Embedded Files
"What I've come to understand is that the most important work I do to see a child in positive ways is within me. I must continually work to transform my own view of children’s behaviors, see their points of view, and strive to uncover how what I am seeing reveals the children’s deep desire, eagerness, and capacity for relationships. There is no more important or rewarding work than this," shares Deb Curtis in her new book, Really Seeing Children."When I join the children in their excitement about the world, I enrich my own life and work. When I stopped, watched, and waited, I learned so much more about the children and myself. My actions communicated respect for the children and, in turn, furthered the possibilities for deeper meaning in the ordinary moments."
Articles & Links~
Articles & Links~
Data Collection Tools
Data Collection Tools
Data Forms by Dimension TEMPLATES
Formative Assessment: Teaching Strategies Gold (TSG)
The electronic Teaching Strategies Gold portal is used to collect data on each student. Teachers received training on the electronic system and are expected to implement it with fidelity (Interrater Reliability).
CHECKPOINT EXPECTATIONS:
CHECKPOINT EXPECTATIONS:
TSG CHECKPOINTS: At the end of each trimester, teachers finalize ratings for children in TS Gold by looking at all their documentation and deciding what children can do Consistently, Independently, and in All aspects (CIA). Teachers then share the information with parents through the Report Card report in the TSG platform.
Per our Scope and Sequence, we are completing checkpoints for Social Emotional, Language, Physical, Cognitive, Literacy, Math and English Language Acquisition domains. We do not complete ratings for Science, Social Studies or the Arts, as they do not have color bands to use for short term goal setting.
If you would like a refresher on completing checkpoints, Teaching Strategies created this Checkpoint How-To Guide to walk you through the process. Please reach out to me if you would like additional support. This guide will show you how to create the TSG Report Card report to send home to families.
Remember, if a student transferred from a BB or NCPre-K classroom and are new to you, they are not considered new in TSG and all areas should be assessed. These criteria are for newly enrolled students who have not been in one of our programs this year:
10 days or less: PAST baseline data
15 days: Social Emotional domain only
4-5 weeks: Social Emotional, Physical, Language, Literacy Domains
6 weeks: Full Checkpoint
Multi-tiered Systems of Support (MTSS)
Multi-tiered Systems of Support (MTSS)
https://www.pbis.org/school/mtss :
“Multi-tiered System of Support (MTSS), formerly known as RTI grew from efforts to improve identification practices in special education. Simply put, it is a process of systematically documenting the performance of students as evidence of the need for additional services after making changes in classroom instruction. MTSS promises to change the way schools support students with learning and behavior problems by systematically delivering a range of interventions based on demonstrated levels of need.
MTSS is defined as "the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions" (Batsche et al., 2005). Based on a problem-solving model, the MTSS approach considers environmental factors as they might apply to an individual student's difficulty, and provides services/intervention as soon as the student demonstrates a need. Focused primarily on addressing academic problems, MTSS has emerged as the new way to think about both disability identification and early intervention assistance for the "most vulnerable, academically unresponsive children" in schools and school districts (Fuchs & Deshler, 2007, p. 131, emphasis added).”
NC Early Learning Progressions (State Intervention Resource)
Mighty Minutes and Data Driven Instruction
Mighty Minutes and Data Driven Instruction
WHY: Improve student performance; reduce opportunities for challenging behaviors
Mighty Minute Webinar (35 min.) (academic focused transitions)
Pre-K Pages article on transition activities (why they are important; visual & auditory supports)
Resources~
Mighty Minutes and ODL alignment
Data to Drive Differentiated Instruction
Data to Drive Differentiated Instruction
Teaching Strategies GOLD Frequently Asked Questions (FAQ)
WHY: Improve student performance
“One of the major benefits of using GOLD® in MyTeachingStrategies® is that the preliminary ratings and checkpoint ratings you enter for each child in your class can be used to inform weekly planning and individualized instruction with our Intentional Teaching Experiences/Opportunities. In September, we hosted a support webinar focused on the features and functionality of MyTeachingStrategies® that teachers use to create these weekly plans and plan for these Intentional Teaching Experiences/Opportunities. Now is a great time to review this webinar and utilize the information you collected during the second checkpoint to inform your daily planning!
In this webinar we covered
setting up your weekly template,
adding custom activities,
adding Intentional Teaching Experiences/Opportunities,
uploading documents to weekly plans,
creating weekly routines plans,
adding studies (if you use The Creative Curriculum®, Digital Resources),
submitting weekly plans to administrators,
sharing weekly plans with family members,
printing weekly plans, and
teaching with Intentional Teaching Experiences/Opportunities.
Click here to watch the webinar!”
Other Resources:
Creative Curriculum Volume 1 The Foundation: Chapter 4 Caring and Teaching, Assessing Children’s Learning p. 184-198
Systematic Data Collection and Use
Systematic Data Collection and Use
WHY: Improve student performance
“Anecdotal Records: Valuable Tools for Assessing Young Children's Development
McFarland, Laura Dimensions of Early Childhood, v36 n1 p31-36, 38 Win 2008
Assessment involves observing and documenting children's development, their learning experiences and relationships, and how they interact with the world around them. The purpose of assessment is to gather meaningful information about children in order to make informed decisions to benefit their education and development. Using a combination of assessment techniques is generally best to gain a fuller understanding of the child. Observational narrative techniques, sometimes called anecdotal records, can result in a rich array of developmental information about individual children that can be used in a variety of ways. An anecdotal record is a detailed descriptive narrative recorded after a specific behavior or interaction occurs. Anecdotal records inform teachers as they plan learning experiences, provide information to families, and give insights into identifying possible developmental delays. This article discusses the advantages of keeping anecdotal records and explores how effective it is in curriculum planning, communicating with families, and tracking of development and possible delays.
Descriptors: Young Children, Child Development, Measures (Individuals), Descriptive Writing, Curriculum Development, Developmental Delays, Instructional Effectiveness, Documentation
Southern Early Childhood Association. P.O. Box 55930, Little Rock, AR 72215. Tel: 800-305-7322; Fax: 501-227-5297; e-mail: info@southernearlychildhood.org; Web site: http://www.southernearlychildhood.org/publications.php”
The On The Spot Recording Tool [Pre-K Data by Dimension sheets] is a checklist that you can use to collect anecdotal information quickly, either for one child or a group of children. Information about a child’s behavior as it occurs during the course of play or planned small-group times contributes to the total picture of a child’s development. Documenting children’s learning means recording and preserving your observations throughout the day. Documentation takes many forms: observation notes, photographs, video or audio clips, checklists or samples of children’s work.
North Carolina Preschool Pyramid Model (NCPPM) Model
North Carolina Preschool Pyramid Model (NCPPM) Model
WHY: Explicitly teach, support and reinforce social emotional skills and strategies through class routines and activities
Now that we spent 2018-2019 adding PPM practices to our classrooms, it is an expectation that the Must Have practices will be in place from the start of the 2019-2020 school year.
2018-2019 PPM Must Haves NEW: Self-Assessment and PPM articles linked
North Carolina Preschool Pyramid Model site
Pyramid Model Resources on Google Drive
Direct Link to Social Emotional page of McClanahan’s Pre-K Support site
SCIENCE OF READING: Many articles are coming out now about the ‘science of reading’ and how it should impact our curriculum selection and classroom instruction. This information isn’t new, but you many notice the phrase is becoming more prevalent in our field. The National Reading Panel was commissioned in 1997 with the task of evaluating existing research and evidence to determine the best way to teach children to read. They published their findings in April 2000 and identified the 5 essential components of reading.
Common Assessments
Common Assessments
Supports for Developing Common Assessments
Links to Standards Based Best Practices and Vertical Alignment to K in NC
Unpacking K Mathematics Standards
TS Gold OTHER:
TS Gold OTHER:
Finalizing Checkpoints for Objectives not evaluated for Quarter (Refer to Progress Monitoring Timeline): Choose 'Not Observed' and 'Other'. Type following in the box provided: Due to program expectations this objective is currently not being evaluated.
Finalizing Checkpoints for students who are newly enrolled and have missing data: Choose 'Not Observed' and 'Newly Enrolled'.
How Much GOLD® Documentation is Enough? When collecting documentation in GOLD®, do you ever wonder "How much documentation is enough?" If so, then you are not alone! We recommend collecting enough documentation to accurately support your assessment decisions of each child’s knowledge, skills, and behaviors at the end of the checkpoint. At minimum, you need to have at least one piece of documentation for every objective and dimension. Some objectives, such as Objective 7b "Uses writing and drawing tools," are easy to capture in a photograph, and a child’s skills are not likely to drastically change over a 9-12 week checkpoint period. For example, the way that Luke holds a crayon is likely to be very consistent throughout his attempts at writing. Some objectives however, such as Objective 1a, "Manages feelings," may require you to collect multiple pieces of documentation to make an accurate decision since a child may demonstrate many different approaches to managing her feelings over a checkpoint period. What is most important is that you feel confident that you have enough evidence to support and discuss the assessment decisions you make for each objective and dimension at checkpoint time. This evidence can be a wide range of types of documentation. A child’s portfolio can be made up of a variety of types of documentation such as:
photographs of children’s writing, constructions, and art work;
short video or audio clips of a child counting manipulatives; or
a handwritten observational note that captures the dialogue exchange between two children in the Block area.
It is important that all documentation is objective, factual, and strengths based. When looking to build out a digital portfolio, it can also be helpful to keep in mind that most pieces of documentation can be associated with multiple objectives. A short video clip of a child sorting buttons is obviously Objective 13, "Uses classification skills," but we can also look at how the child is handling the buttons. Is she using a pincer grasp to pick up the buttons? Or does she need to slide the button off the table into her palm? This is evidence for Objective 7a, "Uses fingers and hands." And if the teacher engages the child in a conversation about how she is choosing to classify her buttons, the teacher will likely be able to gather evidence for Objectives 8a, "Comprehends language," 9b, "Speaks clearly," and 10a, "Engages in conversations."
"Good Afternoon! I have attached the steps to adding an Intentional Teaching Experience for you to share with your teachers. Hope this helps!" Shari Rawls, M.A. School Administration, Bright Beginnings Literacy Facilitator
Phonological Awareness Skills Test - PAST
Phonological Awareness Skills Test - PAST
Pre-K teachers will administer the PAST assessment with each of their students 4 times a year.
PAST presentation slides Updated 22-23
Staggered Entry Scoring Sheet - staggered entry
1st Trimester Scoring Sheet
2nd Trimester Scoring Sheet
3rd Trimester Scoring Sheet
PAST information recording (webinar)
You may also reference the Phonological Awareness: Assessment Tools & Strategies book for further information and suggested activities.
This data will be used to create student outcome driven coaching goals.
Report abuse