Ne w Me xic o s K inde rg a rte n Ob se rva tio n T o o l (K OT - - PowerPoint PPT Presentation
Ne w Me xic o s K inde rg a rte n Ob se rva tio n T o o l (K OT ) E ARL Y L E ARNI NG ADVI SORY COUNCI L MARCH 26, 2015 Ra c e to the T o p E a rly L e a rning Cha lle ng e RT T -E L C g ra nt a wa rde d to
E ARL Y L E ARNI NG ADVI SORY COUNCI L MARCH 26, 2015
RT T
L C g ra nt a wa rde d to NM in the se c o nd pha se
A c ritic a l c o mpo ne nt o f the RT T
L C wo rk is to de ve lo p a kinde rg a rte n e ntry a sse ssme nt, the K inde rg a rte n Ob se rva tio n T
OT )
“E ve ry c hild in Ne w Me xic o will ha ve a n e q ua l
e q uita b le a c c e ss to a n a lig ne d a nd hig h q ua lity e a rly le a rning syste m.”
E
a rly L e a rning Adviso ry Co unc il
a n e va lua tive me a sure fo r te a c he r c o mpe te nc y
fo r “hig h sta ke s” de c isio n ma king
Will NOT
fund/ de fund pro g ra ms
a me a sure to de ny a c c e ss to K inde rg a rte n fo r ANY c hild
a sc re e ning to o l to ide ntify stude nts with spe c ia l ne e ds
a n a uthe ntic o b se rva tio na l a sse ssme nt
in a lig nme nt with the Na tio na l Re se a rc h Co unc il’ s re c o mme nda tio ns fo r a sse ssing yo ung c hildre n
a who le c hild a sse ssme nt
Assist te a c he rs in da ta -drive n instruc tio na l de c isio n ma king a t the c hild a nd c la ssro o m le ve l
I de ntify individua l c hildre n’ s ne e ds a nd pro vide ne c e ssa ry suppo rts to c hildre n a nd te a c he rs
Pro vide fa milie s with info rma tio n a b o ut the ir c hildre n’ s le a rning a nd de ve lo pme nt
I nfo rm prio r e duc a tio n a nd c a re sta ke ho lde rs
T he K OT in NMAC
6.30.5.7 DE
F I NI T I ONS:
E
. “K inde rg a rte n e ntry a sse ssme nt” me a ns a n a sse ssme nt c o nduc te d within the first 30 c a le nda r da ys o f the sc ho o l ye a r
6.30.5.12 PROGRAM E
L E ME NT : ASSE SSME NT
A. Be g inning with the 2016-2017 sc ho o l ye a r, a ll stude nts in
kinde rg a rte n must b e a dministe re d the Ne w Me xic o kinde rg a rte n e ntry a sse ssme nt pro vide d b y the de pa rtme nt. K inde rg a rte n e ntry a sse ssme nt da ta must b e re po rte d thro ug h the de pa rtme nt’ s da ta c o lle c tio n re po rting syste m no la te r tha n Oc to b e r 1 o f e a c h sc ho o l ye a r.
RF P Cre a te d (Oc to b e r 2013) We stE d Awa rde d Co ntra c t (April 2014) Va lida tio n study o f Pre Kto o l (June 2014) De ve lo p Pilo t K OT a lig ne d to CCSS (Oc to b e r 2014) Pilo t T e st (Ja nua ry 2015)
Pilo t T e st Surve y a nd F
(Ja n.-F e b . 2015) We stE d pro vide d PE D with re c o mme nda tio ns (Ma rc h 2015) We stE d will re vise the K OT fo r the F ie ld T e st (Ma rc h-April 2015) Pro fe ssio na l De ve lo pme nt (Ma y- Aug ust 2015) F ie ld T e st (F a ll 2015)
Re vie we d Ne w Me xic o ’ s E a rly L e a rning Guide line s (E L G) a nd Pre Kto o l re so urc e s to se le c t whic h indic a to rs sho uld b e inc lude d, re vise d, o r re mo ve d fo r the K OT
Alig ne d indic a to rs to CCSS
Re struc ture d rub ric s to inc lude 5 rub ric ra ting s
I de ntifie d 33 indic a to rs to b e inc o rpo ra te d fo r the K OT Pilo t – la te r re duc e d to 30
40 te a c he rs re pre se nting 6 distric ts a nd o ne c ha rte r sc ho o l pa rtic ipa te d.
Pa rtic ipa nts a sse sse d 5 stude nts fo r e a c h o f 10 a ssig ne d indic a to rs.
Re duc e d the numb e r to suppo rt pilo t vo lunte e rs
F
pro c e ss
T e a c he rs c o mple te d the o b se rva tio ns a nd sub mitte d the re sults via We stE d da ta c o lle c tio n syste m.
T e a c he rs the n c o mple te d 2 surve ys (Pilo t Study, a nd Pilo t Rub ric Study) a nd so me c ho se to pa rtic ipa te in F
We stE d, the PE D, a nd the K E A Co o rdina to r c o nduc te d a fo c us g ro up o n F e b rua ry 12, 2015.
E ig ht pa rtic ipa nts fro m the Pilo t pha se c ho se to a tte nd the fo c us g ro up.
Co lla b o ra tio n with We stE d o n re c o mme nda tio ns fro m the Pilo t surve ys a nd fo c us g ro up
Co lla b o ra tio n with PE D Asse ssme nt sta ff
K OT re visio n pro c e ss
Co mple tio n o f Pro fe ssio na l De ve lo pme nt ma te ria ls
F ina lize re c ruitme nt o f tra ine rs
F ina lize K OT te c hno lo g y re q uire me nts
Pro vide Pro fe ssio na l De ve lo pme nt fo r tra ine rs a nd te a c he rs
I mple me nt F ie ld T e st in F a ll o f 2015
24 I ndic a to rs c o ve ring 6 Do ma ins
Co mple te d via o b se rva tio n within the first 30 instruc tio na l da ys o f sc ho o l
Re vie w o f Printe d re so urc e s
Do ma in Bre a kdo wn K
OT E I s with Ab b re via tio n
NE
W Rub ric F
K
OT I nfo rma tio n Brie f
Physic al De ve lopme nt, He alth, and We ll-Be ing (2):
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.I . # 1.1: E xhib its b o dy c o o rdina tio n a nd stre ng th in a c tivitie s suc h a s c limb ing sta irs with a lte rna ting fe e t, ma rc hing , running , jumping , ho pping , da nc ing , riding tric yc le s a nd sc o o te rs. (Co o rdinatio n and S tre ng th)
E
.I . # 2.1a : De ve lo ps ma nua l c o o rdina tio n to use c utting a nd writing to o ls. (F ine Mo to r T
L ite r ac y (10):
E .I . # 5.2: F
Dire c tio ns)
E .I # 5.3a : Re c o g nize s rhyming so unds in spo ke n la ng ua g e . (Rhyme )
E .I . # 5.3b : K no ws a nd a pplie s le tte r-so und c o rre spo nde nc e a nd b e g inning so und-re c o g nitio n skills. (L e tte r-S
S
E .I . # 5.4: De mo nstra te s unde rsta nding o f ne w vo c a b ula ry intro duc e d in c o nve rsa tio ns, a c tivitie s, sto rie s, o r b o o ks. (Vo c abulary)
E .I . # 6.1: Co nve rse s e ffe c tive ly in his o r he r ho me la ng ua g e , E ng lish, o r Sig n L a ng ua g e fo r a va rie ty o f purpo se s re la ting to re a l e xpe rie nc e s a nd diffe re nt a udie nc e s. (Co nve rsatio nal Ability)
L ite r ac y (10) c ont.:
E .I . # 7.1: De mo nstra te s a n inte re st a nd e njo yme nt in b o o ks, liste ning to sto rie s re a d a lo ud, a nd/ o r lo o king a t b o o ks using illustra tio ns o r fa milia r te xt. (Bo o k E njo yme nt)
E .I . # 7.2: De mo nstra te s c o mpre he nsio n o f a sto ry re a d a lo ud b y a sking re le va nt q ue stio ns o r ma king pe rtine nt c o mme nts. (Re ading Co mpre he nsio n)
E .I . # 7.3: Pro g re sse s in unde rsta nding a nd using c o nve ntio ns o f re a ding (inc luding ho lding b o o k uprig ht, ide ntifying fro nt a nd b a c k, turning pa g e s c o rre c tly, a nd re c o g nizing tha t print pro c e e ds fro m le ft to rig ht). (Bo o k Co nve ntio ns)
E .I . # 7.4: Pro g re sse s in unde rsta nding a nd using c o nc e pts o f print. (Co nc e pts o f Print)
E .I . # 8.3: I nc re a sing ly a tte mpts to re pre se nt me a ning ful wo rds a nd print in the e nviro nme nt using the e a rly sta g e s o f writing . (Writing )
Nume r
ac y (3):
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.I . # 9.1: Use s numb e rs a nd c o unting a s me a ns fo r so lving pro b le ms a nd de te rmining q ua ntity. (One -to -One Co rre spo nde nc e , Numbe r Re latio nships)
E
.I . # 11.3: De mo nstra te s e me rg ing kno wle dg e o f me a sure me nt. (Me asure me nt)
E
.I . # 12.1: So rts, c la ssifie s, a nd g ro ups ma te ria ls b y o ne o r mo re c ha ra c te ristic s. (S
Sc ie ntific Conc e ptual Unde r
standings (2):
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.I . # 14.1: Use s se nse s to inve stig a te c ha ra c te ristic s a nd b e ha vio rs in the physic a l a nd na tura l wo rlds a nd b e g ins to fo rm e xpla na tio ns o f o b se rva tio ns a nd e xplo ra tio ns. (I nve stig atio ns)
E
.I . # 16.1: I nve stig a te s, c o mpa re s, a nd c o ntra sts se a so na l a nd we a the r c ha ng e s in the imme dia te e nviro nme nt. (E arth S c ie nc e )
Se lf, F amily, and Community (5):
E .I . # 18.1: Ada pts b e ha vio r to fit diffe re nt situa tio ns (fo r e xa mple , a c c e pts tra nsitio ns, fo llo ws da ily ro utine s, a nd/ o r inc o rpo ra te s c ultura l e xpe c ta tio ns). (S e lf Co ntro l)
E .I . # 19.1: Ca re s fo r pe rso na l a nd g ro up po sse ssio ns. (Care s fo r Po sse ssio ns)
E .I . # 20.1: Pla ys a nd inte ra c ts with va rio us c hildre n, sha ring e xpe rie nc e s a nd ide a s with o the rs. (Co o pe rative Play)
E .I . # 20.2: Use s a nd a c c e pts ne g o tia tio ns, c o mpro mise , a nd disc ussio n to re so lve c o nflic ts. (S
E .I . # 21.2: Ac c e pts g uida nc e a nd dire c tio n fro m a va rie ty
(Guidanc e and S uppo rt)
Appr
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