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Slide 2 Presented by State Support Team 13 Slide 3 Assessment System Components Early Learning Assessment 3-K Kindergarten Readiness Assessment Early Learning Assessment Birth - 3 Online Reporting System Professional Development Available Fall 2016 Learning about toda y Same Domains as EL A Training in January/Febru ary Reliable & Consiste nt Presented by State Support Team 13 Slide 4 Who uses the ELA? Fall 2015-Spring 2016 All ODE-funded preschool children Fall 2016 All programs 3, 4, or 5-Star Rated through Step Up to Quality regardless of funding source. Presented by State Support Team 13 Slide 5 Required Reporting Programs are required to report Fall and Spring Scores Fall: August 15 through November 14 (REQUIRED) Winter: November 15 through February 14 Spring: February 15 through May 14 (REQUIRED) Summer: May 15 through August 14 Presented by State Support Team 13 Slide 6 Formative Assessment This is a process, not a test The process involves gathering data, reflecting on data and using data to plan activities and changes to the environment that further learning and development Presented by State Support Team 13 Slide 7 Full Range of Scoring Progressions Level A Level B Level C Level D Level 1 Level 2 Level 3 Level 4 K Entry Level 5 36 Months End of K 4 Months Presented by State Support Team 13 NEW Slide 8 Universal Design and Use of Adaptations Assessment items developed so that the progressions are written in a way that does not preclude most children with disabilities Adaptations that are used on a routine basis have been included to allow children with disabilities to demonstrate knowledge and skills in relation to the area being assessed. Teachers should also not prompt, model or use physical guidance to obtain a desired behavior from a child. Presented by State Support Team 13 Slide 9 English Language Learners The assessment is designed so English Language Learners may be assessed. Teachers should reflect on what each learning progression is measuring regardless of language For example, when thinking about how children relate to peers, it is not necessary for the teacher to understand what is being said between two children, but observing how they interact (changing your lens) Presented by State Support Team 13 Slide 10 New Early Learning Assessment Learning Progressions 1.Awareness and expression of emotion 2.Cooperation with peers 3.Communication 4.CoordinationSmall motor 5.Personal care tasks 6.Safety and injury prevention 7.Phonological awareness 8.Vocabulary 9.Number sense 10.Relationships with adults Presented by State Support Team 13 Slide 11 10 Required Progressions Framework Areas Learning Progressions Skills, Knowledge, Behavior Social Foundations36 Language and Literacy37 Mathematics15 Physical Well-Being and Motor Development 36 Total1024 Presented by State Support Team 13 Slide 12 Understanding and Using Authentic Assessment It is important to think about how to write your evidence. For example, teachers need to keep in mind that the evidence may be read by parents, other staff or even community partners (especially if a child has an IEP). Teachers will want to be as objective as possible with their documentation. Presented by State Support Team 13 Slide 13 Tool & Object Manipulation Scoring: Cup Observation Level 1Level 2Level 3Level 4Level 5 Tool and Object Manipulation Manipulates tools/objects with limited coordination of hands, fingers, and wrists, as well as eye-hand coordination, to perform fine motor tasks (e.g., snips the edges of a piece of paper with scissors, sometimes cutting the paper into 2 or more pieces). Manipulates tools/objects with some coordination of hands, fingers, and wrists, as well as eye- hand coordination, to perform fine motor tasks (e.g., cuts across the paper in a fairly straightforward direction by holding scissors with 1 hand and paper with the other). Manipulates tools/objects with nearly precise coordination of hands, fingers, and wrists, as well as eye-hand coordination, to perform fine motor tasks (e.g., cuts out simple shapes by holding scissors and paper correctly). Manipulates tools/objects with precise coordination of hands, fingers, and wrists, as well as eye-hand coordination, to perform fine motor tasks (e.g., cuts out complex shapes by holding scissors and paper correctly). The example given here is of cutting paper. If you dont see the student cutting paper, but we do see him picking up a cup. So, to score him, we have to pay close attention to the words that are not specific to cutting paper. That is just an example. This rubric is NOT just for cutting paper. What if we observed the student using a spoon. Is this still small motor? Presented by State Support Team 13 Slide 14 Scoring and Reporting For each of the 10 learning progressions, required users must: Gather a minimum of one piece of evidence for each SKB Assign a score for each SKB (24 in all) If a score can not be assigned to a particular SKB, then score it an N Presented by State Support Team 13 Slide 15 Early Learning Assessment Guide Your PS Supervisor can provide you with a copy of the Early Learning Assessment Guide. That guide has important information regarding components of the assessment and scoring. Please be certain to read through the Assessment Guide prior to beginning to assess your students. Presented by State Support Team 13 Slide 16 Who To Contact if you Have a Question SST 13 Early Childhood Team Vikki Miller vikki.miller@hcesc.org Jean Apfelbeck jean.apfelbeck@hcesc.org Administrative Assistant Jennifer Kohler 513-674-4246 Presented by State Support Team 13 Slide 17 The End Presented by State Support Team 13