatest number of children.
C. The K-3 Assessment will be used to draw discrete conclusions about the effectiveness of programs serving children with high needs.
The K-3 Assessm
ent is n
ot...
The K-3 Assessm
ent will
b...
The K-3 Assessm
ent will
..
0% 0%0%
• The K-3 Assessment:– will be accessible to, valid, and appropriate for the
greatest number of children.• It must be constructed in accordance with the principles of
Universal Design
– will be developmentally, culturally, and linguistically appropriate
– will provide information about children with high needs to inform support programs
– may still need accommodations for children with disabilities, but this need should be minimized
A. determine teacher effectiveness
B. evaluate preschool programs
C. determine readiness for Kindergarten Entry
D. make high-stakes accountability decisions
E. all of the above
F. none of the above
determine te
acher e
ffect...
evaluate presc
hool pro
g...
determine re
adiness fo
r ...
make high-st
akes a
ccoun...
all of t
he above
none of the ab
ove
0% 0% 0%0%0%0%
The K-3 Assessment is designed to:
Guiding Principles
• Rather than determine teacher effectiveness, it will support teacher effectiveness by:
– informing targeted professional development in multiple content areas
– promoting reflective practice
– encouraging collaborative decision making
Guiding Principles
• Rather than evaluating preschool programs, it will inform additional supports for preschool programs & teachers
– Funding
– Professional development
– Policy development
Guiding Principles
• Rather than determining readiness for kindergarten entry, the data collected will:
– provide a better picture of the whole child as they enter Kindergarten
– support instruction
– help schools be more ready for children entering Kindergarten
Guiding Principles
• Rather than make high-stakes accountability decisions, the K-3 assessment will:
– guide daily instruction & planning
– involve students within the assessment process
– encourage family partnerships
A. True
B. False
True
False
0%0%
The K-3 Assessment will only assess mathematics and reading.
K-3 Assessment Vision
• The K-3 assessment will recognize the importance of all Five Domains of Learning
– Approaches to Learning
– Cognitive Development
– Emotional & Social Development
– Health & Physical Development
– Language & Communication Development
The K-3 Assessment will:
• address the integrated nature of learning and development
• align with the NC Standard Course of Study (Common Core & Essential Standards)
• align with the NC Early Learning and Development Standards
In Summary
• The K-3 Assessment:
– includes Kindergarten through Third Grade
– addresses 5 domains of learning & development
– formative in nature
– embedded in daily instruction
– guides planning & instructional practices
– collects data in multiple ways
– is not used to make high-stakes accountability decisions
– informs early grades reform
How?
K-3 AssessmentWork Structures
• Think Tank– Researchers, scholars, practitioners, policy
makers & consultants– Visionary
• Sparks revolutionary thinking• Imagines the possibilities• Generates claims identifying the big ideas• Makes recommendations
• Assessment Design Team– Educators, parents, IHE, content specialists,
psychometrician(s), DPI staff, consultants
– Assessment Development Work Groups
• Analyze input from various stakeholders
• Operationalize the Think Tank Recommendations
• Create assessment
• Make revisions based on input & feedback
K-3 AssessmentWork Structures
• Implementation Design Team– NCDPI, educators, families, administrators,
external partners/stakeholders, consultants– Implementers
• Establish State Implementation Capacity• Guide Scalability and Sustainability• Focus on organization and system change
– State– Region– District
K-3 AssessmentWork Structures
When?
Our Proposed Timeline
Task Timeline
Develop K-3 Assessment Spring 2013 – Summer 2014
Usability in Transformation Zone Spring 2014 – Spring 2015
Begin Initial Implementation Summer 2015 – Winter 2015
• Who do we need to hear from as we develop the K-3 Assessment?
• What questions do we need to ask in order to gain information for the K-3 Assessment development?
• How would you suggest we share and gather information? How would stakeholders, such as yourselves, like to be included in the process?
Examples
I want you to know what my district is already using to assess K-3 students. So, I am thinking it is important for you to ask…
•What is already being used to assess students in the early grades that should be considered as a component of the new K-3 Assessment?
My district administers a kindergarten entry screening, but it does not give me the information I need. So, a good question to ask might be…
•What is important to know about children when entering kindergarten?
Questions for Feedback
• Who do we need to hear from as we develop the K-3 Assessment?
• What questions do we need to ask in order to gain information for the K-3 Assessment development
• How would you suggest we share and gather information? How would stakeholders, such as yourselves, like to be included in the process?
Regional Discussion Time
1. Individual quiet writing time
(10 minutes)
2. Discussion with table group(25 minutes)
Regional Shout Out
Working Together
NCDPI K-3 Assessment Wiki
http://rtt-elc-k3assessment.ncdpi.wikispaces.net/
Stay Connected!
• Office of Early Learning Listserv
Upcoming Opportunities
• Surveys
– Kindergarten Teachers
• 2,500 Responses!
• Webinars
– District Administrators
• Thursday, March 28: 2:00 pm - 3:00 pm
• Focus Groups
– East & West
• K-3 Teachers: mid April
More to Come!
