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Using NJ ELAS Forms The Nitty Gritty. To use NJ ELAS, teachers apply 2 assessment processes: Documentation –ongoing observations –during daily classroom.

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Presentation on theme: "Using NJ ELAS Forms The Nitty Gritty. To use NJ ELAS, teachers apply 2 assessment processes: Documentation –ongoing observations –during daily classroom."— Presentation transcript:

1 Using NJ ELAS Forms The Nitty Gritty

2 To use NJ ELAS, teachers apply 2 assessment processes: Documentation –ongoing observations –during daily classroom routines Evaluation –compare documentation to expectations and standards –score children’s performance on the Child Profile –3 x per year: Fall, Winter, Spring

3 Documentation Forms Anecdote Form Work Sample Form Literacy Prompt Form Class Matrix

4 FACT VS. INTERPRETATION Facts: _Action verbs (walked, ran, tapped, listened, watched, points, smiled, frowned) _Quotations ("I want that marker." "The cube is green.") Interpretations _Labels (shy, aggressive, creative) _Intentions (wants to, enjoys, eager to, won't try) _Evaluations (good job, beautiful work)

5 Anecdote Form Organizes anecdotes by child (includes space for name and collection period) Turns documentation into evidence (by linking anecdotes to expectations and standards) Include when, who, where, what, how Remember to date each anecdote

6 Work Sample Form describes or explains child’s learning links to expectations and standards has space for comments adds meaning to the work is attached to work samples and photographs

7 Literacy Prompt Form provides guidelines for instruction is tied to expectations and standards is used 1 or 2 x during collection period is used during typical lessons or activities is not used with the entire class at one time

8 Class Matrix –shows collected or needed documentation for child and group at a glance –arranged by: month and collection period type of documentation (anecdote, work sample, literacy prompt) –check and date as items are collected

9 Child Folio a place to store each child’s documentation created for each child includes at least 12 pieces of documentation for each collection period

10 PLAN! children each day - (# of days in the week) ÷ (# of children in class) prepare in advance (when, how, materials accessible) involve colleagues & families collect documentation purposefully collect approximately 12 pieces during each collection period (fall, winter, spring) –6 - 8 anecdotes –3 - 4 work samples –1 - 2 literacy prompts

11 Methods and Tools Who, What, When, Where, How? Use direct quotes; Be specific! Anecdotes –mailing labels, post-its, clip boards, easy access Work Samples –drawings, writing, journal entries, solutions to problems –photographs, sketches Literacy Prompts –dictations, child’s language, anecdotal, drawings

12 How do teachers use NJ ELAS? 1observe and document children’s learning daily during everyday classroom activities and routines 2collect, organize and reflect on documentation during 3 collection periods approximately 2.5 months 3interpret, compare and evaluate the documentation using the Age by Age Accomplishments completing the Child Profile

13 Use documentation forms to: Describe evidence, organize information, and reflect on learning –Review assessment information weekly and monthly –Ask yourself: Is observing and documenting helping me? Be sure that the expectations and standards are being addressed Compare to Age by Age Accomplishments Note dates on Child Profile

14 Compare documentation to Expectations and Standards link documentation to expectations and standards compare documentation to descriptions determine overall performance level score performance 1, 2, 3, 4 (emergent to competent) record scores and comments on Child Profile –Fall (mid November) –Winter (end of February) –Spring (early June)

15 Use Child Profile to support learning Ensure responsive interactions Modify the environment Plan meaningful activities Prepare lesson plans


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