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Slide 1: Title SlideWelcome/Introductions[Trainer Note: Be sure to inform participants that the term educator is used broadly throughout this module to apply to all professionals using formative assessment in early childhood settings (i.e. teachers, teacher assistants, therapists, specialist, etc.)]Slide 2: Review of Pre-Learning Assignment[HO 1a-PreLearning Assignment][HO 1b-PreLearning Article]As a pre-learning assignment, you were asked to read Understanding the CCSSO Definition of Formative Assessment by Sarah McManus and answer some reflection questions. Take a few moments to discuss with your table your responses to the reflection questions:In the article, Dr. McManus spoke of Formative Assessment as an action. Write a brief description or sketch a picture of what this means or looks like to you.Four key words are expressed in the CCSSO definition of Formative Assessment. What are those words and how do they relate to Formative Assessment?Why is planning an essential part of ensuring that Formative Assessment is implemented during instruction every day?After table talk each group will have an opportunity to share one or two key points from your conversation.[Trainer Note: Give participants 2-3 minutes to discuss and then ask for volunteers to share key takeaways.]Slide 3: ObjectivesParticipants will:know what formative assessment isunderstand the formative assessment processknow the strategies and tools that support formative assessment practicesSlide 4: Understanding Learning in Early Childhood EnvironmentsA graduate student in an early childhood program asked an excellent question: “How can you tell what a small child is learning when you’re just playing with him?” Older children demonstrate their knowledge through verbal answers to questions, writing, and other means. This is not always the case when working with very young children. How do we know what young children are learning and what we need to do to facilitate their progression in the learning process?To assess what young children are learning, we set up problems and situations in naturally occurring, developmentally appropriate play activities, and then observe, listen, and ask open-ended or probing questions to check for children’s understanding.By doing this, we collect information about what children are learning and how to adjust our teaching in order to help children learn and use new skills.During this session, we’ll look specifically at understanding what formative assessment is, the process used to conduct formative assessment, and the strategies and tools that support high-quality formative assessment in early childhood environments.Slide 5: What is Formative AssessmentBefore jumping in to understanding the formative assessment process, and how to best support it in your classroom, let’s take a few minutes to make sure we have a clear definition of what formative assessment is.To get started, we want you to take a moment and reflect on your current understanding of formative assessment. For this activity, take one of the note cards from the center of your table and write “Formative Assessment is…” at the top. Once you’ve done that, complete the sentence by writing your definition of formative assessment.[Trainer Note: Give participants 2-3 minutes to write out their definitions of formative assessment. After completing the activity have participants put their index cards away. Let them know that they’ll reflect on these definitions at the end of the session to compare their pre- and post-session understanding of formative assessment.]Slide 6: The NC Balanced Assessment SystemNorth Carolina has a balanced assessment system. The NC Balanced Assessment System was introduced through the North Carolina Formative Assessment Learning Community’s Online Network (NC FALCON). Modules developed by NC FALCON help educators to understand how formative assessment can influence instruction and support students learning and growth towards targeted goals and outcomes.[Trainer Note: For more information about NC FALCON, go to this link: ]The image on the slide provides a visual of the Balanced Assessment System. You’ll note that the foundational tier of the model is formative assessment, the next tier is interim/benchmark assessment, and the top tier is the summative assessment process. Assessment data collected at each level should reflect the appropriate state standards being taught. For preschool children, assessment data should reflect each of the domains outlined in the NC Foundations for Early Learning Development and the curriculum assessment tool being used. In North Carolina, the most commonly used curricular assessment is GOLD?, developed by TeachingStrategies?. For the purposes of this module, we will include information about how to incorporate both Foundations and the Teaching Strategies GOLD? Objectives for Development and Learning into your formative assessment process and practices.Slide 7: Formative Assessment DefinitionThe definition of formative assessment adopted by North Carolina, was developed by Margaret Heritage (2010) with the Council of Chief State School Officers and reads: “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve student’s achievement of intended instructional outcomes.”Slide 8: Adapted DefinitionHeritage’s definition of formative assessment can be adapted for early childhood instruction by saying that formative assessment is:a process used by educators and children during play and learning activities,that provides feedback to the educators and the children,so that educators can adjust their teaching to meet the needs and interests of children, andsummarize data so that children can understand what is expected of them.Slide 9: Culturally Relevant and ResponsivePrior to detailing the individual steps within the formative assessment process, it is imperative that our approach is one of intentionally engaging children in culturally relevant educational experiences. Looking through the lens of the child means that educators implement curriculum and instructional practices that are culturally sensitive and connects classroom learning to children’s home experiences and native languages.As you explore the formative assessment process detailed throughout this module, we ask that you remain mindful of the following:All children can succeedYou must first understand children to be able to accurately assess their knowledge“All instruction is culturally responsive. The question is: to which culture is it currently oriented?”Slide 10: Steps in the Formative AssessmentNC FALCON defines five steps in the formative assessment process:Determine clear learning targetsDefine criteria for successCollect/document and analyze evidenceProvide clear, descriptive feedback, andChange or adjust instructionIn 2013, June Atkinson, former North Carolina State Superintendent, compared instruction using formative assessment to the process of planning a trip: know where you are going, where you are now, and how you will get there. The last part of that process, how you will get there, can be reframed as “how do I close the gap” when thinking about the formative assessment process. Formative assessment allows educators to change instruction based on child responses. It is a process that occurs before, during, and after instruction and provides immediate feedback to the child. Formative assessment integrates assessment into instruction. It is like a Global Positioning System (GPS) that reconfigures the route when needed. When a roadblock interferes with the child’s successful completion of a task, the educator notes the roadblock and provides immediate feedback to help the child get back on track.Slide 11: Graphic of Formative Assessment ProcessUsing June Atkinson’s travel analogy, we can compare each step in the formative assessment process to the process of planning a trip.[Trainer Note: Slide will appear with only the Slide Title. Click for animation sequence as you address each part of the process.]First [Click for animation], to know where you are going, you must determine clear learning targets (Step 1) and define criteria for success (Step 2). From there [Click for animation], you find out where you are now by collecting, documenting, and analyzing evidence (Step 3). Lastly [Click for animation], you map out how to get to your destination, how to close the gap, by providing clear, descriptive feedback (Step 4) and changing and/or adjusting instruction (Step 5).Slide 12: Formative Assessment VideoWe are going to look at each of the steps in the process in more detail, and as we do so, we’ll have a chance to practice what formative assessment looks like at each step. To aid us in practicing this process, we’ll be using a clip from a classroom in Cabarrus County. In this clip, the educator, Jessica, is working with a student during a center activity and using formative assessment to better understand where the student is currently functioning. Before we dive into the formative assessment steps, let’s watch the video so that we can keep what we observe in mind throughout the session.As you watch the video, take notes about what you see and hear related to the educator’s instruction around this activity. We’ll refer to this video throughout the session so be sure to take thorough notes. If needed, we can also watch the video again as we dive into each of the steps in the formative assessment process.[Trainer Note: Play M2V1 – 2:24]Now that we have that video as a frame of reference, let’s jump into looking at each of the steps of the formative assessment process in more detail.Slide 13: Step 1 – Determine Clear Learning TargetsIn the video we just watched, the educator was able to articulate what she was hoping students would gain from the activities at hand. The question to ask ourselves is, “As an educator, how do I know that those skills are things children of that age should know or be able to do?” It was clear the educator had established learning targets, the basis for these targets is what all early educators in NC should be using when designing instruction for young children.NC FALCON defines a learning target as a subpart of an objective that is a measurable expectation of what students should know and be able to do within a short period of time. If we look at the different tools we have available for planning instruction, we can see that some of these tools have learning targets embedded in their inherent design.Slide 14: FoundationsThe North Carolina Foundations for Early Learning and Development is organized by domain, subdomain, goal, and developmental indicators. The goal “provides a broad statement of what children should know or be able to do” and the developmental indicators “provide more specific information about what children should know or be able to do.” When thinking about learning targets it is important to be mindful of the developmental indicators associated with each goal because they provide more detailed information about the different skills and behaviors children should be able to demonstrate as they learn new skills. Slide 15: GOLD? Objectives for Development and LearningThe objectives cover 10 areas of development and learning, including broad developmental areas, content areas, and English language acquisition. Many objectives also include dimensions that guide educators’ thinking about various aspects of that objective and help clarify what it addresses.Handout 2 in your materials aligns TS GOLD objectives, dimensions, and indicators with NC Foundations as well as the NC Early Learning and Development Progressions: Birth to Five.Please take a moment to quickly review this HO. We will have an opportunity to become more familiar with it later in this module.[HO 2-TS GOLD? Alignment with Foundations and NC Early Learning and Development Progressions]Slide 16: Structure of GOLD?Similarly, to Foundations, the GOLD? Objectives for Development and Learning provide a structure that breaks down skills into areas, objectives, dimensions, indicators, and examples. The area identifies either a broad developmental area or a content area. The objectives give a board overview of the skills in each area and the dimensions break down the objective into smaller chunks. For each dimension, there are also indicators, which are specific skills educators should expect to see children do as they work towards achieving the objective, and under each indicator there are examples of what the skill may look like in action.The hierarchy of the GOLD? structure begins with identifying the area (either content or developmental). Under each area are the objectives. These objectives are short statements of expectations and/or knowledge. Looking at the progression shown on the screen you can see the Objective listed at the top, followed by the ‘dimension,’ which is a specific aspect or sub-skill of the objective. Along the progression you’ll note ‘indicators’ in bold print. Indicators provide descriptions of knowledge, skills, or behavior that children demonstrate and the bulleted lists under the indicator provides explicit examples of what the skill/behavior would look like in practice.Along this progression you’ll also note numbered levels along the top in the blue row and a series of color bands at the bottom. These aspects of the GOLD? progression are important and will be discussed in more detail when we discuss analyzing evidence in Step 3 of the Formative Assessment process.Slide 17: Determining Clear Learning Targets – Video ReflectionLet’s watch the formative assessment video again. While watching, look and listen for clues about what the possible learning targets are for this activity. [Trainer Note: Play M2V1 – 2:24]What might the possible learning targets be for this activity? [Allow participants to respond. Possible responses may include understanding comparison concepts (near/far, big/small, long/short), measuring, counting (wasn’t main target but was addressed in clip.]So, we have now used general terms to identify the learning targets. Let’s look at how these relate to Foundations & GOLD?. At your table, you should have a copy of both Foundations and the progressions from the GOLD? Objectives for Development & Learning. In a moment you will be asked to look at both of these resources to identify the indicator that most closely relates to the learning target(s) we’ve discussed. Remember, a learning target is a subpart of an objective that is a measurable expectation of what students should know and be able to do within a short period of time. You’ll want to first identify the standard or objective that aligns with the learning target and then identify the specific indicator within the standard or objective that relates to the learning targets we discussed.[Trainer Note: Refer to table copy resources –HO 2-TS GOLD? Alignment with Foundations and NC Early Learning and Development Progressions. Give participants time to review and identify the appropriate indicators. Then share out.]Who is willing to share which standard and indicator you identified in Foundations? [Allow 1-2 groups to respond. Possible responses may include:CD-11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment]CD-11h Compare the size or weight of two objects and identify which one is longer/taller/heavier than the other.CD-12: Children identify and use common shapes and concepts about position during play and other activities.CD-12h: Show they understand positions in space by using position words during play.CD-12k: Consistently use a variety of words for positions in space, and follow directions using these words.Who is willing to share which standard and indicator you identified in GOLD?? [Allow 1-2 groups to respond. Possible responses may include:Objective 21a: Understands spatial relationships.Uses and responds appropriately to positional words indicating location, direction, and distance.Objective 22a: Measures objects.Uses multiples of the same unit to measure.Slide 18: Determining Clear Learning Targets – ActivityNow that we understand the structure of both Foundations and the GOLD? Objectives for Development and Learning, let’s take a few minutes to practice identifying learning targets. For this activity, you’ll review the scenario assigned to your group and determine what the intended learning target may be. To do this, you’ll read the scenario and then look at both Foundations and GOLD? to identify what standard(s) and objective(s) are targeted in the scenario. Then you’ll look more closely at the indicators to identify a specific learning target that the educator may have had in mind.[HO 3a-Formative Assessment Planning][Trainer Note: Have participants pull out the HO: Formative Assessment Planning. Count off tables 1-6 to assign scenarios. Give 5-10 minutes to review their scenario and identify possible learning targets for each. Have a representative from each group share out. For possible responses, see HO 3b- Formative Assessment Planning Presenter Guide]Slide 19: Step 2 – Define Criteria for SuccessDefining criteria for success involves identifying what children need to do in the learning process to meet the learning target. When thinking about criteria for success, it may be helpful to word the criteria in the format of “The child/ren will…” and then identify the specific skills or behaviors that represent successful mastery of the learning target. If we look again at the common instructional tools used in North Carolina’s early childhood classrooms, we can see that criteria or indicators for success are embedded in many of the goals and objectives.Slide 20: NC Early Learning & Development ProgressionsWhile Foundations does provide us with developmental indicators, these indicators aren’t detailed enough to be used to establish criteria for success. To clearly define criteria for success NC FALCON indicates that we must identify the specific skills or behaviors that represent successful mastery of the learning target. For this more detailed look, we can turn to the NC Progressions for Early Learning & Development.The NC Progressions for Early Learning & Development are an expansion of the Foundations standards and provide a breakdown of each standard into 3-6 months increments from birth-60 months of age. Currently, progressions are available for 4 out of the 5 Foundations domains. (There are not progressions for Approaches to Play & Learning.)Before diving in to how the Progressions can help us to determine criteria for success, let’s look at how the progressions are structured and the information that can be gained by using this tool.Slide 21: NC Early Learning & Development Progressions (Landing Page)Educators can use the North Carolina Early Learning and Development Progressions as a helpful resource for learning more about age-expected development, and the sequence and rate of skill development across domains. The Early Learning & Development Progressions take each of the standards in NC Foundations and breaks the skills for the standard down into 3-6 months progressions. Looking at the progressions can help educators gain a better understanding of typical development and can be a great tool for analyzing formative assessment data, especially when analyzing information for children with more significant delays and/or scattered skill development.This slide shows the landing page for accessing the NC Early Learning & Development Progressions. The link listed below the image [] will take you to this landing page where the progressions can be viewed in various formats including an on-line and full-length print version. There is also an abbreviated “At-a-Glance” version that can be downloaded and printed. (Note: Be mindful of printer capacity as the full progressions document is 800+ pages.) [Trainer Note: The next few slides go through a sequence of reviewing a progression. Depending on your audience you may choose to use the slides or click the link on slide and do a walk-through of the actual online progressions tool.]Slide 22: NC Early Learning & Development Progressions (Domains/Ages)From the landing page, you can choose to either explore the progressions by age level or domain. For the sake of exploring, let’s look at this by age range.Slide 23: NC Early Learning & Development Progressions (Skills)Clicking the age range will present a list of skills the child is expected to demonstrate for his or her chronological age in each developmental domain. On this page, you can hit CTRL+P to print out the document. An educator may then select the skills a child is demonstrating to get a sense of age-level functioning within each domain. By clicking on the Skill Progression here [Click for animation], you will see information about the next skill or skills in the child’s development so that you can know what skills to scaffold moving forward.Clicking on individual skills in the progressions will take you to observation guidelines for each skill. Looking at this example, an educator may also consider sharing this printout with parents to get input about child functioning at home. The educator and parent can explore selected skills by clicking the skill which links to the observation guidelines. Slide 24: NC Early Learning & Development Progressions (Observation Guidelines)The observation guidelines provide situations for observing the skill, ways to elicit the skill, behaviors that demonstrate mastery, and suggestions for embedding intervention at home or school. For the purposes of defining criteria for success for specific learning targets, educators are encouraged to look at the “Behavior Observed” section on the Observation Guidelines pages to see specific examples of what a targeted skill looks like in action. The “Behavior Observed” area of each progression aligns with NC FALCON’s guidance that criteria for success should identify specific skills or behaviors that represent mastery of the learning target.Slide 25: Progressions for GOLD? Goals & Objectives for Development and LearningAnother tool we have access too when determining criteria for success are the progressions from GOLD?’s Objectives for Development and Learning. As we learned when discussing Step 1, Determining Learning Targets, GOLD?’s progressions share a structure somewhat similar to what we see in Foundations, the main difference being the terminology used to describe the different components of each progression. Reflecting back on the structure of GOLD?, we learned that we can use the Indicators to help us identify learning targets so it would only make sense that we then use the “Examples” provided for each indicator to define our criteria for success. Similar to the “Behavior Observed” section of the NC Progressions, the “Examples” section of the GOLD? progressions describe explicit actions that represent mastery of each objective. When determining what criteria for success may look like for specific learning targets, both the NC & GOLD? progressions provide valuable information that helps educators to know the specific skills and behaviors they should be on the lookout for during the formative assessment process.Slide 26: Defining Criteria for Success – Video ReflectionReflect on the video we’ve watched. During the video, what did you hear or see the educator looking for as criteria for success? [Allow participants to respond. Possible responses may include correctly identifying which marshmallow was furthest away, using nonstandard measurement to compare distance]Now take a moment to look back at Foundations and the GOLD? progressions, and identify what the progressions “Behavior Observed” and GOLD? “examples” identify as possible criteria for success for the learning target? [Trainer Note: Give participants time to review the resources (Foundations and GOLD? Progressions) and identify example behaviors. Then share out.]Who is willing to share what behaviors you would want to observe based on the Foundations progression? How else might this look in a classroom? When defining criteria for success, how might you ensure cultural relevance? [Allow 1-2 groups to respond. Possible responses may includeCD 11 (B. Measuring)-At 54-60 months child compares lengths using another object.Child manipulates object (e.g. blocks) to measure lengths.CD 12 (C. Spatial understanding)-At 30-33 months a child “knows near/far and uses questions ‘where is…’Responds to question “which is farther away”CD 12 (C. Spatial understanding)-At 48-54 months a child “uses positional words to describe the location of an object.”Child is able to use positional words to describe location, child is able to respond to questions about positional words.LDC-1: Children understand communication from others]Who is willing to share an example of observed success from the GOLD? progressions? How else might this look in a classroom? Allow 1-2 groups to respond. Possible responses may include verbally responding and identifying which marshmallow (big/small) was farthest away, accurately measuring with blocks and counting them to determine which marshmallow had more/less.]Slide 27: Defining Criteria for Success – ActivityRefer to your assigned scenario and the Formative Assessment Planning Chart. As a table group, use the provided resources to list what the criteria for success may be for the learning target(s) you identified in Step 1. Remember, criteria for mastery for specific skills can be found in NC Progressions under “Behavior Observed” and GOLD? progression examples.[HO 3a-Formative Assessment Planning][Trainer Note: Count off tables 1-6 to assign scenarios. Give 5-10 minutes to review their scenario and identify possible learning targets for each. Have a representative from each group share out. For possible responses, see HO 3b-Formative Assessment Planning Presenter Guide]Slide 28: Step 3 – Collect, Document, and Analyze EvidenceThe skills of observation are crucially important during this step in the formative assessment process. Without a strong understanding and basis for how to collect and document what you’re seeing and hearing, the information you analyze will not be reliable. Taking a closer look at this step requires us to understand the specifics of collecting, documenting, and analyzing evidence. The first part of Step 3 is collecting evidence. Collecting evidence requires educators to identify instructional strategies that can be used to elicit the skills identified in the criteria for success and meet the learning target. Because a child’s cultural context also informs assessment, it is critical that educators us multiple instructional strategies and ways to elicit and measure skill mastery to ensure an accurate picture of a child’s abilities and skills that may be demonstrated in non-traditional (non-standard) ways.The act of documenting evidence requires educators to have a strong understanding of high-quality observation practices, an awareness of different methods of data collection, and knowledge about the tools and techniques that can aid in gathering and organizing documentation. Lastly, analyzing evidence requires educators to review information gathered and organize it in ways that help identify where children currently are in their learning and what gaps exist between where they are and where they need to be to meet the learning target. Slide 29: Collecting EvidenceNow that the learning target(s) and criteria for success have been identified, educators must now turn their attention to thinking about how to set up opportunities for formative assessment moments. We know that formative assessment may occur throughout the day, in any activity, in unobtrusive ways, and often occurs in play – the activity that happens most often in early childhood classrooms. When thinking about formative assessment, educators must think about intentional strategies that they can use to collect evidence about children’s skills in naturally occurring situations. The use of instructional play strategies helps educators to intentionally set up opportunities during which they can gather information about the targeted skill. Let’s look more closely at some commonly used play strategies and how they may look in the classroom.Slide 30: Instructional Play StrategiesTake out the handout Early Childhood Instructional Play Strategies. Take a few minutes to read through the strategies on this handout. While reviewing, think about which practices you often observe in your classroom/classrooms you visit and which practices you’d like to see or use more often. [HO 4-Early Childhood Instructional Play Strategies. Give participants time to look over document.]Which of the practices described in the handout do you see or use most often in your classroom? [Allow participants to respond.]Which of the practices do you find harder to use or wish you used or saw more in classrooms? [Allow participants to respond.]Keep this handout close by. We’ll refer to it again when we do the video reflection and activity for Step 3.Slide 31: Documenting EvidenceIn addition to collecting evidence, an important part of the formative assessment process is physically documenting what is observed. The key things to keep in mind about documentation is that it should 1) reflect the learning adequately and appropriately, and 2) provide enough information to make sound decisions that inform instruction and improve student learning.Strong data and documentation about the knowledge and skills children are gaining is crucial to the formative assessment process and should be a part of our everyday routines. Educators are already collecting a wealth of information about children’s development. Some examples are observational data (such as classroom observations), educator notes/data, classroom data from portfolios, interviewing data, and IEP data. Knowing that this information already exists, we want to first take some time to share the different tools and techniques you’re currently using for documentation purposes and discuss how these existing methods can be used as a part of the formative assessment process.Slide 32: Tools & Techniques Gallery Walk[Trainer Note: Prior to training, hang four chart posters with the headings “1-Observations,” “2-Interviews,” “3-Portfolios/Work Samples,” and “4-Other Sources.”]For this activity, we’re going to count off by fours. Each group will be assigned a poster as a starting point. Once at your assigned poster, discuss how you currently collect the specific type of data listed on your poster. Use the questions and prompts provided on the slide to guide your discussion and record key points of your discussion. After 5 minutes, you’ll rotate to the next poster, take a few minutes to review what’s already been recorded and then discuss your data collection practices related to next method, add additional key points from your group’s discussion. At the conclusion of the activity you will end at the poster where you began, and each group will share out some of the tools and techniques currently utilized in our program.[Trainer Note: At conclusion of activity, prompt someone from each group to share out information recorded on their poster(s).]Slide 33: Conducting & Recording High-Quality ObservationsNow that we’ve discussed many of the observation techniques you currently use let’s continue our discussion by reviewing some of the core practices to keep in mind when conducting and recording observations.When documenting observations, it is important to always record logistical information such as the date and time of the observation, the number of adults and children present, and when appropriate, the name and ages of children being observed. Additionally, observations should be completed as unobtrusively as possible with little to no interruptions in the child/children’s play or activity. (Billman & Sherman, 2003) and include information that is measurable (i.e. length of time a child engages in an activity, number of times a child displays a specific behavior, etc.)When recording observations, it is crucial that educators limit their use of educational or diagnostic jargon and refrain from interpreting and/or labeling behavior. An example of the use of jargon or a diagnostic descriptor could be “he demonstrated hemiparesis of his right arm.” While the person recording that observation may know what the term ‘hemiparesis’ means, not all people reading the observation may know what that means. It is important to use terms that are easily understandable by those who may not be familiar with educational terms. Using plain language to describe the same example as above, one could write “He raised his right arm in an attempt to put his hand through his shirt. He could not complete the motion and gave up trying after a brief effort.” By nature, we’re always observing and always interpreting what we see. To collect objective observational data, we must train ourselves not to filter what we see based on what we think something should look like. Doing this requires us to clear our minds of interpretation, remove pre-conceived ideas, and just observe – being sure to write down or ‘script’ only what we see and what we hear – nothing else. Take the example “walking with difficulty,” difficulty is a subjective interpretation of what was observed. What would be a more objective way to describe “walking with difficulty?[Allow participants to respond. Prompt as needed to say things like, “he walked slowly and stopped to take a deep breath every two to three steps.”]We also need to steer clear of interpretative words like “persistent” and “determination” which are difficult to measure. What is a more objective and measurable way to describe persistence or determination?[Allow participants to respond. Prompt as needed to say things like “He worked on the block tower for 4 minutes and rebuilt it when it fell three times.”]Slide 34: Characteristics of High-Quality ObservationsHigh-quality observations require that we record information that is objective and specific. As we just discussed, being objective requires that we describe and record exactly what we observe and not our interpretations or opinions of what is observed. Being specific is just as important as being objective. Being specific means giving details that are precise.The information gained from objective and specific observations help us determine where a child is functioning. It is important that we base these determinations on sound, quality observational data.Let’s look at this picture as an example. Saying, “she is a girl with brown hair” is observable and measurable but saying, “she is wearing a cute shirt and is happy” is a lot harder to measure. What makes her shirt cute? How do we know she’s happy? A more objective way to say this would be to say, “she’s wearing a shirt with letters printed on it and has a smile on her face.” How we phrase what we see is the key.Consider this example: “The children came inside and were freezing.” What part is measurable? How could it be rephrased so that it is objective? [Allow participants to respond. Prompt as needed to say things like, “The children came inside with rosy cheeks, wearing coats and mittens.”][HO 5a: Objective/Specific Activity]Find your handout, Objective or Subjective. Work with one another at your tables to re-word the sentences as needed to make them objective and specific. Read each example of observational data on the handout. Underline words that are subjective and general. Re-word the sentence so that it is more objective and specific. Underline the words you substitute to make the sentence more objective and specific.[Give participants about 5 minutes to complete. Then distribute HO 5b-Objective/Specific Activity Answers]Take a look at the answer sheet. These are some ways to re-word the sentences to increase objectivity and specificity. How did you do?[Give participants a minute or so to look over the answer sheet.]Slide 35: Classroom Portfolios & Work SamplesEducators frequently have child portfolios with a variety of data. For some of you, the pictures on this slide may look similar to pictures you’ve snapped for portfolios in the past. Let’s quickly review how to make the most of documentation similar to what we see on the screen.The first picture is of an educator taking a picture of a child writing her name. When including a sample such as this in a portfolio, it is important that the piece of evidence include a label that describes what was observed. For example, “Amanda writing her name using a tripod grasp.”The second picture shows a group of children with a block structure. This picture could be used to document a child’s social interaction. We see a group of friends that cooperatively worked together to build a block structure. The picture alone doesn’t tell us a lot, but the teacher’s specific and objective notes about what children were saying and doing during this activity can provide measurable data. For example, “James used a five-word sentence, ‘Can I have that block?’ to ask three different peers to pass him a block that he pointed to.”Slide 36: Using Technology to Support Data CollectionOne of the most effective and efficient ways to collect data is to use mobile devices. While there are situations where digital cameras are still used to capture pictures, often, educators are relying on their mobile devices (cell phones or tablets) to capture documentation while on the move throughout the day. Knowing this, we want to take time to highlight the GOLD? Documentation App as a helpful tool for documenting evidence during the formative assessment process. The GOLD? Documentation App is available on both Apple and Android platforms and works on cell phones and most tablets.We could put a trainer note somewhere in the trainer materials to note that the references and instructions related to technology were current when the training was developed. However, trainers may need to review and update information in the training materials related to technology periodically since technology changes frequently[Trainer Note: References and instructions related to technology provided throughout this module were current when this training was developed. However, trainers may need to review and update information in the training materials related to technology periodically as technology changes frequently.]Slide 37: GOLD? Documentation App LayoutWhen you download and open the app you will be prompted to log-in using the same Username and Password that you use to access the GOLD? online platform. Once logged in, you will likely see a typical ‘camera’ view. In this view you can click the “mode” bottom in the bottom left corner and capture photo, video, or audio evidence. Tapping the 3x3 square grid in the bottom left corner will take you to the “Documents” screen [Click for animation]. On this screen you can see all the evidence you’ve gathered, add notes to existing evidence, and add an observation note as a separate piece of documentation. By tapping on a piece of evidence in the “Documents” screen, you will see the “Documentation” screen [Click for animation], where you can add additional details about the artifact and associate it with a child/set of children. Let’s look at an example.Slide 38: GOLD? Documentation App Example[It may be helpful to include contact information for your local program or LEA contact who can assist as users have questions about using the app]Once you click on a piece of documentation you are directed to this screen where you can enter more information about the artifact. If the artifact is a picture or video, you’ll see a preview of the clip. If the artifact is an observation note, you’ll see the image of the pencil and notepad. In this example (1), the artifact is a written observation that reads “Tony identified 11 letters when working on the alphabet puzzle.” You can click “Notes” to add more information – this is especially important to do if the artifact is a photo or video so you can document what it is that you captured with the picture/clip.[Click for animation.] (2) After entering your note, you can click on “Children” and select your class and a child or set of children (if the artifact applies to more than one student) and attach them to the piece of documentation. In this case, you can see that we’ve linked this documentation to Tony Test.[Click for animation.] (3) Once the documentation is attached to at least one child you are then able to link it with specific Objectives & Dimensions. Note here that we’ve linked this piece of documentation to “16a. Identifies and names letters.”[Click for animation.] (4 & 5) If you click on the assigned objective you then have the opportunity to view the learning progression and select where the child is currently performing. Note in image five, we know by the example provided that this aligns with the skills Tony is currently demonstrating. If you click on the “people” icon at the bottom of the screen, this will be saved as a piece of checkpoint documentation for Tony.[Click for animation.] (6) To confirm that you’ve successfully linked the documentation to a skill progression, you’ll want to see a green checkmark with the color bands on the main documentation screen. Once you see this checkmark, it is highly recommended that you upload the documentation to the online platform by tapping the upload icon in the top right corner. The documentation in the app only lives in that location until it is uploaded. Once you upload a piece of documentation from the app you will note that is no longer on your device but don’t worry, you can safely find it in the online platform linked as a piece of data with the assigned objective(s)/dimension(s).Is there anyone who currently uses the app and is willing to share how the app helps you to streamline your documentation process? [Allow participants to share if applicable.] For those not currently using the app, how might this help you when thinking about documentation in your daily routines? [Allow participants to respond.]Slide 39: Analyzing EvidenceOnce you have gathered adequate documentation, you must then analyze the evidence. Analyzing the evidence requires educators to consider the question, “How does what I’m seeing relate to Foundations, Progressions, and the GOLD? Objectives for Development and Learning? To answer this, educators will once again refer to the instructional tools associated with these goals and standards.Analyzing the evidence goes deeper than defining the learning target and involves looking closely at the skill progression related to the learning target to determine the child’s current skill level in comparison to where we want him/her to be (desired learning target). While there are many means for analyzing data, we’re going to focus specifically on the practices of age-anchoring using Foundations/Progressions and identifying widely held expectations associated with the GOLD? checkpoints.Slide 40: Age AnchoringThe process of assessing where children’s skills are in relation to their chronological age is sometimes referred to as age-anchoring. Age-anchoring is the process of examining a child’s functional abilities and behaviors and determining how close that functioning is to the functioning expected for the child’s chronological age. Age-anchoring is an important part of the formative assessment process.Slide 41: Age Anchoring Using the NC Early Learning & Development ProgressionsAs we reviewed when we introduced the NC Early Learning & Development Progressions earlier in this session, users can explore the progressions online by domain or by age range. You can choose to begin your age-anchoring process by exploring whichever way you find more comfortable. When you age anchor, the goal is to identify specific (targeted) skills and determine where those skills are falling within the progressions. Being able to associate age ranges with skills helps educators to 1) identify whether children are on target for their expected age, and 2) helps educators plan for how to move the child to the next step in the skill progression.Slide 42: Age Anchoring Using GOLD?’s Widely Held ExpectationsThe concept of age anchoring is similar between Foundations and GOLD?; however, with GOLD?, you should note that the age ranges, represented by color bands, are wider than the age ranges in progressions. The NC Early Learning & Development Progressions document organizes skills in 3-6 month increments and the GOLD? Progressions are based on a yearly measure.For example, on screen we have the GOLD? Progression for Objective 16 (Demonstrates knowledge of the alphabet) and Dimension a (Identifies and names letters.). The bands along the bottom of the progression indicate what GOLD? has identified as the widely held expectation for when that skill typically develops.The color bands shown in this example represent the following age ranges/grade levels:Red – Birth to 1 yearOrange – 1 to 2 yearsYellow -2 to 3 yearsGreen – Preschool 3 class (3 to 4 years)Blue – PreK 4 class (4 to 5 years)Purple – Kindergarten (5 to 6 years)It should be noted that the color bands most closely associated to the age-ranges we serve are green and blue; however, that does not mean a child will always fall in line with the expectations for those ranges. For example, a child with an identified disability in the area of communication may have some skills that fall in earlier color bands, representing a delay in skill development. The same would be true for a child who has mastered age-expected skills and demonstrates some skills at Kindergarten (purple) level. GOLD? Progressions go up to 3rd grade. To see a key for the entire color band ranges, you can refer to page 2 in the Progressions for GOLD? Objectives for Development and Learning document.You will also notice that the color bands are different lengths for different objectives/dimensions. The length of the band is representative of the amount of time it is expected to take for a child to develop a specific skill. For example, it would be considered developmentally normative for a child to recognize a few letters in their own name and progress to identifying at least 10 letters within the green/preschool 3 class color band.Each progression also has a number scale at the top. These numbers relate to checkpoint levels that are assigned when completing GOLD? Online Checkpoint assessments. Each of the even numbers are associated with a skill “Indicator”. The odd numbers are used to represent functioning in between skill levels. Slide 43: Collecting, Documenting, & Analyzing Evidence – Video ReflectionLet’s think back to the formative assessment video we watched.[Trainer Note: If needed, play the video again, otherwise skip to the questions below.]What instructional play strategies did the educator use to help her collect evidence about the child’s skill level? What other strategies might have been helpful during this activity? [Refer participants to HO 4-Early Childhood Instructional Play Strategies. Allow participants to respond. Observed: scaffolding, observation, questioning, check for understanding. Other strategies that might have bene helpful: wait time (providing additional time before responding or altering expectation, modeling (counting the blocks and modeling understanding of more/less and near/far.]What did you see or hear in the video regarding how the educator was documenting what she was observing? What other documentation tools & techniques might be helpful in this scenario? [Allow participants to respond. Possible responses may include she mentioned writing down observations about the child’s counting, she took a picture of the child’s work at the end. Additional ideas – could have used the worksheet as an artifact for portfolio, could have taken a picture of the blocks and included a note about child’s interaction with blocks (e.g. difficulty counting blocks, did not recognize longer/shorter when comparing the lines of blocks, etc.]Based on information gained from the video (observation/educator report), at which age-level and widely held expectation level is the child functioning regarding the identified learning target? [Allow participants to respond.]Slide 44: Collecting, Documenting, & Analyzing Evidence – ActivityRefer to your assigned scenario and the Formative Assessment Planning Chart. As a table group, complete you planning chart for each component of Step 3:Collecting Evidence – What instructional play strategy or strategies could be used to collect evidence in this scenario? What instructional play strategy or strategies could be used to help scaffold the child to the next skill level?Documenting Evidence – Which documentation method might be most effective for this scenario?Analyzing Evidence – What does the evidence tell you about where the child is functioning? (Age anchor the skills and behaviors noted in your assigned scenario.)[Trainer Note: Give 5-10 minutes to review their scenario and HO 3a-Formative Assessment Planning for Step 3. Have a representative from each group share out. For possible responses, see HO 3b- Formative Assessment Planning Presenter Guide]Slide 45: Step 4 – Provide Clear, Descriptive FeedbackDescriptive feedback gives children information about where they are in their learning and prompts for what to do next so that they can move forward in their learning. Descriptive feedback is provided during learning, rather than at the conclusion of learning, and helps children to adjust in the moment to move toward the desired learning target.The intent of descriptive feedback is to provide just the right amount of information so that children are gently scaffolding toward closing gaps between where they are and the desired learning targets. Suggestions provided as feedback should provide only enough information to get students to use their own knowledge.In this section we will discover how to use hints or cues to help the child improve performance and how to individualize those hints or cues to match the child’s current developmental level. Slide 46: Levels of FeedbackAs we mentioned earlier, another important aspect of providing feedback is individualizing the feedback to meet each child’s current developmental level. When you think about providing feedback to children, it may be helpful to keep in mind the various degrees of prompting and scaffolding that can be provided. Prompting occurs on a continuum, and an educator should only provide the amount of feedback a child needs to move forward in learning. When considering which type of feedback is most appropriate for children, it is important to think about their individual needs. Most-to-Least prompting may be most effective when providing feedback to children who have physical delays or children with developmental delays that require physical assistance. Least-to-Most prompting is helpful when the child only needs a small amount of information to close the gap and advance toward the learning target (The Center on the Social Emotional Foundations for Early Learning, 2013). Aim to provide feedback at the level you believe to be most appropriate for each individual child, knowing that you can move up or down the continuum as more or less support is needed.Slide 47: Feedback Strategies & TechniquesJust as the level of support provided will vary based on a child’s needs, so will the strategy or technique used to deliver feedback. Feedback strategies may best align themselves with specific tasks so knowing how to utilize several different strategies will increase the amount of feedback you can provide during learning opportunities.The National Research Council reports that “one of the most important roles in assessment is the provision of timely and informative feedback to students during instruction in learning…” (NRC, 2001, p. 87). Let’s look at some feedback strategies that could be leveraged at each of the levels described in the previous slide.We’ll start with the most intensive feedback and move to the least intensive [Ask participants to share examples for each level using the prompts below.]:What are some examples of physical feedback? [Let participants respond. Possible responses include physically guiding or touching the child]What are some examples of modeling feedback? [Let participants respond. Possible responses include the educator preforming or showing the child what to do]What are some examples of visual feedback? [Let participants respond. Possible responses include providing pictures, photographs, or objects]What are some examples of gestural feedback? [Let participants respond. Possible responses include pointing or touching an object.]What are some examples of verbal feedback? [Let participants respond. Possible responses include providing verbal assistance such as hints, clues, or a direction.]Slide 48: Providing Feedback – Video ReflectionThinking back to the formative assessment video, what feedback did the educator provide to the student in this activity? [Trainer Note: If needed, play the video again, otherwise skip to the questions below.] [Allow participants to respond. Possible responses may include physical feedback (touching leg to get attention, gestural prompts (pointing), verbal (questioning – “which one is further away”; commenting – “you drew a great circle around it”].What additional feedback might have been helpful in guiding the child towards the intended learning target(s)? [Allow participants to respond.]Slide 49: Providing Feedback – ActivityAs a table group, review your assigned scenario and think of at least 2 different types of feedback that could be appropriate for the given example. List one type of feedback that is more intensive (e.g. physical or modeling) and one that is less intensive (e.g. verbal, gestural, or visual.[Trainer Note: Give 5-10 minutes to review their scenario and complete HO 3a-Formative Assessment Planning for Step 4. Have a representative from each group share out. For possible responses, see HO 3b-Formative Assessment Planning Presenter Guide]Slide 50: Step 5 – Change or Adjust InstructionTo change or adjust instruction during the formative assessment process means to alter what you are doing based on feedback and responses you receive from the child or children involved in the activity. Often, these changes or adjustments happen throughout the day as feedback is continuously being provided to children. Let’s reflect on the video one last time and identify how the educator adjusted her instruction to meet the child’s need and how else she may have altered the interaction to support the child.Slide 51: Adjusting Instruction – Video ReflectionDuring the video, how did the educator change her instruction to assist the child in understanding the concept(s) related to the learning target?[Trainer Note: If needed, play the video again, otherwise skip to the questions below.][Allow participants to respond. Possible responses may include providing another means to measure when “near/far” wasn’t immediately understood (i.e. measuring with blocks), educator shared that she recognized that she needed to break the skill down into smaller goals that build up to understanding comparison concepts.]Slide 52: Adjusting Instruction – ActivityTake a look at the last section of your Formative Assessment Planning Chart. Based on your assigned scenario, discuss as a table how instruction could be adjusted to help the child scaffold his or her skill to the next level and ultimately meet the learning target identified?[Trainer Note: Give 5 minutes to review the assigned scenario and HO 3a-Formative Assessment Planning for Step 5. Have a representative from each group share out. For possible responses, see HO 3b-Formative Assessment Planning Presenter Guide] Note: HO 3b may be shared with participants after this activitySlide 53: Instructional Practices Supporting Formative Assessment[HO 6-Instructional Practices Supporting Formative Assessment Teacher/Staff Self-Checklist]You have a copy of the Instructional Practices Supporting Formative Assessment Educator/Staff Self-Checklist. This can be used by educators to self-assess how effectively they use formative assessment practices in their classrooms and other learning settings. All of these formative assessment practices work collectively to illustrate how educators can demonstrate Professional Teaching Standard 4 (Teachers Facilitate Learning for their Students) and Standard 5 (Teachers Reflect on their Practice).We encourage you to use this self-checklist in your practice to identify ways to improve your formative assessment practices moving forward.Slide 54: Wrapping UpToday we have learned 1) what formative assessment is, 2) the formative assessment process, and 3) the strategies and tools that support formative assessment practices.Having completed this session, we’d like for you to now take out the card with your definition of formative assessment. Read over what you wrote at the beginning of the module. What did you think formative assessment was? Based on what you heard today, would you change or add to your definition of formative assessment? [Ask if anyone would be willing to share their pre- and post- definition and the changes they made based on the session.]Slide 55: Post-Learning[HO 7-PostLearning Assignment]As a post-learning assignment, we’d like for you to:Complete the Instructional Practices Supporting Formative Assessment Teacher/Staff Self-Checklist, to help you reflect on your current practices. How does first understanding your students ensures an accurate understanding of their knowledge? Identify how your practices engage children in a culturally relevant education experiences.Based on the findings of your self-assessment, identify at least one step of the formative assessment process where you would like to improve.Use the Formative Assessment Planning Chart as a planning guide for how to use formative assessment in an upcoming lesson or classroom plete the planning chart with your identified areas of improvement in mind, being sure to focus explicit attention on how you will address that step of the formative assessment process during the lesson/activity.Slide 56: QuestionsAre there any questions about the content we covered today? [Trainer Note: Thank attendees for their participation.]Slide 57-59: ReferencesBillman, J. & Sherman, J. (2003). Observation and participation in early childhood settings: A practicum guide (2nd ed.). Boston, MA.: Allyn & Bacon, Inc. Center on Enhancing Early Learning Outcomes. (2014). CEELO/ECTA formative assessment peer learning community. Retrieved from on the Social and Emotional Foundations for Early Learning. (n.d.). Retrieved from , J. (2009). Formative assessment and assessment for learning. In Seven strategies for learning: A study guide from Pearson assessment training institute. Retrieved from , J. (2009). Seven strategies for learning: A study guide from Pearson assessment training institute. Retrieved from Dunphy, E. (2008). Supporting early learning and development through formative assessment. Retrieved from Epstein, A. S., Schweinhart, L. J., DeBruin-Parecki, A., & Robin, K. B. (2004, July). Preschool policy matters. Retrieved from Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.Hayashi, K., & Kaufman, L. (2013). Using formative assessment to differentiate instruction in transitional kindergarten [PowerPoint presentation]. Retrieved from , M. (2010). Formative assessment and next-generation assessment systems: Are we losing an opportunity? Washington, DC: Council of Chief State School Officers. Retrieved from , M. (2013). Formative assessment in practice. Cambridge, MA: Harvard Education Press.Heroman, C., Burts, D.C., Berke, K., & Bickart, T.S. (2010). Teaching Strategies GOLD? objectives for development & learning: Birth through kindergarten. Bethesda, MD: Teaching Strategies, LLC. Retrieved from Educational Research Foundation. (2005). Child Observation Record (COR) information for decision makers. Detroit, MI: Author. Retrieved from , M. (2007, September). The role of formative assessment in pre-k through second grade classrooms: White paper. Retrieved from Iruka, I., Curenton, S., Durden, T., Escayg, K. (2020). Don’t Look Away Embracing ANTI-BIAS Classrooms. Lewisville, NC: Gryphon House, Inc.Johnson, E., & Jenkins, J. (2009). Formative and summative assessment. Retrieved from Linder, D. T. (2008). Transdiciplinary play-based assessment-2 (2nd ed.). Baltimore, Maryland: Brookes Publishing.McWilliam, R. A., & Casey A. M. (2008). Engagement of every child in the preschool classroom. Baltimore, Maryland: Brookes Publishing.McWilliam, R. A. (2010). Routines-based early intervention. Baltimore, Maryland: Brookes Publishing.Noddings, N. (2014). The ethics of care and education. London: Innovation in Youth Work Conference. North Carolina Department of Public Instruction. (n.d.). A vision for 21st Century assessment. Retrieved from Carolina Department of Public Instruction. (n.d.) Early childhood outcomes systems (COS). Retrieved from Carolina Department of Public Instruction (n.d.). K-12 standards, curriculum and instruction. Retrieved from Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Raleigh: Author. Retrieved from North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author. Retrieved from Division of Child Development and Early Education. (2013). North Carolina approved early childhood formative assessment tools 2013. Retrieved from FALCON. (n.d.). North Carolina’s formative assessment learning community’s online network. Retrieved from , R. B. (2008). Classroom effects on children's achievement trajectories in elementary school. American Education Research Journal, 45(2), pp. 365-397.Preschool Professor. (n.d.). Preschool assessment. Retrieved April 30, 2014 from preschool-assessment.html Riley-Ayers, S. (2014, April). Formative assessment: Points to consider for policy makers, teachers, and researchers. Retrieved from Riley-Ayers, S. (2014, April). Formative assessment: Points to consider for early childhood policy makers. Retrieved from , S. & Gutmann, L. (Eds.). (2014). First School: Transforming PreK-3rd grade for African American, Latino, and low-income children. New York, NY: Teachers College Press.Teaching Strategies. (2012). The importance of the assessment cycle in the creative curriculum for preschool. Retrieved from Teaching Strategies, LLC. (2010). The Creative Curriculum for preschool. Washington, DC: Author.TKCalifornia. (n.d.). How to use formative assessment in the TK classroom. Retrieved from Truro Central School. (n.d.). Preschool/kindergarten assessment plan. Retrieved from Virginia Department of Education. (n.d.). Examples of formative assessment. Retrieved from Zumwalt, C. (2012). Authentic assessment and early childhood education - an update and resources. Little Prints, 6(1), pp. 1-2. Retrieved from ................
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