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1 Revised Alaska Developmental Profile Training Presentation Jeanne Foy, Assessment Unit, Department of Education and Early Development.

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Presentation on theme: "1 Revised Alaska Developmental Profile Training Presentation Jeanne Foy, Assessment Unit, Department of Education and Early Development."— Presentation transcript:

1 1 Revised Alaska Developmental Profile Training Presentation Jeanne Foy, Assessment Unit, Department of Education and Early Development

2 2 Revised Alaska Developmental Profile The Revised Alaska Developmental Profile replaces the current Developmental Profile (a DP is required as part of the statewide comprehensive system of student assessments, Sec ) All materials in presentation taken from Revised Alaska Developmental Profile Implementation Guide

3 3 Revision process of the DP State Board approved Early Learning Guidelines (ELGs) June 2006 ELGs contain goals and accompanying indicators that reflect expectations for childrens knowledge and behavior from birth to age five ELGs joint project by EED and the Department of Health and Social Services DP revised to align with ELGs; new DP is the Revised Alaska Developmental Profile (RADP)

4 4 Purpose of the RADP To identify, record and summarize the skills and behaviors students demonstrate at the beginning of their kindergarten year, based on teacher observations Not intended to be used for the evaluation of individual students to determine their eligibility for any programs, including kindergarten, or for the evaluation of specific learning programs

5 5 Use of data Key difference of RADP from current DP is collection of student-level data Teachers will use Alaska state student ids to report scores Will allow EED to disaggregate results by demographic variables to promote comparisons of various groups of kindergarten students across the state

6 6 Organization of RADP RADP covers five domains of development: Physical Well-Being, Health, and Motor Development; Social and Emotional Development; Approaches to Learning; Cognition and General Knowledge; and Communication, Language, and Literacy Each domain contains several goal statements Domain and goals taken from ELGs

7 7 Goals and Indicators Goal statements express a specific expectation of what children should know, understand, and be able to do at kindergarten entry Each goal statement is defined by a set of indicators that describe expected observable behaviors or skills. Each goal on the RADP has 3-5 indicators

8 8 Example of domain, goal, and indicators Physical Health, Well-Being, and Motor Development Demonstrates strength and coordination of large motor muscles Runs with an even gait and with few falls Maintains balance while bending, twisting, or stretching Moves body into position to catch a ball, then throws the ball in the right direction Kicks large ball to a given point with some accuracy Able to alternate weight and feet while skipping or using stairs Domain Goal Indicators

9 9 Ratings for the RADP RADP is an observational instrument; teachers are encouraged to make multiple observations of the skills and behaviors on the RADP before assigning a rating to the student Every goal statement must be rated on a 3-point scale

10 10 RatingCategoryDefinition 2Consistently Demonstrates Student demonstrates the indicated skills or behaviors on a consistent basis (80% or more of the time). Students should be given this rating if they are generally able to demonstrate these skills most of the time. Students are not required to successfully demonstrate each skill and behavior all of the time to receive this rating. 1ProgressingStudent demonstrates the indicated skills or behaviors on an inconsistent basis. Students should be given this rating if they demonstrate the indicated skills or behaviors on an inconsistent basis OR if they are unable to consistently demonstrate most of the indicated skills and behaviors (i.e., for students who demonstrate only some of the indicated skills or behaviors consistently). 0Does Not Demonstrate Student does not demonstrate the indicated skills or behaviors (20% or less of the time). Students should be given this rating if they are generally unable to successfully demonstrate these skills most of the time. Rating Scale

11 11 Notes on Rating Scale Thus, for any goal, if a student consistently demonstrates all of the indicators except one, the student should receive a rating of 2 for that goal Alternatively, if a student is able to successfully demonstrate only one of the set of indicators, the student should receive a 0 for that goal Key points!

12 12 Structure of student observations Teachers encouraged to conduct student observations during first four weeks of the academic year Implementation guide (p ) contain suggested activities for teacher observations associated with each goal

13 13 Example of suggested teacher observations DomainCognition and General Knowledge GoalSorts, classifies, and organizes objects IndicatorsSorts objects into categories, classifying and comparing according to a characteristic (e.g., size, color) Recognizes, describes, duplicates and extends a two-part pattern (e.g., A/B, circle/square) Describes how and why objects are arranged or sorted the way they are Suggested Activities for Teacher Observations Provide a variety of objects for students to manipulate (e.g., buttons, stones, pine cones) Ask students to look for and describe patterns in the classroom or nature Provide opportunities for students to create his or her own patterns Allow students to arrange collections into groupings using different rules

14 14 How is data reported? Online reporting systemavailable mid- September Teachers log in using first initial and last name; password is last four numbers of social security number For each student, teachers will enter Alaska state student id, student name, student birth date and whether student attended preschool

15 15 Online reporting system Site can be visited multiple times to enter student ratings Site will only save complete records for students; if only some ratings for one student are entered before leaving site, information for that student is not saved Information and ratings can be changed during subsequent visits, if needed Once all ratings for each student have been submitted, teacher will select submit to EED option Districts will have access to database showing which teachers have submitted completed RADPs to EED

16 16 Note: EED is working on revising the web site for the RADP. These slides are included to give a sense of how the web site will operate.

17 17

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19 19 Note: EED is working on revising this page to automate some of the procedures for demographic information.

20 20 Final step

21 21 Teacher records Appendix B in Implementation Guide has form for classroom use 3-page classroom recording form contains all goals, indicators, and rating scale with room to enter scores for each student Teachers will be able to print ratings submitted on web site for their records

22 22 Who must have a completed RADP? All kindergarten students The RADP need not be completed for students who enroll after Oct. 1 These late enrollees are considered to have missed the assessment window Any first grader who did not attend a public kindergarten (either attended private kindergarten or did not attend kindergarten)

23 23 ELL students and Students with Disabilities Children with disabilities should be observed using accommodations or adaptations they typically use Student-teacher interactions should be conducted in the students native language whenever possible

24 24 Data reporting period Teachers asked to make observations during first four weeks of school Teachers enter data online after end of observation window (online system available mid-September) All RADP data must be submitted to EED by November 1

25 25 Questions or comments


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