Designing and implementing a developmentally appropriate state-wide Kindergarten Entry Assessment and K-3 Formative Assessment System: Necessary Considerations Office of Early Learning North Carolina Department of Public Instruction NAEYC PDI June 11, 2013

Welcome & Introductions

Participants will… Examine & discuss necessary considerations in designing a state-wide K-3 Formative Assessment System Explore & discuss elements of statewide scaling-up and implementation Discuss lessons learned & offer suggestions for future consideration

Setting the Context: North Carolina

North Carolina

Setting the Context: Legislation

North Carolina’s Excellent Public Schools Act

7 Components –Comprehensive Reading Plan –Developmental Screening and Kindergarten Entry Assessment –Facilitating Early Grade Reading Proficiency –Elimination of Social Promotion –Successful Reading Development for Retained Students –Parent/Guardian Notification –Accountability Measures

From NC Session Law C-83.1E. Developmental screening & kindergarten entry assessment. –Completed within 60 days of enrollment –Addresses five domains of readiness –Administered at the classroom level –Aligned to NC Early Learning Standards & Standard Course of Study –Reliable, valid and appropriate

From Session Law C Components of the testing program. –Assessment Instruments for K-3 The State Board of Education shall develop, adopt, and provide developmentally appropriate individualized assessment instruments… for Kindergarten through Third Grade. LEAs shall use these assessment instruments… to assess progress, diagnose difficulties, & inform instruction and remediation needs.

Setting the Context: Assessment

North Carolina’s Balanced Assessment System

Assessment in K-3 K-3 Reading 3D –Benchmark, Summative –TRC component as part of teacher performance K-2 Literacy Assessment –Benchmark, Summative K-2 Math Assessment –Tasks to be used in a formative manner –Benchmark, Summative

North Carolina’s Formative Assessment Network

Race to the Top-- Early Learning Challenge Grant

Necessary Considerations (NAEYC)

What is the purpose of the assessment?

What is the Purpose? 4 Purposes for Assessment (NAEYC) 1. Support instruction 2. Identify those with special needs 3. Program evaluation 4. High stakes accountability

North Carolina’s Purpose Formative Assessment –A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes. CCSSO, 2006

Necessary Considerations (NAEYC) What is the content of the assessment?

What is the Content? Determine what is important to measure first, then find ways of measuring it (NAEYC) –Include multiple domains –Align with state standards and curriculum goals

North Carolina’s Content Five Domains of Development & Learning –Approaches to Learning –Cognitive Development –Emotional & Social Development –Health & Physical Development –Language & Communication Development

North Carolina’s Content Sample Claim: –Health & Physical Development –Students develop skills that contribute to healthy behaviors and the reduction of health risks. DRAFT

North Carolina’s Content Aligns with: –the NC Standard Course of Study (Common Core State Standards & NC’s Essential Standards) –the NC Early Learning and Development Standards

Necessary Considerations (NAEYC) When and how often are assessments completed?

When and How Often? Decisions about frequency should be tied to the purpose (NAEYC) –To most effectively inform instruction, assessment should be on-going to provide continuous feedback

North Carolina’s Frequency Formative assessment –On a daily basis –Minute-to-minute or in short cycles at the classroom level –Throughout the school year Planned –e.g., questions, conversations, observations, tasks Spontaneous 27

Necessary Considerations (NAEYC) Who assesses the child? Who is assessed?

Who? Dependent on the purpose of the assessment and how the assessment is used (NAEYC) –When the purpose is to inform instruction, the assessment is typically conducted by the teacher all children are assessed

North Carolina’s Assessors Competent, trained individuals who have a relationship with the child –Classroom teacher, with contributions from: Families Support staff (e.g., PE teacher, speech pathologist) Pediatrician

North Carolina’s Children Will be accessible to, valid, and appropriate for the greatest number of children. –Must be constructed in accordance with the principles of Universal Design –Will be developmentally, culturally, and linguistically appropriate –May need accommodations for children with disabilities, but this need should be minimized

Necessary Considerations (NAEYC) Is the data used for evaluation & accountability purposes?

How is the Data Used? Concerns about the appropriateness of early childhood assessment measures used for high-stakes purposes (NAEYC) –Assessments designed for one purpose (e.g., inform instruction) are adapted, modified, or even misused for evaluation and accountability purposes

North Carolina’s Data The K-3 assessment will: –Guide daily instruction & planning –Provide descriptive feedback to students so they can adjust learning –Include careful safeguards to prevent misuse of the information in decisions made about individual children

North Carolina’s Data The K-3 Assessment will not be used for accountability or high-stakes purposes –Kindergarten eligibility –Teacher effectiveness –Program evaluation

Challenges: Assessment Design

Challenges Kindergarten through Third Grade All Domains of Development & Learning Current Assessment Context Current Teacher Responsibilities Political Considerations Assessing All Children Appropriately Technology Use of Data; Privacy Multiple Assessors

Group Discussion Discuss the following questions: –How has your state addressed one or more of these potential challenges? –What additional potential challenges do we need to consider? Record your thoughts & suggestions. Be prepared to share 1-2 ideas.

Challenges Kindergarten through Third Grade All Domains of Development & Learning Current Assessment Context Current Teacher Responsibilities Political Influence Assessing All Children Appropriately Technology Use of Data; Privacy Multiple Assessors

Setting the Context: Implementation

Implementation Design Team (IDT)

IDT Tasks Builds, supports, & sustains the capacity of Regional Implementation Teams (RIT) Facilitates communication among & between LEAs, RIT and SEA leadership Promotes implementation functions across initiatives Identifies and solves problems at the systems level using data Promotes aligned data collection systems

IDT Membership K-3 Assessment Staff Selected members of the Regional Implementation Teams (RITs) Key internal and external stakeholders

Regional Implementation Teams (RITs)

RIT Tasks Developing District (DIT) and School (SIT) Implementation Teams Helping Districts with a gap analysis related to critical implementation features necessary for scaling-up K-3 formative assessment Reviewing current resources, strengths, and needs at the District and School levels Providing implementation training, coaching and consultation based on the needs of the districts Initiating and actively engaging in continuous quality improvement cycles

RIT Membership 3-5 members each RIT –State K-3 Assessment Staff –Key internal and external stakeholders Tap into existing regional structures within the state-wide system of support

Building Readiness Information and Awareness Mixed delivery of professional development (e.g. online modules, video library, coaching) Development of Regional Implementation Teams –Planning for Usability Testing

Usability Testing Select districts RITs provide implementation coaching for DITs Training for DITs and SITs (e.g. KEA/K-3 Assessment (tools, resources, and processes) First schools begin initial implementation in Fall 2014 Rapid improvement cycles

Vertical Slice of the System

Fall 2015 Initial Implementation Begin scaling-up in additional districts Mixed delivery of professional development Continued support for initial districts Ongoing measurement of implementation

Challenges: Implementation

Challenges Buy-in from teachers and administrators Decreased and varying local resources Myriad of competing local assessments Varied levels of understanding –Content (e.g., Emotional/Social Development) –Formative assessment –Observational assessment practices –Data-based decision making Sustainability beyond 2015

Group Discussion Discuss the following questions: –How has your state addressed one or more of these potential challenges? –What additional potential challenges do we need to consider? Record your thoughts & suggestions. Be prepared to share 1-2 ideas.

Challenges Buy-in from teachers and administrators Decreased and varying local resources Myriad of competing local assessments Varied levels of understanding –Content (e.g., Emotional/Social Development) –Formative assessment –Observational assessment practices –Data-based decision making Sustainability beyond 2015

Working Together

NCDPI K-3 Assessment Wiki rtt-elc-k3assessment.ncdpi.wikispaces.net/