GoalsforDataPlanTOTReviewandExtendLearning Regarding:§ AssessmentTypes§ DataAnalysisProtocol§ DataSharing§ UsingDatatoInformInstruction

MCFPreK-3CommonAssessments§ CLASS,KOF,CELDT,CAASPP,EduSnap,SocialEmotional(Ages&Stages,DRDP,Seneca)

Analyzeschooldatathathasbeenprovided§ Utilizedataprotocol§ Schoolteamdiscussions§ SupportfromKelli,Connie, Janandeachother

DataPlanDevelopment TeamWorkSession§ Entercommonassessmentdatainplantemplate§ Workonanalysis,goalsetting,andinstructionalplanningwithschoolteam§ SupportfromKelli,Connie, Janandeachother

StandtheLineActivityGETTOKNOWYOUR FELLOWTOTS

Reflectingbackonwherewestarted.

Lookingforwardtowherewearegoing.

2012-13TrainingSeries

2013-14TrainingSeries

2014-15TrainingSeries

• 10StepsofPreK-3SystemBuilding

• P-3ResearchandBest Practices• ConnectingWith Early

ChildhoodPartners• EstablishingYourLeadership

Team• ProvidingHighQuality

ProfessionalDevelopment• ConnectingandAligningPreK-3rd

Grade• Mathematics• Literacy

• Assessment Loop• PasstheBaton• LearningWalks• Sustainability

• Training andLeadingColleagues• TrainerStrategies• FacilitatorSkills

• StrengthBasedAlignmentProcess• DefiningQuality• Sustainability

• SupportModules• Focus andGoalSetting• StrengthBasedInventory• P-3AlignmentSystems• ELA• Math• HowChildrenLearn• LearningWalks/Peer

ObservationSystems

• Types ofAssessments• PurposeofAssessments• AnalyzingData

• Criticalskills• Questions todrivethe

analysis• UsingDatatoInformInstruction• ResponsetoInstructionand

Intervention Systems• ReviewofCommonAssessments• GoalSetting• DataCollection• ActionPlanning

2015-16DataPlanDevelopmentTOT

ReviewandExtend LearningRegarding:§Assessment Types§DataAnalysis Protocol§DataSharing – Assessment Loop§UsingDatatoInform Instruction – Effective Practices

MCFPreK-3 Common Assessments§CLASS, KOF, CELDT,CAASPP, EduSnap, Social Emotional (Ages&Stages,DRDP,Seneca)

Analyze school datathathas beenprovided§Utilizedataprotocol§School teamdiscussions§Support fromKelli, Connie, Janandeachother

DataPlanDevelopment TeamWork Session§ Entercommon assessment datainplan template§ Work onanalysis, goalsetting, andinstructional planning withschool team§ Support fromKelli, Connie, Janandeachother

Streamline focus andplans forMCFPreK-3work

Kauerz, K. & Coffman, J.(2013). Framework for Planning, Implementing, andEvaluating PreK-3rd Grade Approaches. Seattle,WA:College of Education, UniversityofWashington.

KristiKauerz PreK-3PolicyandSystemWork

Cross-SectorWork

AdministrativeEffectiveness

TeacherEffectiveness

InstructionalTools

LearningEnvironment

Data-DrivenImprovement

FamilyEngagement

Communityand

Pathways

Kauerz, K. & Coffman, J.(2013). Framework for Planning, Implementing, andEvaluating PreK-3rd Grade Approaches. Seattle,WA:College of Education, UniversityofWashington.

OverallMakingADifferenceP-3System

EstablishLeadershipGroupandConnectWithEarlyChildhood

Partners

StrengthBasedAlignmentProcess

AgreementsandOngoingAlignment

Activities

Steps 1,2, 3 Steps 4,5, 6,7 Steps 8,9, 10

Focus&GoalSetting

StrengthBased

Inventory&Agreements

WhatQualityLooksLike

LearningWalks

•Student Data•CAPreK Foundations•Common Core

CollectDataandAnalyzeStandards

• Learning Targets• Success Criteria

FocusDevelopPlan • Supportive, Targeted,

Timely Feedback• Formative andSummativeAssessment

ProvideFeedbackAssess

• AnalyzeData• MakeAdjustments toInstruction

• PlanNextSteps

Analyze,Adjust,Plan

DataandInstructionCycle

Birth-PreKData

KindergartenData

KindergartenData

1st GradeData

1st GradeData

2nd GradeData

2nd GradeData

3rd Grade&Beyond

PreK-3DataUsesIdentify Strengths andSupport Areas

Establish GoalsIdentify Professional Development Needs

Inform Instruction

Kauerz, K. & Coffman, J.(2013). Framework for Planning, Implementing, andEvaluating PreK-3rd Grade Approaches. Seattle,WA:College of Education, UniversityofWashington.

GoalCurrent,relevant,andhigh-qualitydatafrommultiplesourcesareusedtoimproveschools,programs,classrooms,instruction,professionaldevelopment,andothersystems

DifferentTypesofAssessment

StateLevelAssessment• Given1 xperyear• Measuresprogresstowardmeetingsetstandardsorskillexpectations• Resultsusedforaccountability

Universal Screeners• Given3 xperyear• Measuresprogresstowardmeetingestablishedbenchmarks• Resultsusedfordistrict,school,grade,&classroomdecisions

ProgressMonitoring• Given every 2to4weeks• Measuresongoingincrementalprogresstowardmeetingestablishedbenchmarks• Resultsusedforsmallgroupandindividualstudentdecisions

DiagnosticAssessment• Givenupto2-3 timesperyear– ormorefrequentlyifneeded• Measuresprogresstowardlearningdiscreteskills“digsdeeper”• Resultsusedforsmallgrouporindividualstudentdecisions

CurriculumBasedMeasures• Givenattheendofcurriculum lessonsorunits• Measuresprogresstowardmasteringcurriculumcontent• Resultsusedforwholeclass,smallgroup,andindividualstudentdecisions

ClassroomObservation&DataCollection

• Conducted daily/continuously• Observationnotesanddata,worksamples/portfolio,dailyinteractions• Resultsusedbyteachersupportstudentgrowthandengagement inthelearningprocessandto

makeadjustmentstoinstruction

MultidisciplinaryAssessmentBatteries

• Conducted forspecialprogrameligibility(TitleI,ChildFind/SPED,etc.)• Provideacomprehensivesystemformeasuringgeneralintellectualability,specificcognitiveabilities,

scholasticaptitude,orallanguage,andachievement.

ReasonsforAssessmentPREK-3PROGRAM/SYSTEMEVALUATION

Developlong-termandshorttermsystemgoalsandidentifywaystoassessthem

Long-term• Helps you longitudinal successes and challenges• Identify iffadeout isoccurring

Short-term• Multiple incremental measurable goals thathelpyou trackprogressive success alongtheway

• Allows you celebratewhatisworking anchangewhatisn’t

GUIDECHILDREN'SDEVELOPMENTANDLEANING

IMPROVEINSTRUCTION

Developlong-termgoalsaswellaslearningtargetsandsuccesscriteria.

Identifyappropriateandusefulassessmentmethods.

Learningtargets• Student friendly daily targetforthelesson

Successcriteria• What students willbe abletodoasaresultofmeeting thelearning target

BenefitsOnDemand Authentic

Sharedresponsibility

Ongoing

Withintheclasstime

Doesn’trelyonsinglemeasure

NELPandRAN

WorkingMemory

InformInstruction

IdentifyAtRisk

DifferentLevelsofAssessment&InstructionalSupports

District

School

Grade

Class

Group

Student

System Level

Individual Level

ReasonsforAssessment

GettingItRightFromtheStart:ThePrincipal’sGuidetoEarlyChildhoodEducation,Kostelnik,M.&Grady,M;;CorwinPress&NAESP,2009

Accountability

ProgramorSystemEvaluation

IdentifySpecialNeeds

ToGuideChildren’sDevelopment&Learning

ImproveInstruction

LevelsofAlignment

AcrossaDistrict

WithinaClassroom

AcrossaGradeLevel

From3rd Grade DowntoPreK

FromPreK Upto3rd Grade

PreK

Kindergarten

1st Grade

2nd Grade

3rd Grade

GoalSystematic targetdriven instructional

planning and gapanalysis

PreK-3ForwardDevelopmentBackwardDesign

•SummativeandFormativeStudentData•CAPreK Foundations•CommonCore

AnalyzeDataandStandards

•LearningTargets• Success Criteria

FocusDevelopPlan •Providehighquality

effective instruction•UtilizeFormativeAssessment•Supportive,Targeted, TimelyFeedback

ProvideInstructionandFeedback

•Assess•AnalyzeDataandIdentifyTrends

•MakeAdjustmentstoInstruction

•PlanNextSteps

Analyze,Adjust,Plan

DataandInstructionCycle

Birth-PreKData

KindergartenData

KindergartenData

1st GradeData

1st GradeData

2nd GradeData

2nd GradeData

3rd Grade&Beyond

PreK-3DataUsesIdentify Strengths andSupport Areas

Establish GoalsIdentify Professional Development Needs

Inform Instruction

U.S.DepartmentofEducationReportTeachers’AbilitytoUseDatatoInformInstructionTeachers needtobeabletodothefollowing:§Findtherelevantpieces ofdatainthedatasystemordisplayavailable tothem(datalocation)

§Understandwhatthedatasignify(datacomprehension)§Figureoutwhatthedatamean(datainterpretation)§Select aninstructional approachthataddresses thesituation identifiedthroughthedata(instructionaldecisionmaking)

§Frameinstructionally relevantquestions thatcanbeaddressed bythedatainthesystem(questionposing)

U.S. Department of Education, Office of Planning, Evaluationand Policy Development, Teachers’ AbilitytoUse DatatoInform Instruction: Challenges and Supports, Washington, D.C., 2011.

EduSnap DataAnalysisProtocolStep1- DescribeStep2– TranslateDataIntotheExperienceoftheStudentsStep3– ConsidertheImplicationsforpracticeStep4– PlanforImprovedPractice

Ritche, S.etal.(2105) FirstSchool TrainingMCF

BasicVersionofaDataAnalysisProtocol

Here’swhatthedatashows….Sowhatdoesitmean?Nowwhatwillwedoaboutit?

Data Action

ComprehensiveAssessmentProcess

1. Setchallenging, meaningful learninggoalsandprovidelearnerswithmultifaceted criteriatodefinesuccess.

2. Useevidence oflearners’understanding toprovideactionable feedbackthroughoutthelearning process.

3. Motivate learners toimprovetheirperformance.

Formore information about Comprehensive Assessment processes visithttp://www.edutopia.org/comprehensive-assessment-research

http://www.edutopia.org/comprehensive-a ssessment -resear ch

http://www.edutopia.org/comprehensive-a ssessment -resear ch

TopPredictorsforPositive3rd GradeOutcomesWhendetermininggoalsforyourPreK-3plan– considerthetoppredictorssharedattheEduSnap training:§Smallgroupinstruction§Peercollaboration§Orallanguagedevelopment§Vocabularydevelopment§Scaffolded instruction§Metacognition

Ritche, S.etal.(2105) FirstSchool TrainingMCF

AssessmentsUsedinAllPreK-3MCFSchools

CLASSClassroom Assessment Scoring Systems

KOFKindergarten Observation Form

CELDTCAEnglish LanguageDevelopment Test

CAASPPCAAssessment of Student Performance andProgress

EduSnap

SocialEmotionalAssessmentAges&Stages,DRDP, Seneca