1 K-3 Formative Assessment Usability & Validity Study

2 Class Builder & Team Formation

3 Understanding/Unpacking a Construct Progression

4 Each construct progression for the K-3 Formative Assessment Process includes at least one “Understanding.” Each construct progression for the K-3 Formative Assessment Process includes at least one “Understanding.” “Understandings” are the “big ideas,” or major concepts for each topic, and they correlate with the skills on the progressions. “Understandings” are the “big ideas,” or major concepts for each topic, and they correlate with the skills on the progressions. Claims are the foundation. They are organized by domain. Understandings are the major concepts for each topic. Some construct progressions have one Understanding, while others have multiple, related Understandings. Skills are the small steps within each Understanding.

5

6 Reading Comprehension: Monitoring Meaning

7 This progression has only one Understanding. Understanding: Children understand that text (pictures and print) makes sense.

8 The construct progressions for the K-3 Formative Assessment Process are designed for ages 3-10, while the progressions for the KEA portion are designed for ages 3-6. The construct progressions for the K-3 Formative Assessment Process are designed for ages 3-10, while the progressions for the KEA portion are designed for ages 3-6. The skill steps along the construct progression are from less sophisticated to more sophisticated. They are fine-grained. The skill steps along the construct progression are from less sophisticated to more sophisticated. They are fine-grained.

9 Listening comprehension Listening comprehension Picture comprehension Picture comprehension Retelling a familiar story Retelling a familiar story Reading independently (with increasingly sophisticated comprehension skills) Reading independently (with increasingly sophisticated comprehension skills) Progression of Skills for Reading Comprehension: Monitoring Meaning

10 The steps along the construct progression help a teacher determine where a child is currently performing. The steps along the construct progression help a teacher determine where a child is currently performing. Once a teacher determines where a child is currently performing, the next step along the progression can help guide the student’s next learning target. Once a teacher determines where a child is currently performing, the next step along the progression can help guide the student’s next learning target.

11 Underneath each Skill along the construct progression, you will find several Performance Descriptors. Underneath each Skill along the construct progression, you will find several Performance Descriptors. The Performance Descriptors “paint a picture” of what the skills look like in a real classroom by giving examples of what a child may say, do, make, or write to demonstrate understanding at each skill level. They are intended to help teachers determine a student’s placement on a construct progression. The Performance Descriptors “paint a picture” of what the skills look like in a real classroom by giving examples of what a child may say, do, make, or write to demonstrate understanding at each skill level. They are intended to help teachers determine a student’s placement on a construct progression. For the construct progressions designed for the K-3 FAP, the Performance Descriptors are “leveled” examples. The first description is designed to represent what is likely to be seen in a kindergarten or first-grade class, while the second example is likely to be seen in a first- or secon d- grade class. For the construct progressions designed for the K-3 FAP, the Performance Descriptors are “leveled” examples. The first description is designed to represent what is likely to be seen in a kindergarten or first-grade class, while the second example is likely to be seen in a first- or secon d- grade class. Performance Descriptors

12 “Leveled” Examples

13 Determining a Child’s Placement on the Construct Progression

14 1. Javier looks at a wordless picture book about a boy living on a farm. After viewing the book, Javier describes to his friend Steven the various jobs the boy does on the farm (e.g., feeds the chickens, puts hay in the stalls in the barn).

15 2. Jackson is reading an online article about monkeys. He reads a sentence about the monkeys’ habitat, and reads the word “tires” instead of “trees.” He says, “Monkeys don’t live in tires!” and continues reading without attempting to self-correct.

16 3. Garrison is reading a book aloud to his teacher. He comes to a sentence and reads, “The grill and boy went to the beach.” Garrison stops and tells the teacher the text does not make sense. The teacher asks him to look at the picture and think about what would make sense. After doing so, Garrison is able to figure out that the sentence says, “The girl and boy went to the beach.”

17 4. The teacher has read ‘Twas the Night Before Thanksgiving aloud to her students a couple of times. During free reading time, Jamal borrows the book and pretends to read it by retelling the correct sequence of main events while turning the pages in the book.

18 5. While reading a sentence about an eagle, Elizabeth encounters “talons,” an unfamiliar word. She rereads the sentence and uses context clues to determine that the eagle’s talons are his claws, which are used to capture prey.

19 6. While reading a Ranger Rick article about volcanoes, Akeeyah makes several errors, and she expresses confusion about how a volcano erupts. Akeeyah rereads the text, but she is still unable to read it correctly and make sense of what she has read. She shrugs her shoulders and puts the magazine back in the reading basket.

20 7. While Olivia Grace is reading aloud to her reading buddy, she skips a line of text on the page. She continues reading the rest of the page without acknowledging that the reading does not make sense.

21 8. Bryson is reading an informational article about meat-eating dinosaurs. When he comes to the term “carnivore,” he does not know the meaning of the word. He checks the illustrations for help, but the only illustrations in the article show the names and pictures of different types of dinosaurs. Bryson still has not determined the meaning of “carnivore,” but he continues reading the remainder of the article.

22 9. Charmane is reading a book about giraffes with her teacher. While reading, Charmane replaces several unfamiliar words with invented text. Although her invented text does not make sense, Charmane continues to read and does not show recognition that the meaning of the selection was impaired.

23 10. After the teacher reads aloud a book about penguins, she asks the class to tell the most interesting thing they learned. Sarah responds, “Penguins live where it’s cold, and the babies are hatched from eggs.”

24 NC K-3 Formative Assessment Process

25 Domains of Learning

26 UVS Weebly: Implementation Support

27 Activity Use the construct progression and student scenario to plan for an assigned NC K-3 FAP critical component. Use the poster paper & markers to record the planning for next steps in the learning progression based on the critical component assigned.

28 The Office of Early Learning encourages your feedback throughout this process. Please let us know if you have any suggestions regarding the construct progressions as you begin implementation.

29 Questions? Comments?

30 { What is a District Capacity Assessment (DCA)? The DCA is a measure of a district’s capacity to produce educational benefits for students by successfully implementing and sustaining effective innovations. The DCA is a measure of a district’s capacity to produce educational benefits for students by successfully implementing and sustaining effective innovations. Helps align resources with intended outcomes by identifying strengths and weaknesses to help you target specific areas for improving implementation Helps align resources with intended outcomes by identifying strengths and weaknesses to help you target specific areas for improving implementation Today will give us baseline information that will help guide future action planning. Today will give us baseline information that will help guide future action planning.

31 Process for Completing the DCA  Each item will be read aloud to the group.  Questions for clarification can be asked and answered, but the item is not discussed at this time.  Everyone will vote simultaneously and publicly after the facilitator (Donna) states “ready, set, vote.”  Hold up 2 fingers to vote “fully in place.” 1 finger = “partially in place” 1 finger = “partially in place” Closed hand = “not in place” Closed hand = “not in place”  If complete agreement is reached, we will move on to the next question. If not, we can have a brief discussion of the rationales or information considered by respondents. We will then have a second vote to try to reach consensus. Consensus means We will then have a second vote to try to reach consensus. Consensus means the minority votes can live with the majority decision of an item. the minority votes can live with the majority decision of an item.

32 Roles  Administrator: Kim  Facilitator: Donna & Erica  Respondents: District Implementation Team

33  You will have access to a report with graphs reflecting the results of the DCA.  The information gained from the administration process and the results will help guide future action planning for building capacity in your district. Results of the DCA

34 Resources The Active Implementation Hub Free online training, workgroups, evaluation & planning tools for you and your team.