Using NJ ELAS Forms

1. Using NJ ELAS Forms The Nitty Gritty

2. To use NJ ELAS, teachers apply 2 assessment processes: • Documentation • ongoing observations • during daily classroom routines • Evaluation • compare documentation to expectations and standards • score children’s performance on the Child Profile • 3 x per year: Fall, Winter, Spring

3. Documentation Forms • Anecdote Form • Work Sample Form • Literacy Prompt Form • Class Matrix

4. FACT VS. INTERPRETATION • Facts: • Action verbs (walked, ran, tapped, listened, watched, points, smiled, frowned) • Quotations ("I want that marker." "The cube is green.") • Interpretations • Labels (shy, aggressive, creative) • Intentions (wants to, enjoys, eager to, won't try) • Evaluations (good job, beautiful work)

5. Anecdote Form • Organizes anecdotes by child (includes space for name and collection period) • Turns documentation into evidence (by linking anecdotes to expectations and standards) • Include when, who, where, what, how • Remember to date each anecdote

6. Work Sample Form • describes or explains child’s learning • links to expectations and standards • has space for comments • adds meaning to the work • is attached to work samples and photographs

7. Literacy Prompt Form • provides guidelines for instruction • is tied to expectations and standards • is used 1 or 2 x during collection period • is used during typical lessons or activities • is not used with the entire class at one time

8. Class Matrix • shows collected or needed documentation • for child and group • at a glance • arranged by: • month and collection period • type of documentation(anecdote, work sample, literacy prompt) • check and date as items are collected

9. Child Folio • a place to store each child’s documentation • created for each child • includes at least 12 pieces of documentation for each collection period

10. PLAN! • 3 - 5 children each day - (# of days in the week) ÷ (# of children in class) • prepare in advance (when, how, materials accessible) • involve colleagues & families • collect documentation purposefully • collect approximately 12 pieces during each collection period (fall, winter, spring) • 6 - 8 anecdotes • 3 - 4 work samples • 1 - 2 literacy prompts

11. Methods and Tools Who, What, When, Where, How? Use direct quotes; Be specific! • Anecdotes • mailing labels, post-its, clip boards, easy access • Work Samples • drawings, writing, journal entries, solutions to problems • photographs, sketches • Literacy Prompts • dictations, child’s language, anecdotal, drawings

12. How do teachers use NJ ELAS? • observe and document children’s learning • daily • during everyday classroom activities and routines • collect, organize and reflect on documentation • during 3 collection periods • approximately 2.5 months • interpret, compare and evaluate the documentation • using the Age by Age Accomplishments • completing the Child Profile

13. Use documentation forms to: • Describe evidence, organize information, and reflect on learning • Review assessment information weekly and monthly • Ask yourself: Is observing and documenting helping me? • Be sure that the expectations and standards are being addressed • Compare to Age by Age Accomplishments • Note dates on Child Profile

14. Compare documentation to Expectations and Standards • link documentation to expectations and standards • compare documentation to descriptions • determine overall performance level • score performance 1, 2, 3, 4 (emergent to competent) • record scores and comments on Child Profile • Fall (mid November) • Winter (end of February) • Spring (early June)

15. Use Child Profile to support learning • Ensure responsive interactions • Modify the environment • Plan meaningful activities • Prepare lesson plans