1. NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT O F P UBLIC I NSTRUCTION, O FFICE O F E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM C HILD D EVELOPMENT I NSTITUTE Effective Teacher Practices for Providing Targeted Social Emotional Supports 2015 Module 12: Formative Assessment II Best Practices for using Learning Progressions to Improve Instruction in the Preschool Setting

2. Review Pre-learning Assignment 2 Write down one ‘Aha!’ moment you had in reading this article. What do you think formative assessment looks like in your classroom/setting? What data do you collect on children and how do you use data? According to the article, what might well-designed formative assessment include? How might you use the learning progressions in your formative assessment process with a small group or with an individual child?

3. Objectives: Understand how formative assessment practices inform high quality instruction Understand how to use NC Foundations for Early Learning and Development and Birth to Five Progressions to inform instruction Understand how the use of quality formative assessment can measure children’s growth Begin to explore how to use learning progressions to provide specially designed instruction 3

4. Introduction 4

5. 5

6. Where Am I Going? Formative Assessment 6 How Do I Close the Gap? Formative Assessment Where Am I Now?

7. Formative Assessment is: a process used by teachers and children during play and learning activities, that provides feedback to the teachers and children, so that teachers can adjust their teaching to meet the needs of children, and so that children can understand what is expected of them. 7

8. Steps in the Formative Assessment Process Determine clear learning targets Define criteria for success Collect/document and analyze evidence Provide clear, descriptive feedback Change or adjust instruction 8

9. K-3 Formative Assessment Process 9

10. What are Learning Standards? 10

11. What is a Learning Progression? 11

12. History of the North Carolina Birth to Five Progressions 12

13. Treasure What You Measure and Measure What You Treasure 13 Observe Marcie. Script what you observe, being objective and specific.

14. Observation Video 14

15. NC Birth to Five Progressions 15

16. Suggestions for Intervention 16

17. Review NC Birth to Five Progressions Review each set of progressions with a partner. Discuss how this information will be useful in your work with children. Share your impressions of the progressions with others. 17

18. Sorting a Learning Progression 18

19. Activity: Sorting Learning Progressions 19 Assemble group around Foundations goal chart. Find handout titled Sorting Activity. Cut the skills into strips and arrange the skills in order. Post the domain and goal at the top of the chart. Post the skills in correct developmental order on the chart.

20. Activity: Gallery Walk 20 Take a set of red/orange and green sticky dots. Start at any chart in the room. Read the skills on the chart. Place a green sticky dot on the chart paper if the developmental skills are listed in the correct order. Place an red/orange sticky dot if you are not sure the developmental skills are listed in the correct order. Move to the chart to your right. Rotate around the room until you have reviewed all charts.

21. Activity: Gallery Walk Review Select one team member to go to your chart. Find the answer key behind the chart. If the skills are not in the correct order, use a marker to number the skills in the correct sequence on the chart. 21

22. What is Engagement and Why is it Important? 22

23. Engagement 23 Video of Lisa B. and C.

24. Video Discussion How would you describe his level of engagement? In the area of cognitive development, what Foundations goal would apply to this video? How did the teacher guide the child to interpret his problem-solving process? How did she give him descriptive feedback that led him to further inquiry for problem solving? What was the evidence of the child’s ability to solve problems? How did this impact his level of engagement? 24

25. Using Learning Progressions for Specially Designed Instruction Video of Jessica 25

26. Video Discussion 26 Was the child successful with the task of identifying ‘far and near’? What instructional adaptation did the teacher use to help the child understand the concepts of ‘far and near’? Were the adaptations successful in helping the child understand the concepts of ‘far and near’?

27. Using Learning Progressions to Adjust Instruction Locate handout Domain: Cognitive Domain (CD), Birth to Five Progressions. Refer to scripted notes of video. Respond to the following: – Identify where this child is currently functioning, or her current developmental level. What was your evidence? – Where does the child need to go to the next level, or where is her zone of proximal development? – What learning activity could you develop, including the teaching strategy (support or assistance) to facilitate this child’s learning on the progression towards understanding “near” and “far”? 27

28. Accessing the NC Birth to Five Progressions 28

29. Wrap Up 29

30. Post-Learning Assignment 30 Read the article. Choose a child who is having difficulty with a particular skill you are teaching. Observe this child trying to use the skill. Does the child have the preceding skills according to the learning progression if so then refer to the scaffolding chart on page 6 of this article? Decide which support strategy you might try with this child. If the child is not exhibiting the preceding skill for the skill for which you are instructing according to the learning progressions, find the skill level at which the child can perform sometimes but maybe not consistently. Then decide which of the supports on page 6 of the article you might use to help the child master the skill. Does he/she need a verbal prompt, hand over hand (physical prompt), a model or demonstration?

31. Questions 31

32. References Boat, M., Dinnebeil, L., & and Bae, Y. (2010, Winter). Individulaizing instruction in preschool classrooms. Retrieved from http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/IndividualizingInstructioninPreschoolClassrooms.pdf http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/IndividualizingInstructioninPreschoolClassrooms.pdf Heritage, M. (2010). Formative assessment and next-generation assessment systems: Are we losing an opportunity? Washington, DC: Council of Chief State School Officers. Heritage, M. (2013). Formative assessment in practice. Cambridge, MA: Harvard Educatonal Press. Hess, K. (2008, February). Developing and using learning progressions as a schema for measuring progress. Dover, NH: National Center for the Improvement of Educational Assessment. Retrieved from http://www.nciea.org/publications/CCSSO2_KH08.pdf Masters, G. & Forster, M. (1996). Progress maps. (Part of the Assessment resource kit). Melbourne, AU: The Australian Council for Educational Research. Mendelson, L. (Producer), & Roman, P. (Director). (2008). It’s the Easter beagle, Charlie Brown! [Motion picture]. United States: Warner Home Video. North Carolina Early Learning Network. (2015, May 27). Birth to five progressions for NC foundations for early learning and development. Chapel Hill, NC: Author. NC FALCON. (n.d.). North Carolina’s formative assessment learning community’s online network. Retrieved from https://center.ncsu.edu/ncfalcon/https://center.ncsu.edu/ncfalcon/ North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Retrieved from http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf Scrinzi, A. (n.d.). NCDPI K-3 formative assessment process: Educator resources. Retrieved from http://www.livebinders.com/play/play?tab_layout=side&id=1708210#anchor http://www.livebinders.com/play/play?tab_layout=side&id=1708210#anchor Teaching Strategies. (2014). Alignment of Teaching Strategies GOLD objectives for development & learning: Birth through kindergarten with North Carolina foundations for early learning and development. Washington, DC: Author. 32