Designing and implementing a developmentally
appropriate state-wide Kindergarten Entry
Assessment and K-3 Formative Assessment
System: Necessary Considerations
Office of Early Learning
North Carolina Department of Public Instruction
NAEYC PDI
June 11, 2013
Welcome & Introductions
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Participants will…
• Examine & discuss necessary
considerations in designing a state-wide K-3
Formative Assessment System
• Explore & discuss elements of statewide
scaling-up and implementation
• Discuss lessons learned & offer suggestions
for future consideration
Setting the Context: North Carolina
North Carolina
http://wwp.greenwichmeantime.com/time-zone/usa/north-carolina/map/
Setting the Context: Legislation
North Carolina’s
Excellent Public Schools Act
North Carolina’s
Excellent Public Schools Act
• 7 Components
– Comprehensive Reading Plan
– Developmental Screening and Kindergarten Entry
Assessment
– Facilitating Early Grade Reading Proficiency
– Elimination of Social Promotion
– Successful Reading Development for Retained Students
– Parent/Guardian Notification
– Accountability Measures
From NC Session Law 2012-142
• 115C-83.1E. Developmental screening
& kindergarten entry assessment.
– Completed within 60 days of enrollment
– Addresses five domains of readiness
– Administered at the classroom level
– Aligned to NC Early Learning Standards &
Standard Course of Study
– Reliable, valid and appropriate
From 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.
Setting the Context: Assessment
North Carolina’s
Balanced Assessment System
Assessment in K-3
• K-3 Reading 3D
– Benchmark, Summative
– TRC component as part of teacher performance
• K-2 Literacy Assessment
– Benchmark, Summative
• K-2 Math Assessment
– Tasks to be used in a formative manner
– Benchmark, Summative
North Carolina’s
Formative Assessment Network
https://center.ncsu.edu/nc/
Race to the Top-Early Learning Challenge Grant
Necessary Considerations (NAEYC)
Necessary Considerations (NAEYC)
What is the
purpose of the
assessment?
What is the Purpose?
4 Purposes for Assessment (NAEYC)
1. Support instruction
2. Identify those with special needs
3. Program evaluation
4. High stakes accountability
North Carolina’s Purpose
• 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.
CCSSO, 2006
Necessary Considerations (NAEYC)
What is the
content of the
assessment?
What is the Content?
• Determine what is important to measure
first, then find ways of measuring it
(NAEYC)
– Include multiple domains
– Align with state standards and curriculum goals
North Carolina’s Content
• Five Domains of Development & Learning
– Approaches to Learning
– Cognitive Development
– Emotional & Social Development
– Health & Physical Development
– Language & Communication Development
North Carolina’s Content
• Sample Claim:
– Health & Physical Development
– Students develop skills that contribute to
healthy behaviors and the reduction of
health risks.
North Carolina’s Content
• Aligns with:
– the NC Standard Course of Study (Common
Core State Standards & NC’s Essential
Standards)
– the NC Early Learning and Development
Standards
Necessary Considerations (NAEYC)
When and how
often are
assessments
completed?
When and How Often?
• Decisions about frequency should be tied to
the purpose (NAEYC)
– To most effectively inform instruction,
assessment should be on-going to provide
continuous feedback
27
North Carolina’s Frequency
• Formative assessment
– On a daily basis
– Minute-to-minute or in short cycles at the
classroom level
– Throughout the school year
• Planned
– e.g., questions, conversations, observations, tasks
• Spontaneous
Necessary Considerations (NAEYC)
Who assesses
the child?
Who is
assessed?
Who?
• Dependent on the purpose of the
assessment and how the assessment is
used (NAEYC)
– When the purpose is to inform instruction,
• the assessment is typically conducted by the teacher
• all children are assessed
North Carolina’s Assessors
• Competent, trained individuals who have a
relationship with the child
– Classroom teacher, with contributions from:
• Families
• Support staff (e.g., PE teacher, speech pathologist)
• Pediatrician
North Carolina’s Children
• Will be accessible to, valid, and appropriate
for the greatest number of children.
– Must be constructed in accordance with the
principles of Universal Design
– Will be developmentally, culturally, and
linguistically appropriate
– May need accommodations for children with
disabilities, but this need should be minimized
Necessary Considerations (NAEYC)
Is the data used
for evaluation &
accountability
purposes?
How is the Data Used?
• Concerns about the appropriateness of early
childhood assessment measures used for
high-stakes purposes (NAEYC)
– Assessments designed for one purpose (e.g.,
inform instruction) are adapted, modified, or
even misused for evaluation and accountability
purposes
North Carolina’s Data
• The K-3 assessment will:
– Guide daily instruction & planning
– Provide descriptive feedback to students so
they can adjust learning
– Include careful safeguards to prevent misuse of
the information in decisions made about
individual children
North Carolina’s Data
• The K-3 Assessment will not be used for
accountability or high-stakes purposes
– Kindergarten eligibility
– Teacher effectiveness
– Program evaluation
Challenges: Assessment Design
Challenges
• Kindergarten through Third Grade
• All Domains of Development & Learning
• Current Assessment Context
• Current Teacher Responsibilities
• Political Considerations
• Assessing All Children Appropriately
• Technology
• Use of Data; Privacy
• Multiple Assessors
Group Discussion
• Discuss the following questions:
– How has your state addressed one or more of
these potential challenges?
– What additional potential challenges do we
need to consider?
• Record your thoughts & suggestions.
• Be prepared to share 1-2 ideas.
Challenges
• Kindergarten through Third Grade
• All Domains of Development & Learning
• Current Assessment Context
• Current Teacher Responsibilities
• Political Influence
• Assessing All Children Appropriately
• Technology
• Use of Data; Privacy
• Multiple Assessors
Setting the Context: Implementation
Implementation Design Team (IDT)
IDT Tasks
• Builds, supports, & sustains the capacity of
Regional Implementation Teams (RIT)
• Facilitates communication among & between
LEAs, RIT and SEA leadership
• Promotes implementation functions across
initiatives
• Identifies and solves problems at the systems
level using data
• Promotes aligned data collection systems
IDT Membership
• K-3 Assessment Staff
• Selected members of the Regional
Implementation Teams (RITs)
• Key internal and external stakeholders
Regional Implementation Teams (RITs)
RIT Tasks
• Developing District (DIT) and School (SIT)
Implementation Teams
• Helping Districts with a gap analysis related to critical
implementation features necessary for scaling-up K-3
formative assessment
• Reviewing current resources, strengths, and needs at
the District and School levels
• Providing implementation training, coaching and
consultation based on the needs of the districts
• Initiating and actively engaging in continuous quality
improvement cycles
RIT Membership
• 3-5 members each RIT
– State K-3 Assessment Staff
– Key internal and external stakeholders
• Tap into existing regional structures
within the state-wide system of
support
2013-14 Building Readiness
• Information and Awareness
• Mixed delivery of professional
development (e.g. online modules, video
library, coaching)
• Development of Regional Implementation
Teams
– Planning for Usability Testing
2014-15 Usability Testing
• Select districts
• RITs provide implementation coaching for DITs
• Training for DITs and SITs (e.g. KEA/K-3
Assessment (tools, resources, and processes)
• First schools begin initial implementation in Fall
2014
• Rapid improvement cycles
Vertical Slice of the System
Fall 2015 Initial Implementation
• Begin scaling-up in additional districts
• Mixed delivery of professional development
• Continued support for initial districts
• Ongoing measurement of implementation
Challenges: Implementation
Challenges
• Buy-in from teachers and administrators
• Decreased and varying local resources
• Myriad of competing local assessments
• Varied levels of understanding
– Content (e.g., Emotional/Social Development)
– Formative assessment
– Observational assessment practices
– Data-based decision making
• Sustainability beyond 2015
Group Discussion
• Discuss the following questions:
– How has your state addressed one or more of
these potential challenges?
– What additional potential challenges do we
need to consider?
• Record your thoughts & suggestions.
• Be prepared to share 1-2 ideas.
Challenges
• Buy-in from teachers and administrators
• Decreased and varying local resources
• Myriad of competing local assessments
• Varied levels of understanding
– Content (e.g., Emotional/Social Development)
– Formative assessment
– Observational assessment practices
– Data-based decision making
• Sustainability beyond 2015
Working Together
NCDPI K-3 Assessment Wiki
rtt-elc-k3assessment.ncdpi.wikispaces.net/
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