Alignment of Assessment Policies across the Birth to Third Grade Continuum Presenter: Beth Notes: June 6, 2015 Presented by: First Lastname Month 00, 2013

Session Overview Introductions Spark Presentation Assessment Timeline Exercise Sharing Lessons Wrap Up

Overview of Key Considerations for Communication and Engagement Spark Presentations

  Pennsylvania Early Learning Outcomes Reporting - Framework  2016-2017 Domain Infant 0 - 12 months Young Toddler 13 - 24 months Older Toddler 25 - 36 months Pre-K 37 months < KEI  Standards ELS Indicator (Standard) Social and Emotional Development Standards ELS 1 Emotional Regulation Demonstrate an emotional response to the environment Demonstrate an emotional response in reaction to an experience Make connections between emotions and behavior Distinguish between emotions and identify socially accepted ways to express them Student expresses emotions appropriately to adults and peers 16.1.A / 16.1.PK.A 2 Self-Awareness Respond to self in mirror Convey ownership of objects and people Use language that indicates knowledge of self Recognize that everyone has personal traits which guide behavior and choices Student demonstrates awareness of self and one's own preferences 16.1.E / 16.1.PK.B 3 Diversity Notice differences in others Recognize similarities and differences between self and others Communicate similarities and differences between self and other Identify similarities and differences between self and others x 16.2.B / 16.2.PK.B 4 Conflict Resolution Express emotion relating to a conflict Communicate about a conflict and seek help to solve Recognize that conflict occurs and distinguish between appropriate and inappropriate ways to resolve conflict Student distinguishes between appropriate and inappropriate ways to resolve conflict 16.2.D / 16.2.PK.D 5 Behavior Regulation Respond to adult guidance about behavior Demonstrates basic understanding of rules Follow basic rules Recognize there are socially acceptable ways to behave in different places Student is aware of limits and expectations and adjusts behavior accordingly 16.3.B / 16.3.PK.B

Overview of Key Considerations for Communication and Engagement Group Work Time

What’s the Vision? “Timeline” Exercise At which ages would the group want systematic assessment information about children? What should be assessed at those points in time? What should the data be used for?

What’s the Status Quo? Table Discussion What assessments are being used along the B-3rd continuum on a statewide basis? At what points along this age span are they administered? (Which age groups?) What domains do they assess? Which ECE programs use these assessments? What proportion of children is assessed? What are some major gaps in assessment information that you’d like to fill? What are some tools or resources you wish you had?

Contact Information Albert Wat National Governors Association http://www.nga.org/cms/center/edu awat@nga.org