Early Learning Strategy

NESD Strategic Plan:Responsive to Individual Student NeedsData Collection:• COR – Pre-Kindergarten & Kindergarten *• RAD – Grades 1-3Collection Dates:• COR – data submitted daily – collated third Friday

in January & May • RAD – collated by the second Friday in October

& May

Child Observation Record (COR)The Child Observation Record is an authentic assessment tool designed to measure individual and group progress in early childhood programs. It assesses children in their natural learning environment through observation in six categories.

Preschool COR Categories

I. InitiativeII. Social RelationsIII. Creative RepresentationIV. Movement & MusicV. Language & LiteracyVI. Mathematics & Science

http://www.onlinecor.net/

Score

2

Unscored

4

Unscored

3

3

Anecdote List

David, Sam, Melissa, Sheila, Eric

Katie

Jane

Why are we collecting this data?• To gather data to ensure that students are

growing in all of the key dimensions of child development.

• To collect data from young children in an authentic manner that provides information for systematic planning for early learning.

• To ensure teachers are evolving in the role of an “Early Learning” teacher, where they allow play to be children’s work and that they begin to follow the principles of early learning in their daily practices.

What is the data telling us?

• It tells us what children are doing.• It tells us more about them. • It guides us in the types of materials,

interactions, and experiences we need to provide to assist in their development.

As an administrator, how can you be supportive?

Believe and promote that all children are competent and have the capacity to learn.

Encourage and model for teachers how to be active observers of what and how children learn.

Ensure teachers are reflecting and making educational decisions that affect the child.

Ensure that teachers are developing relationships by revealing the uniqueness of every child.

What is RAD?

• Reading Assessment District• Assesses students’ reading skills and

comprehension.• Utilizes BEFORE, DURING, and AFTER

strategies.• RAD can be administered up to grade 9.

• The data provides a summary of student’s ability to use BEFORE, DURING, and AFTER strategies for Comprehending and Responding to text.

What will the data tell us?

STRATEGIES•Before•During

COMPREHENSION•During•After

ANALYSIS•During•After

Strategies STRESSED in RADBEFOREPredictionText Features

DURINGComprehension (Retrieving Information and

Recognizing Meaning)• Accuracy and completeness• Main Ideas/Details• Information/Organization

AFTER Comprehension (Interpreting Text)• InferencesAnalysis (Analyzing Text)• Connections• Opinions Comprehension Strategies• Identifying use and articulation• Word Skills

Strategies STRESSED in ELA CurriculumBEFORE• Activate and build upon prior knowledge & experience• Preview text• Set a purpose• Anticipate the author’s intention

DURING• Making connections to personal knowledge and experience• Using the cueing systems to construct meaning from the text• Making, confirming, and adjusting predictions and inferences• Constructing mental images• Interpreting visuals (e.g., illustrations, graphs, tables)• Identifying key ideas and supporting details• Drawing conclusions• Adjusting rate or strategy to purpose or difficulty of text

AFTER• Recalling, paraphrasing, and synthesizing• Interpreting (identifying new knowledge and insights)• Evaluating author’s message• Evaluating author’s craft and technique• Responding personally, giving support from text• View, listen, read again, and speak, write, and use other forms of

representing to deepen understanding and pleasure.

Critical & Powerful Learning Strategies