CCSA K-3 Assessment
- 1. Karen Lounsbury Cynthia Dewey Darlene Germano Catherine Woodall Nancy Costello Erika Beattie Jami Graham Leslie Simmons
- 3. Race to the Top Early Learning Challenge Grant Kindergarten through Third Grade Assessment North Carolina Department of Public Instruction Office of Early Learning CCSA Conference March 2013
- 5. Who’s in the Room?
- 6. Comfort Items Please silence your cell phones. Take stretch breaks as needed.
- 7. Today’s Goals Become aware of the K-3 Assessment development process Provide input regarding stakeholder involvement
- 8. NCDPI K-3 Assessment Wiki http://rtt-elc-k3assessment.ncdpi.wikispaces.net/
- 10. 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.
- 11. Which dessert do you like best? A. pie B. cake C. ice cream D. fruit 0% 0% 0% 0% 0% 0% E. cookies e s ke m it e ie pi ni fru ea ca ok ow cr co F. brownie br ic e
- 12. K-3 Assessment Project Overview
- 13. Why?
- 14. Meeting the Needs of All Children
- 15. Race to the Top-- Early Learning Challenge Grant
- 16. 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
- 17. 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
- 18. What?
- 19. 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 0% 0% 0% 0% 0% e t an gle s er ak ain ce es un eL nt eO eD eJ Th ou Th Th Th eM Th 20
- 21. The K-3 Assessment is… A. benchmark B. summative C. formative D. all of the above E. none of the above 0% 0% 0% 0% 0% e ive k ve ve iv ar o o at at hm ab ab m rm nc m he e fo th be su ft of lo ne al no
- 22. 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
- 23. 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)
- 24. 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 0% 0% 0% entry assessment. .. . ... il. o. ti tw C. The K-3 Assessment td en en en sm m m s ss ss se includes a Kindergarten Entry e se As ss As 3A 3 K- 3 K- K- he Assessment Process. e e Th Th T C. B. A.
- 25. 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
- 26. 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 0% 0% 0% be used to draw discrete conclusions about the . .. .. .. effectiveness of b. ot ill sn tw ill tw ti programs serving en en en m m m ss ss ss se children with high needs. se se As As As -3 -3 -3 eK eK eK Th Th Th
- 27. • 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
- 28. The K-3 Assessment is designed to: A. determine teacher effectiveness B. evaluate preschool programs C. determine readiness for Kindergarten Entry D. make high-stakes accountability 0% 0% 0% 0% 0% 0% decisions e e ... . .. ov ov . .. .. E. all of the above ct un g. or ab ab ffe ro sf co he e lp re th es ac ft oo he in of es lo ad ch ac ne ak al re F. none of the above te es -st no pr e e igh in in e rm m at eh r alu te te ak de de ev m
- 29. 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
- 30. Guiding Principles • Rather than evaluating preschool programs, it will inform additional supports for preschool programs & teachers – Funding – Professional development – Policy development
- 31. 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
- 32. 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
- 33. The K-3 Assessment will only assess mathematics and reading. A. True B. False 0% 0% se ue l Tr Fa
- 34. 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
- 35. 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
- 36. 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
- 37. How?
- 39. K-3 Assessment Work Structures • Think Tank – Researchers, scholars, practitioners, policy makers & consultants – Visionary • Sparks revolutionary thinking • Imagines the possibilities • Generates claims identifying the big ideas • Makes recommendations
- 40. K-3 Assessment Work Structures • 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
- 41. K-3 Assessment Work 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
- 42. When?
- 43. 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
- 46. • 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?
- 47. 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?
- 48. 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?
- 49. Regional Discussion Time 1. Individual quiet writing time (10 minutes) 2. Discussion with table group (25 minutes)
- 51. Working Together
- 52. NCDPI K-3 Assessment Wiki http://rtt-elc-k3assessment.ncdpi.wikispaces.net/
- 53. Stay Connected! • Office of Early Learning Listserv – join-office_of_early_learning_pre-k- grade3@lists.dpi.state.nc.us
- 54. 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
Editor's Notes
- #26: The kindergarten entry assessment process will be considered the beginning point of the K-3 Assessment.Completed within 60 days of entryAddresses requirements for screening for Reading & Mathematics
- #30: NOT:To evaluate preschool programs Rather, Determine teacher effectivenessRather, it can increase teacher effectiveness b/c it supports targeted professional development and reflective practiceIt is a support process to increase teacher effectivenessPotential alignment to the NC Teaching StandardsDetermine readiness for KindergartenDetermine eligibility for Kindergarten Rather- it gives you important information about the Kindergarten students to support instructionUsed for student placementUsed to guide pre-K instructionCriteria that informs the development of the K-3 AssessmentBased on recommendations from the NRC’s (2008) Early Childhood Assessment: Why, What and How report
- #31: Criteria that informs the development of the K-3 AssessmentBased on recommendations from the NRC’s (2008) Early Childhood Assessment: Why, What and How report
- #32: Criteria that informs the development of the K-3 AssessmentBased on recommendations from the NRC’s (2008) Early Childhood Assessment: Why, What and How report
- #33: Provides students opportunities to think meta-cognitively about their learningGuiding Principles are criteria that informs the development of the K-3 AssessmentBased on recommendations from the NRC’s (2008) Early Childhood Assessment: Why, What and How report
- #50: Regional Facilitator Round Table Tasks…As your facilitator I will help guide the flow of conversation, serve as a time keeper. maintain focus, and gather key ideas to share out with larger group