comparison overview of: teaching strategies gold work … case webin… · ´a screening tool is...

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

http://agesandstages.com/

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

http://www.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


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?”



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



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



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



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



42

Birth to 1 year 1 to 2 years 2 to 3 years Preschool 3 Pre-K 4 Kindergarten

Progressions of Development and Learning



43

Assessment Tools to Carry Out the Cycle



44

38 Objectives That Focus on What Matters Most

Research-based. Aligned with state standards. Teaching Strategies GOLD®

leaves nothing to chance.



45

Major Areas of DevelopmentC

ontent Area Learning



46

Many objectives include dimensions.

Objective

17. Demonstrates knowledge of print and its uses

Dimensions

a. Uses and appreciates books

b. Uses print concepts



47



48



49

51 Development and Learning Progressions

Levels

Examples

Color-coded bands

Indicators



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)



51

TeachingStrategies.com

Now, let’s look at GOLD online…



52


• 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!



53

We’re Here to Help

• If you think of more questions later, please contact us…

– [email protected]

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®


Pearson Representative in MA for Work Sampling: Michael Grau, PsyDPearson Assessment Consultant800-627-7271 x [email protected]


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


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


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


Work Sampling’s correlation to OWL curriculum

Example:


The Work Sampling System® structure:

GUIDELINES

& CHECKLISTSPORTFOLIOS

SUMMARY

REPORTS


Developmental Guidelines and Checklists

+

Based on National Standards+

Age/Grade Levels

+

Organized by Domains+

Functional Components

+

Performance Indicators+

Rationales

+

Examples


Domains

I Personal & Social Development

II Language & LiteracyIII Mathematical ThinkingIV Scientific ThinkingV

Social Studies

VI The ArtsVII Physical Development


Portfolios are used to document student progress through actual work samples

Fall Winter Spring


Summary Reports- can be generated in paper or electronic format


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


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


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)


Work Sampling Online (WSO)


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

http://www.worksamplingonline.com/


Reports+

Reports are based on WSS domains, functional components and performance indicators, or Head Start Outcomes+

Child

+

Class+

Program

+

School+

District

+

State+

Grantee

+

Demographic


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


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


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


Thank you for your interest in Work Sampling

www.psychcorp.com

www.worksamplingonline.com


Child Observation Record (COR)



Authentic Assessment Tool

Objective observations

Portfolios of children’s work

Teacher ratings of development


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.


Infant-Toddler COR Categories

I.

Sense of SelfII

.

Social Relations

III.

Creative RepresentationIV.

Movement

V.

Communication and Language

VI.

Exploration and Early Logic


Preschool COR Categories

I.

InitiativeII

.

Social Relations

III.

Creative Representation

IV.

Movement & MusicV.

Language & Literacy

VI.

Mathematics & Science


Simple 3-Step Process ─

Step One

Observe/Record ─Teachers make several observations per week, per child, writing anecdotal notes on what they see.


Step Two

Score ─Teachers enter their notes into OnlineCOR and determine the score based on the category and observation items.


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.


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.


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.


OnlineCOR provides user-friendly technology that

connects…

Assessment →

Planning →

Reporting


OnlineCOR makes your job easier and saves you time by…

•

Managing anecdotesYou will be able to enter, score and track your anecdotes online.



•

Reporting on individual childrenUsing information from the COR, Family Reports and Growth Profiles are automatically created for each child.



• Reporting on group progressReports include results in mandated requirements–

Head Start Child Outcomes

–

OSEP (special needs)


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.


OnlineCOR makes your job easier and saves you time

by…•

Providing many reports in Spanish



•

Helping you plan activitiesCOR Scores are aligned with appropriate activities designed to support and scaffold children at their current level of development.


OnlineCOR provides…

Technology which enables you to link children’s art, writing, photos, videos, and more, directly to your anecdotes.


How OnlineCOR Works…

Sign on to access OnlineCOR.netTeachers use their secure username and password to access their class information online.


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]

mailto:[email protected]

1.

https://www.teachingstrategies.com/

2.

www.worksamplingonline.com

3.

www.highscope.org

4.


5.

www.wheelock.edu/CASE

https://www.teachingstrategies.com/

http://www.worksamplingonline.com/

http://www.highscope.org/


http://www.wheelock.edu/CASE

comparison overview of: teaching strategies gold work … case webin… · ´a screening tool is...

Documents