Kindergarten through Third Grade Assessment

1. Kindergarten through Third Grade Assessment Welcome! This webinar will begin at 2:00. • While you are waiting, please: • mute your sound • locate the question box in the webinar task panel on the right side of your screen • If you have a question during the webinar, please: • use the question box to post your question. Questions will be answered via Q&A that will be posted on the K-3 Assessment wiki. This presentation & other resources are available on the NCDPI K-3 Assessment wiki: http://rtt-elc-k3assessment.ncdpi.wikispaces.net/

2. North Carolina Department of Public Instruction Office of Early Learning March 2013 Kindergarten through Third Grade AssessmentRace to the Top Early Learning Challenge Grant

3. Welcome & Introductions

4. Who’s out there?

5. Polling Directions

6. Today’s Goals • Gauge current awareness of field • Become aware of the K-3 Assessment development process • Learn about upcoming opportunities for stakeholder involvement

7. If you have a question…

8. NCDPI K-3 Assessment Wiki http://rtt-elc-k3assessment.ncdpi.wikispaces.net/

9. K-3 Assessment Project Overview

10. Why?

11. Meeting the Needs of All Children

12. Race to the Top--Early Learning Challenge Grant

13. From NCSession Law 2012-142 • 115C-83.1E. Developmental screening and kindergarten entry assessment. • Shall address the five domains of readiness • Administered at the classroom level • Aligned to ELDS and NCSCOS • Reliable, valid and appropriate • Shall be used to inform entry status, instruction, reduction in achievement gap, and the early childhood system • Completed within 60 days of enrollment

14. From NCSession 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

15. What?

16. Get Ready to Poll!

17. The K-3 Assessment is... • benchmark • summative • formative • all of the above • none of the above

18. K-3 Assessment Vision • Formative Assessment • A process used by teachers and students during instruction that provides feedback to adjust ongoingteaching and learning to help students improve their achievement of intended instructional outcomes. CCSSO, FAST SCASS, 2008

19. Formative Assessment • The K-3 Assessment: • will be used by both teachers and students. • will be ongoing. • will be embedded in daily instruction. • will gather information using multiple means. • E.g., observations, conversations, work samples, tasks, etc. • will include data from multiple sources. • Teachers & Support Staff • Families • Community Members (e.g., pediatricians)

20. Get Ready to Poll!

21. Which of the following statements about the K-3 Assessment is TRUE? • It will include a separate Kindergarten Entry Assessment. • It does not include a kindergarten entry assessment. • It includes a Kindergarten Entry Assessment Process. 1

22. K-3 Assessment Vision • The K-3 Assessment: • will include a Kindergarten Entry Assessment Process • will generate a Child Profile • will be completed within 60 days of entry • will address requirements for screening for Reading & Mathematics • will be the initial administration of K-3 Assessment

23. Get Ready to Poll!

24. Which statement is TRUE? • It is not intended for use with Dual Language Learners. • It will be accessible to the greatest number of children. • It will be used to evaluate intervention and support programs. 10

25. The K-3 Assessment: • must be constructed in accordance with the principles of Universal Design • will be accessible to, valid, and appropriate for the greatest number of children. • will be developmentally, culturally, and linguistically appropriate • will provide information about children with high needs to inform support programs • may still need accommodations for children with disabilities, but this need should be minimized

26. Get Ready to Poll!

27. The K-3 Assessment is designed to… • determine teacher effectiveness • evaluate preschool programs • determine readiness for Kindergarten Entry • all of the above • none of the above

28. Guiding Principles • Rather than determine teacher effectiveness, it will support teacher effectiveness by: • informing targeted professional development in multiple content areas • promoting reflective practice • encouraging collaborative decision making

29. Guiding Principles • Rather than evaluating preschool programs, it will informadditional supports for preschool programs & teachers • Funding • Professional development • Policy development

30. Guiding Principles • Rather than determining readiness for kindergarten entry, the data collected will: • provide a better picture of the whole child as they enter Kindergarten • support instruction • help schools be more ready for children entering Kindergarten

31. Guiding Principles • The K-3 assessment will include safeguards to prevent misuse of information in decisions made about individual students: • Examples • eligibility for kindergarten • retention decisions

32. Get Ready to Poll!

33. The K-3 Assessment will only assess mathematics and reading. • True • False

34. K-3 Assessment Vision • The K-3 assessment will recognize the importance of all Five Domains of Learning • Approaches to Learning • Cognitive Development • Emotional & Social Development • Health & Physical Development • Language & Communication Development

35. The K-3 Assessment will: • address the integrated nature of learning and development • align with: • the NC Standard Course of Study (Common Core State Standards & Essential Standards) • the NC Early Learning and Development Standards

36. In Summary • The K-3 Assessment: • includes Kindergarten through Third Grade • addresses 5 domains of learning & development • formative in nature • embedded in daily instruction • guides planning & instructional practices • collects data in multiple ways • is not used to make high-stakes accountability decisions • informs early grades reform

37. How?

39. K-3 Assessment Work Structures • Think Tank • Researchers, scholars, practitioners, policy makers & consultants • Visionary • Sparks revolutionary thinking • Imagines the possibilities • Generates claims identifying the big ideas • Makes recommendations

40. K-3 Assessment Work Structures • Assessment Design Team • Educators, families, IHE, content specialists, psychometrician(s), DPI staff, consultants • Assessment Development Work Groups • Analyze input from various stakeholders • Operationalizethe Think Tank Recommendations • Create assessment • Make revisions based on input & feedback

41. K-3 Assessment Work Structures • Implementation Design Team • educators, families, administrators, external partners/stakeholders, consultants, DPI staff • Implementers • Establish State Implementation Capacity • Guide Scalability and Sustainability • Focus on organization and system change • State • Region • District

42. When?

43. Our Proposed Timeline

44. Working Together

45. Upcoming Opportunities • Surveys • Kindergarten Teachers • 2,500 Responses! • Webinars • District Administrators • Thursday, March 28: 2:00 pm - 3:00 pm • Focus Groups • East & West

46. Pre-K to 3rd Grade Teacher Focus Groups East West Anson Buncombe County Burke Catawba Cleveland Davidson Gaston Guilford Henderson Mitchell Polk Randolph Rockingham Thomasville City Watauga Wilkes • Bertie • Cumberland • Durham • Greene • Harnett • Johnston • Lee • Martin • New Hanover • Onslow • Pitt • Robeson • Sampson • Vance • Wake • Washington More to Come!

47. NCDPI K-3 Assessment Wiki http://rtt-elc-k3assessment.ncdpi.wikispaces.net/

48. Office of Early Learning Listserv • join-office_of_early_learning_pre-k-grade3@lists.dpi.state.nc.us

49. Catherine Woodall Cynthia Dewey Karen Lounsbury Darlene Germano Nancy Costello Erika Beattie Jami Graham Leslie Simmons

50. Contact Information