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Office of Early Learning North Carolina Department of Public Instruction NAEYC PDI June 11, 2013. Designing and implementing a developmentally appropriate state-wide Kindergarten Entry Assessment and K-3 Formative Assessment System: Necessary Considerations . Welcome & Introductions. - PowerPoint PPT Presentation
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Designing and implementing a developmentally appropriate state-wide Kindergarten Entry Assessment and K-3
Formative Assessment System: Necessary Considerations
Office of Early LearningNorth Carolina Department of Public Instruction
NAEYC PDIJune 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’sExcellent Public Schools Act
North Carolina’sExcellent 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’sBalanced 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’sFormative 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.
DRAFT
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
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
27
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/