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

Activity What does typical developmentWhat does typical development

look like?

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?

ObservationsWHY?

When? How Often? Who? How?When? How Often? Who? How?

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

GPSGPS

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

Child Outcomes Step-by StepChild Outcomes Step-by Step

http://the-eco-center.org

Formative AssessmentFormative Assessment

• Add Vivian’s slides here• Add Vivian s slides here

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

A Basic PortfolioA Basic Portfolio

Share ideas on Portfolio d l tdevelopment

Focusing and Reflecting on Data

• Summarize• Summarize • Milestones accomplished

P f d d b i• Progress from data and observations• Next Milestones

Video Clip-FindleyVideo Clip-Findley

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

Video clip-KalebVideo clip-Kaleb

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 eduwww.hfrp_pbs@gse.harvard.edu

• 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.

Questions and FeedbackQuestions and Feedback