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

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

3. Overview of Key Considerations for Communication and Engagement
Spark Presentations

6. Pennsylvania Early Learning Outcomes Reporting - Framework  
Domain
Infant
months
Young Toddler
months
Older Toddler
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

7. Overview of Key Considerations for Communication and Engagement
Group Work Time

8. 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?

9. 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?

10. Contact Information
Albert Wat
National Governors Association