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Foundations: NC Early Learning and Development Standards and Formative
Assessment Practices that inform COSFRatings
Presenters: Brenda Sigmon and Stephanie Aldridge
Objectives• To become familiar with the domains of theTo become familiar with the domains of the
Early Learning and Development StandardsStandards
• To collect and analyze formative assessment dataassessment data
• To utilize Foundations: Early Learning and D l t St d d d f tiDevelopment Standards and formative assessment data to understand and
l t Child O t S R ticomplete Child Outcome Summary Ratings
Information in your packetsInformation in your packets• NC Foundations for Early Learning and Development y g p
Standards (ELDS) and age referencing tables• Child Outcomes Brochure• Sample data on a child• Outcome rating form
One page s mmar of each domain of Fo ndations• One page summary of each domain of Foundations• Scavenger Hunt
Purpose of Early Learning and Development StandardsIdentifies what we should be helping childrenIdentifies what we should be helping children learn before Kindergarten
Scavenger Hunt through Foundations
Organization of the DocumentOrganization of the Document
• Based on expectations for what children• Based on expectations for what children will learn prior to Kindergarten
• Five Domains:• Five Domains:– Approaches to Play and Learning (APL)– Emotional and Social Development (ESD)p ( )– Health and Physical Development (HPD)– Language Development and Communication (LDC)
Cognitive Development (CD)– Cognitive Development (CD)
Age BandsAge Bands
Infants: birth to 12 monthsInfants: birth to 12 monthsToddlers: 8 to 21 monthsOld T ddl 18 36 hOlder Toddlers: 18-36 months Younger Preschoolers: 36-48 monthsOlder Preschoolers: 48-60 months
How to use Goals and Developmental Indicators• Promote:• Promote:
– Development of whole childShared responsibility for education– Shared responsibility for education
– A common set of expectations for children’s developmentdevelopment
– Importance of play as an instructional strategySupport for safe and effective learning– Support for safe and effective learning environments
Approaches to Play and LearningApproaches to Play and Learning
• Curiosity Information-Seeking and• Curiosity, Information-Seeking, and Eagerness
• Play and Imagination• Play and Imagination• Risk-Taking, Problem- Solving, and
Fl ibilitFlexibility• Attentiveness, Effort and Persistence
Health and Physical Development• Physical Health and Growth• Physical Health and Growth• Motor Development
S lf C• Self-Care• Safety Awareness
Language Development and Communication• Learning to Communicate• Learning to Communicate• Foundations for Reading
F d i f W i i• Foundations for Writing
Cognitive DevelopmentCognitive Development
• Construction of Knowledge: Thinking and• Construction of Knowledge: Thinking and Reasoning
• Creative Expression• Creative Expression• Social Connections• Mathematical Thinking and Expression• Scientific Exploration and Knowledgep g
Guiding PrinciplesGuiding Principles
• Refer to Guiding Principles page 13 in FoundationsFoundations.
• What is one of the guiding principles on hi h ?which you agree?
Standards AlignmentStandards Alignment
• Foundations and the North Carolina• Foundations and the North Carolina Standard Course of Study
• Refer to page 19 in the Foundations• Refer to page 19 in the Foundations• What section(s) of Foundations would line
ith Ki d t th ti ?up with Kindergarten mathematics?
Collecting, Observing, Summarizing and Focusing on Data• What is COSF?• What is COSF?
– Child Outcome Summary FormUses a scale of 1 7– Uses a scale of 1-7
– Typical development
Why is the COSF important?Why is the COSF important?
• Measure of progress• Measure of progress• Compares data from different sources
C i l• Compares success using common scale
Group ActivityGroup ActivityWhat kinds of documentation
ld b f l i thwould be useful in these domains?domains?
Formative AssessmentFormative Assessment
• Occurs during instruction• Occurs during instruction• Collects evidence and provides students
opportunities to reflect on contentopportunities to reflect on content• Occurs multiple times during instruction
Of greatest importance is acknowledging the key role theacknowledging the key role the
learner plays in the assessment-learning
connectionconnectionDr. Richard Stiggins
Five Myths and Their Consequences
Objective versus SubjectiveObjective versus Subjective
• Document exactly what you see!• Document exactly what you see!
HO: Objective vs. SubjectiveHO: Objective vs. Subjective
Collecting DataCollecting Data
• I PAD• I PAD• Video
R di d d i h b i• Recording student data with observations• Work samples with documentations• Parent information/student interests• Creative Curriculum Data SystemCreative Curriculum Data System
Documenting Language and Communication
• Accurate data collection is crucial• Accurate data collection is crucial• Record student responses with direct
quotesquotes• Take pictures or work samples to document
Improving observational skills
Increases knowledge of child d l tdevelopment
Improves observational skills
Using Developmental Milestones
Foundations Age Referencing TablesFoundations Age Referencing TablesPaint a picture of a typical 3,4,5 year old childSummarize the areas by outcome domainsReport back to groupp g p
Decision Tree for Summary Rating DiscussionsDoes the child ever function in ways that
ywould be considered age appropriate with regard to this outcome?
No (consider rating 1-3) Yes (consider rating 4-7)
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?
Does anyone have concerns about the child’s functioning
No YesNo Yes
settings and situations? child’s functioning with regard to the outcome area?
Child rarely uses foundational skills across
Child uses foundational skills across
tti d
Child rarely uses age-appropriate skills. There is
h
Child uses age-appropriate skills some of the time
tti dNoYes
skills across settings and situations
settings and situations most or all of the time
much more behavior that is not age appropriate than age appropriate.
across settings and situations. There is a mix of appropriate and not appropriate behaviors and skills.
Rating = 1 Rating = 2 Rating = 3 Rating = 4 Rating = 5 Rating = 6 Rating = 7
The Early Childhood Outcomes Center, Revised 5-10-06
ACTIVITYAge AppropriateNot age appropriateNot age appropriate
SomewhatNearlyNot yetNot yet
Handout: Student sample data
Documenting MilestonesDocumenting Milestones
• Developmental Chart• Developmental Chart• Curriculum Data
P R• Progress Reports• Evaluation Data
Sample of Student Interest Documentation
• Things I Like to Do• Things I Like to Do• Child’s Name_______ Date:_______
Ob• Observer: _____________________• Center or Activity:_________________• With___________________________
S f D tSources of DataFriendsFriends
Interactions/engagement/attention spanF iFavorites
FamilyFamily collection formNote interests/engagement/attention spanNote interests/engagement/attention span
From the Family
• Documentation Sheet• Documentation Sheet• Child’s name: ________Date:________
S b i d b• Submitted by:____________________• Activity:_________________________• Who was involved:________________
Special DocumentationsSpecial Documentations
Vocabulary listsVocabulary listsPicture identification listsU f i d i / i i hUse of voice out put devices/assistive techLanguage samplesDocument approaches to learning and playDocument use of appropriate social skillsDocument use of appropriate social skills
Approaches to Play and Learning
• Favorites• Favorites– Interests/motivation
Patterns of development– Patterns of development– Transitions
Focusing and Reflecting on Data
• Summarize• Summarize • Milestones accomplished
P f d d b i• Progress from data and observations• Next Milestones
Case StudyCase 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• Rate the child s skills as age appropriate, slightly
below age level or foundational in the outcome area
Putting It All Together-FindleyPutting It All Together-Findley
• Guide for typical development-• Guide for typical development-Foundations’ Age Referencing Tables
• Child data• Child data • Determining child outcomes ratings
Case StudyCase 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• Rate the child s skills as age appropriate, slightly
below age level or foundational in the outcome area
Putting It All Together-KalebPutting It All Together-Kaleb
• Guide for typical development-• Guide for typical development-Foundations’ Age Referencing Tables
• Child data• Child data • Determining child outcomes ratings
ResourcesTi f Ad i i t t T h A d F ili H T• Tips for Administrators, Teachers, And Families: How To Share Data Effectivelywww hfrp pbs@gse harvard [email protected]
• North Carolina Early Learning Network websitewww.nceln.fpg.unc.edug
• 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.