FACE Impact Study II: Early Childhood Teachers Training for Kindergarten Teachers

2. FACE Impact Study II • FACE Early Childhood Teachers train Kindergarten Teachers on the Kindergarten Work Sampling System Checklist • Kindergarten Teachers complete the WSS K-garten Checklist by October 17

3. Purpose • To provide assessment information for kindergarten children who have and have not participated in the FACE Program

4. Why do we assess children’s skills, learning, and performance?

5. Work Sampling System Domains • Personal and Social Development • Language and Literacy • Mathematical Thinking • Scientific Thinking • Social Studies • The Arts • Physical Development and Health

6. Work Sampling System DomainsUsed for FACE Impact Study II • Personal and Social Development • Language and Literacy • Mathematical Thinking • Conventional Knowledge

7. There are a couple of corrections to make on the Kindergarten Checklist.

8. Make this change on the Conventional Knowledge Section Knows birth date (month and date) change to Knows birth date (month and day)

9. Make this change on the Personal and Social Development Section Shows empathy and caring for adults. change to Shows empathy and caring for others.

10. Work Sampling System+++++++++++Checklist Ratings

11. Conventional Knowledge Yes or No

12. Yes or No • Kenna says she was born April one day. • Emma can count to 30 and points to the numbers correctly on the calendar. • Alan is difficult to understand because his vocabulary is very limited. • Lou knows the letters of her name and how to spell stop and mom. • Ray can draw and name circles, hearts, squares and triangles.

13. Scoring for the Domains

14. Not yet • In Process – emerging • In Process – partially proficient • Proficient for age/grade

15. Not Yet • Indicates that this child cannot perform this indicator, i.e., that this performance indicator represents a skill, an area of knowledge, or a specific set of behaviors or accomplishments that the child has not acquired.

16. In Process - emerging • Implies that the skills, knowledge, behaviors, or accomplishments represented by this indicator are intermittent or emergent, and are not demonstrated reliably or consistently.

17. In Process – partially proficient • Indicates that the skills, knowledge, and behaviors are becoming more evident but are not consistently present in the child’s performance.

18. Means that this child can reliably demonstrate the skills, knowledge, behaviors, or accomplishments represented by this performance indicator. Although the child may have advanced beyond the level of difficulty of the indicator, and may no longer participate in activities that are described by the indicator, if the teacher has observed the child perform such tasks, and if the tasks are clearly within the child’s range or repertoire, the indicator should be marked “Proficient.” Proficient for age/grade

19. Let’s Work Togetherand Practice Scoring

20. Personal and Social Development Self control Joann – Yesterday we had to stay in from recess because it rained. Joann kept standing by the door even though we couldn’t go out. At clean up time, I had to remind her several times to stop her play. I finally had to help her put the puzzle away. This happens everyday.

21. Language and Literacy Listening Ron – I asked the students to put on their coats and line up for the walk to the cafeteria. Some days, Ron is the first one to do this, but often he lines up without his coat, or goes over to the cubbies and begins to play with something.

22. Mathematical Thinking Geometry and spatial relations Berdina – Berdina is a performer and class organizer. On the playground she will get the other children to follow the leader, giving them instructions. She’ll say, “Now we’ll go under the swing, over the bench and beside the slide. Let’s go kids. Get behind me. No, not in front of me.”

23. Personal and Social Development Social problem-solving Joey – We have a balance beam that’s very low to the floor. Joey likes to walk on the beam, but he and Bo often argue and push each other off the beam. For weeks Joey came to me crying and asking for me to help him. Recently, he’s been asking Bo to take turns. Sometimes Bo cooperates and often he doesn’t. Joey still comes to me, but not as often.

24. Examine the Checklist Items As a table group, find 3 of the performance indicators that are – • Confusing • Not clear • How would you assess?

25. Using the Kindergarten Developmental Guidelines - find examples of how a child might demonstrate this skill.

26. FACE Early Childhood Teacher’s Responsibilities • Make sure to get a class list from each kindergarten teacher and mail to Research & Training Associates • Give each kindergarten teacher an ample supply of Work Sampling System Checklist forms • Provide this WSS training to each kindergarten teacher • Provide on-going support to the kindergarten teachers as they complete the checklists • Collect the checklists and rosters from each teacher by October 17 • Review the checklists to make sure the information is complete and accurate • Photocopy all of the information and keep on file • Mail all the checklists and rosters to Research & Training Associates • Ask for help if you need it

27. Kindergarten Teacher Responsibilities • Fill out the class list • Fill in all basic information on a checklist for each child in your class • Provide accurate assessment information for each child • Make sure you have a completed checklist for every child in your class • Give all information to the FACE Early Childhood Teacher by October 17 • Ask for help if you need it

28. Contact Information for Assistance • Vicki Yarnell, Research & Training Associates (913) 451-8117 ext. 1237 e-mail: vyarnell@rtainc.com • Sharyl Emberton, National Center for Family Literacy (502) 584-1133 ext. 117 e-mail: semberton@famlit.org