comparison overview of: teaching strategies gold work … case webin… · ´a screening tool is...
TRANSCRIPT
Our Mission:To advance knowledge and solutions in
response to social and educational challenges
Connection. Innovation. Optimism.
Purpose…•To provide high quality, credit-bearing
training
•To support appropriate and effective program-level implementation of assessments and screening
•To advance consistent systems of assessment, reporting and planning
•To improve evaluation of programs and
resources
Assessment systems should be aligned with appropriate curriculum and instructional goals/practices.
Interconnected components:assessment of childrenadult-child interactionprogram measurement
FORMATIVE ASSESSMENT
•A dynamic process involves collecting and synthesizing information across multiple content areas, sources, and setting
•Authentic
assessment gives a picture of the whole
child. not just isolated
skills and milestones, and it should also help to differentiate instruction and expand parents and educators’
understanding of children under their care.
Developmental screening allows for the early identification of cognitive, motor, language or social-emotional delays in children that may hinder anticipated growth, development and learning
It is a way of identifying children who are at risk and that may require additional diagnosis, assessment and evaluation.
Screening is used to determine if developmental skills are progressing as expected.
The screening process is only the initial step of ongoing observations about the needs and resources of the child and family.
A screening tool is not sufficient forconfirming a developmental delay or disorder which requires an assessment
Children whose screening results indicate a possible delay or disorder should undergo a comprehensive assessment
Center for Assessment and Screening Excellence (CASE)Wheelock College, Aspire Institute
A Massachusetts EEC recommended screening tool
A highly reliable and valid developmental and social emotional systematic screening tool for children 1 month old to 5 ½ years of age.
A series of questionnaires that provide a view into the patterns of development of children
Demonstrated reliability and validity through rigorous research
Consistently demonstrates ability to correctly flag children with delays
Allows for ongoing monitoring of children’s development in a way that is accessible and time friendly
ASQ questionnaires are set up to be administered in at intervals that evaluate age appropriate patterns of development within a range
Values parent input by integrating their knowledge of the child into the screening process
Clearly lays out developmental milestones at multiple age intervals for parents and teachers; serving as an educational tool
Accessible to varying literacy levels
Cost effective
Takes 10-15 minutes for parents to complete and 2-3 minutes for teachers to score
Has an online version
Self-education about Child Development Will help new or less experienced teaching and care-giving staff as well as parents understand developmental milestones Allows educators to see a child’s pattern of development over time
Identification of ConcernsFlags any concerns regarding an individual child’s development Allows continuous monitoring for children who may have been identified at risk for a delayDesigned to identify children who may need to be further assessed
Program PlanningThe ASQ helps teachers and caregivers identify areas that need strengthening in children’s development.
Provides ideas for activities that parents, teachers and caregivers could use with the child
Can be used to set ongoing goals for the childDocumentationProvides documentation for changes over timer so that neither program staff nor parents miss anything crucial
Cover Sheet Allows a program to personalize the ASQ questionnaireCollects child, administrator and program information
There are twenty-one (21) questionnaires for educators to use at varying ages:
In two month intervals from 2-24 months of ageIn three month intervals from 27-36 months of ageIn sixth month intervals from 42-60 months of age
Cover SheetCover Sheet
The first section of the ASQ questionnaire is divided into specific domains: Communication, Gross Motor, Fine Motor, Problem Solving and Personal Social
Within each domain there are six questions set up in hierarchical order increasing in difficulty; question 5 & 6 representing average skills for that age
Domain Specific
Questions
The Overall SectionUn-scored section that looks at quality skills (i.e. speech, behavior)a series of yes/no questions where providers and educators are given the opportunity to answer open ended questions about the childSet up to allow follow up to any questionable response
Overall Section
Information Summary FormChild’s and Administrators basic informationGives the overall score and an interpretation for each of the domainsIdentifies which areas from the open ended questions need follow upIndicates follow up needed if any
Information Summary
A highly reliable and valid developmental and social emotional systematic screening tool
Can be administered in child’s natural environment (i.e. home or classroom) as the skill sets are observable Obtain a consent from the parent or caregiver Provide an explanation of the purpose of the screening tool to parent or caregiverReview the questionnaire content with caregiverQuestionnaire may be mailed or given to the parent/caregiver two weeks prior to screening being done If materials are needed make sure they are accessible
The questionnaires are designed to be completed by parents or caregivers
Caregivers are able to fill out the questionnaire with the parent; encouraging parental/caregiver involvement
Series of yes, no and sometimes questions with some spaces for qualitative answers
Collects information on children’s skill sets; what they are able to do at that certain point in time either consistently or sometimes
Scores can be either a ‘0’ , ‘5’, or ‘10’ indicated by whether or not a skill is not present, sometimes present or consistently present
Points in each domain are added up and then the totals for each domain are added for a final score
Totals are then transferred to the information summary form into the appropriate areas
Overall section questions should be reviewed carefully for additional information or further conversation
Further recommendations for attention or assessment for any score falling in the shaded area should be made
Specific calculation is needed for items that are omitted
You can omit up to two items per area if necessary
Total score for that area needs to be averaged out by the numberof questions and that average used for the omitted questions
The summary reports help teachers and families answer the important question: “Is this child (or group of children) demonstrate competency toward developmental expectations?”
Further recommendations for attention or assessment for any score falling in the shaded area should be made
Flag any concerns regarding an individual child’s development
Continue to monitor children who may have been identified at risk for a delay
Identify children who may need to be further assessed
REMEMBER: This is a screening and DOES NOT provide a diagnosis
Everything you need to start screening children with ASQ-3:
21 photocopiable print masters of the questionnaires and scoring sheets, CD-ROM with printable PDF questionnairesthe ASQ-3 User's Guide, and a FREE ASQ-3 Quick Start Guide
Starter Kit with English Questionnaires $275.00Starter Kit with Spanish Questionnaires (User's Guide in English) $275.00www.agesandstages.com
Center for Assessment and Screening Excellence (CASE)Wheelock College, Aspire Institute
Support
for Administrators and
Educators
to provide
*ALL
children with learning experiences that are of quality*Individualized & Authentic
*Smooth transition into Kindergarten*Prepare children for personal and educational success in life
Curriculum Assessment Professional Development Family ConnectionCurriculum Assessment Professional Development Family Connection
Teaching Strategies GOLD®
Birth Through Kindergarten Assessment System
A Massachusetts EEC recommended assessment tool
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
37
Early childhood educators spoke. Teaching Strategies listened.
“
It’s hard having to use different assessment tools for each age group. Could we have one assessment for our early childhood program?”
“
What specific strategies can I use to help children improve
in terms of these objectives?”
“
What research is behind these objectives? Why are they important?”
“
How can I be sure my teachers are marking this accurately?”
“Sometimes I don’t have enough information to make an informed decision. I just didn’t see it during my observations.”
“
How can I assess the progress of English-language learners?”
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
38
How We Are Responding to These VoicesVoice From the Field How We Are Responding“We need a seamless system.” Birth through kindergarten“Where’s the content?” Added objectives for literacy, math,
science and technology, social studies, and the arts
“Which objectives are most predictive of school success?”
Identified the objectives that research indicates are most predictive of school success
“Some steps seem so close together.” Identified a few key indicators over time for each objective
“I’m not using The Creative Curriculum®. Can I use
this system?”Designed to be used with any developmentally appropriate curriculum
“Sometimes I don’t have enough information.”
Added Assessment Opportunity Cards, which support integrated, play-based experiences for focused observations
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
39
How We Are Responding to These Voices
Voice From the Field How We Are Responding“What’s the research behind this objective?”
Added a research summary for each objective and an explanation of why the objective is important
“What strategies can I use?” Teaching strategies are suggested for each objective
“How can I be sure that teachers are marking this accurately?”
Developed an interrater reliability protocol
“How can I assess the progress of English-language learners?”
Included two objectives for English language acquisition that were written by Dr. Patton Tabors
“I need a research-based assessment that is reliable and valid.”
2 instrument-review pilots1 content review field test with close to 2,500 children
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
40
Introducing Teaching Strategies GOLD®
• Seamless assessment
• Easy to use, time-saving, and more accurate
• For use with any developmentally appropriate curriculum
• Objectives predictive of school success and aligned to state standards
• Supports dual language instruction
• Built-in interrater reliability protocol
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
41
The Assessment Cycle: Ongoing, Authentic
Step 1: Observe and Collect Facts• What are children doing and saying?
Step 2: Analyze and Respond• How does this relate to my curriculum’s
objectives?• How can I adjust my materials, activities, and
interactions according to my observations?
Step 3: Evaluate• How does this child’s development and
learning compare to widely-held expectations for this age-group?
Step 4: Summarize, Plan, and Communicate• How do I summarize this information and use
it for planning? • How do I communicate this information to others?
Collect Facts
Analyzeand
Respond
Evaluate
Summarize,Plan, and
Communicate
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
42
Birth to 1 year 1 to 2 years 2 to 3 years Preschool 3 Pre-K 4 Kindergarten
Progressions of Development and Learning
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
43
Assessment Tools to Carry Out the Cycle
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
44
38 Objectives That Focus on What Matters Most
Research-based. Aligned with state standards. Teaching Strategies GOLD®
leaves nothing to chance.
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
45
Major Areas of DevelopmentC
ontent Area Learning
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
46
Many objectives include dimensions.
Objective
17. Demonstrates knowledge of print and its uses
Dimensions
a. Uses and appreciates books
b. Uses print concepts
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
47
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
48
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
49
51 Development and Learning Progressions
Levels
Examples
Color-coded bands
Indicators
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
50
Assessment Made Even Easier (and More Efficient) Online
•
Streamlines the process
•
Embedded professional development
•
Meaningful tools, ideas, and suggestions
•
User-friendly Family Central portal (in both English and Spanish)
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
51
TeachingStrategies.com
Now, let’s look at GOLD online…
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
52
Teaching Strategies GOLD®
• Seamless assessment system for children from birth through Kindergarten
• Can be used with any developmentally appropriate curriculum
• Offers many resources for teachers to be responsive and intentional
• Aligns with State Standards and Head Start & OSEP Outcomes
• Built-in interrater reliability protocol
• Easy to use, time saving, and more accurate!
© 2011 Teaching Strategies, All rights reserved
Teaching Strategies GOLD®
53
We’re Here to Help
• If you think of more questions later, please contact us…
or
– 1-800-637-3652, Option 4
Contact us today to set up a free 14-day trial of GOLD Online!
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
The Work Sampling System®
A Massachusetts EEC recommended assessment tool
Pearson Representative in MA for Work Sampling: Michael Grau, PsyDPearson Assessment Consultant800-627-7271 x [email protected]
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Author-
Sam Meisels, Ed.D.+
President, Erickson Institute+
Professor and Research Scientist Emeritus, University of Michigan
+
Served on Board of Directors, NHSA and Past-President, Zero to Three
+
One of the nation’s leading authorities on the assessment of young children
+
Published over 150 articles, books and monographs
+
Author of The Work Sampling System, ESI-R and The Ounce Scale
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Overview+
The Work Sampling System is a reliable and valid, research-based observational assessment
+
Age Range: PreK –
Grade 6 (PreK-3, PreK-4, K, 1, 2, 3, 4, 5)
+
Administered three times per year (fall, winter, spring) using the following non biased ratings: Not Yet, In Progress, Proficient
+
Provides a framework for monitoring developmental growth and can be used as a formative assessment tool to guide classroom instruction
+
Enables teachers and administrators to respond to accountability and reporting requirements
+
Improves communication with families
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Overview
+
Can be used with any early childhood curriculum but has a corresponding curriculum option: Opening the World of Learning (OWL)
A comprehensive curriculum designed to develop oral language and early literacy skills for Pre-K children available in English and Spanish
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Work Sampling’s correlation to OWL curriculum
Example:
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
The Work Sampling System® structure:
GUIDELINES
& CHECKLISTSPORTFOLIOS
SUMMARY
REPORTS
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Developmental Guidelines and Checklists
+
Based on National Standards+
Age/Grade Levels
+
Organized by Domains+
Functional Components
+
Performance Indicators+
Rationales
+
Examples
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Domains
I Personal & Social Development
II Language & LiteracyIII Mathematical ThinkingIV Scientific ThinkingV
Social Studies
VI The ArtsVII Physical Development
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Portfolios are used to document student progress through actual work samples
Fall Winter Spring
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Summary Reports- can be generated in paper or electronic format
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Training in Work Sampling and Observational Assessment
+
Importance of accurate observation+
Professional Development:
-Learning to Use Work Sampling-Training of Trainers-Free Teacher and Administrator webinars + Summer Institute 2012
+
Professional Development Manual and Observation CD-ROM available
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Program Benefits
+
Provides an opportunity to assess the whole child in an ongoing manner rather than a single snapshot-
in order to provide
a more accurate portrait of student achievement
+
Aligned to MA state early learning standards
+
Is a formative assessment tool, looks at how child is progressing against standards and can be used to target instruction
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
More Program Benefits
+
Actively involves children and their families in understanding the child’s progress
+
Allows teachers to look closely at student development and compare against standards
+
Intervention activities available PreK-3/ PreK-4
+
Available in paper and electronic formats (Work Sampling Online)
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Work Sampling Online (WSO)
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
WSO Program Benefits+
Simplifies the process of managing your data
+
Streamlines the collection of observations, portfolios and checklists to create Summary Reports
+
Provides information about students to help teachers design lesson plans and class profiles. Includes reproducible masters to fit your program’s needs
+
Generates aggregated reports+
Head Start Programs: Instantly generate reports that meet the Head Start Child Outcomes Frameworks
+
Register for a Free Trial: www.worksamplingonline.com
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Reports+
Reports are based on WSS domains, functional components and performance indicators, or Head Start Outcomes+
Child
+
Class+
Program
+
School+
District
+
State+
Grantee
+
Demographic
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Early Childhood Outcomes (ECO) Ratings Reports+
ECO Ratings Reports required by OSEP available on Teacher Interface
+
Developmental checklists have been correlated to the 7- point ECO rating scale
+
Automatically calculates placement of child on the 7- point scale for reporting outcomes to OSEP
+
Virtually no additional work for teachers
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Work Sampling for Head Start™+
Incorporates legislatively mandated indicators
+
Covers all domains of development and learning+
Shows student’s progress over time
+
Offers online aggregation and disaggregation of data+
Reflects age appropriate development
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Work Sampling System Kits-Classroom Implementation Kits (P3, P4, K, Grades 1-5)
+
Teacher’s Manual+
Guidelines+
30 Checklists+
Rubrics+
Wall Charts+
Reproducible Summary Report and Documentation Masters
Head Start Classroom Kit
+
Teachers Manual+
Guidelines+
30 Developmental Checklists+
Wall Charts+
Reproducible Family Report & Documentation Masters
For a complete list of available components go to: www.psychcorp.com
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Thank you for your interest in Work Sampling
www.psychcorp.com
www.worksamplingonline.com
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Child Observation Record (COR)
A Massachusetts EEC recommended assessment tool
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Authentic Assessment Tool
Objective observations
Portfolios of children’s work
Teacher ratings of development
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Child Observation Record (COR)
The Child Observation Record is an authentic assessment tool designed to measure individual and group progress in early childhood programs. It assesses children in their natural learning environment through observation in six categories.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Infant-Toddler COR Categories
I.
Sense of SelfII
.
Social Relations
III.
Creative RepresentationIV.
Movement
V.
Communication and Language
VI.
Exploration and Early Logic
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Preschool COR Categories
I.
InitiativeII
.
Social Relations
III.
Creative Representation
IV.
Movement & MusicV.
Language & Literacy
VI.
Mathematics & Science
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Simple 3-Step Process ─
Step One
Observe/Record ─Teachers make several observations per week, per child, writing anecdotal notes on what they see.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Step Two
Score ─Teachers enter their notes into OnlineCOR and determine the score based on the category and observation items.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Step Three
Report ─
Two to three times a year, reports are printed to inform administrators and parents. These reports are also used in lesson planning to support and extend children’s learning.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Sample Anecdotes•
An anecdote is a brief, objective statement about a child in his or her natural environment.
Here are two examples:
•
Mallory used the dry erase markers. She said, “Look , I made a blue horse.”
•
Leo ran with his arms out in front of him, pretending to be an elephant.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Evolution of an Anecdote
3/15 Outdoors:
Ty pitched,Joni hit three
Becomes:3/15/10 Baseball field
on playground.Ty pitched the ball to
Joni. She hit it three times.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
OnlineCOR provides user-friendly technology that
connects…
Assessment →
Planning →
Reporting
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
OnlineCOR makes your job easier and saves you time by…
•
Managing anecdotesYou will be able to enter, score and track your anecdotes online.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
OnlineCOR makes your job easier and saves you time by…
•
Reporting on individual childrenUsing information from the COR, Family Reports and Growth Profiles are automatically created for each child.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
OnlineCOR makes your job easier and saves you time by…
• Reporting on group progressReports include results in mandated requirements–
Head Start Child Outcomes
–
OSEP (special needs)
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
OnlineCOR makes your job easier and saves you
time by…•
Providing additional data for English language learnersOnlineCOR includes two optional items for scoring anecdotes when the child’s primary language is other than English.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
OnlineCOR makes your job easier and saves you time
by…•
Providing many reports in Spanish
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
OnlineCOR makes your job easier and saves you time by…
•
Helping you plan activitiesCOR Scores are aligned with appropriate activities designed to support and scaffold children at their current level of development.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
OnlineCOR provides…
Technology which enables you to link children’s art, writing, photos, videos, and more, directly to your anecdotes.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
How OnlineCOR Works…
Sign on to access OnlineCOR.netTeachers use their secure username and password to access their class information online.
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Questions?
•
For Technical support: 888.386.3822Option 5; M –
F 8:00 –
5:00 pm EST
•
Other questions—Dianna Luke 800.407.7377 ext. 294or email [email protected]
1.
https://www.teachingstrategies.com/
2.
www.worksamplingonline.com
3.
www.highscope.org
4.
http://agesandstages.com/
5.
www.wheelock.edu/CASE