Early Learning Strategy NESD Strategic Plan: Responsive to Individual Student Needs Data Collection: COR – Pre-Kindergarten & Kindergarten * RAD – Grades 1-3 Collection Dates: COR – data submitted daily – collated third Friday in January & May RAD – collated by the second Friday in October & May

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.

Preschool COR Categories I.Initiative II.Social Relations III.Creative Representation IV.Movement & Music V.Language & Literacy VI.Mathematics & Science

Score 2 Unscored 4 Unscored 3 Anecdote List

David, Sam, Melissa, Sheila, Eric Katie Jane

Why are we collecting this data? To gather data to ensure that students are growing in all of the key dimensions of child development. To collect data from young children in an authentic manner that provides information for systematic planning for early learning. To ensure teachers are evolving in the role of an “Early Learning” teacher, where they allow play to be children’s work and that they begin to follow the principles of early learning in their daily practices.

What is the data telling us? It tells us what children are doing. It tells us more about them. It guides us in the types of materials, interactions, and experiences we need to provide to assist in their development.

As an administrator, how can you be supportive?  Believe and promote that all children are competent and have the capacity to learn.  Encourage and model for teachers how to be active observers of what and how children learn.  Ensure teachers are reflecting and making educational decisions that affect the child.  Ensure that teachers are developing relationships by revealing the uniqueness of every child.

What is RAD? Reading Assessment District Assesses students’ reading skills and comprehension. Utilizes BEFORE, DURING, and AFTER strategies. RAD can be administered up to grade 9.

The data provides a summary of student’s ability to use BEFORE, DURING, and AFTER strategies for Comprehending and Responding to text. What will the data tell us?

STRATEGIES Before During COMPREHENSION During After ANALYSIS During After

Strategies STRESSED in RAD BEFORE Prediction Text Features DURING Comprehension (Retrieving Information and Recognizing Meaning) Accuracy and completeness Main Ideas/Details Information/Organization AFTER Comprehension (Interpreting Text) Inferences Analysis (Analyzing Text) Connections Opinions Comprehension Strategies Identifying use and articulation Word Skills Strategies STRESSED in ELA Curriculum BEFORE Activate and build upon prior knowledge & experience Preview text Set a purpose Anticipate the author’s intention DURING Making connections to personal knowledge and experience Using the cueing systems to construct meaning from the text Making, confirming, and adjusting predictions and inferences Constructing mental images Interpreting visuals (e.g., illustrations, graphs, tables) Identifying key ideas and supporting details Drawing conclusions Adjusting rate or strategy to purpose or difficulty of text AFTER Recalling, paraphrasing, and synthesizing Interpreting (identifying new knowledge and insights) Evaluating author’s message Evaluating author’s craft and technique Responding personally, giving support from text View, listen, read again, and speak, write, and use other forms of representing to deepen understanding and pleasure.

Critical & Powerful Learning Strategies If students are to be successful at READING, they need to learn and use thinking and learning skills and strategies on their own. In order to help students gain control over a repertoire of key skills and strategies, the skills and strategies need to be explicitly taught and practiced using a model such as the following: Introduce and explain the purpose of the skill or strategy. Demonstrate and model its use. Provide guided practice for students to apply the skill or strategy with feedback. Allow students to apply the skill or strategy independently and in teams. Reflect regularly on the appropriate uses of the skills or strategies and their effectiveness. Assess the students’ ability to transfer the repertoire of skills or strategies with less and less teacher prompting over time. (Wiggins & McTighe, 2007, quoted in Saskatchewan Ministry of Education ELA document, 2010)