Embed Size (px)
Citation preview
1
Revised Alaska Developmental Profile Training Presentation
Jeanne Foy, Assessment Unit, Department of Education and
Early Development
2
Revised Alaska Developmental Profile
The Revised Alaska Developmental Profile replaces the current Developmental Profile (a DP is required as part of the statewide comprehensive system of student assessments, Sec. 14.07.020)
All materials in presentation taken from Revised Alaska Developmental Profile Implementation Guide
3
Revision process of the DP State Board approved Early Learning
Guidelines (ELGs) June 2006 ELGs contain goals and accompanying indicators that
reflect expectations for children’s knowledge and behavior from birth to age five
ELGs joint project by EED and the Department of Health and Social Services
http://www.eed.state.ak.us/publications/EarlyLearningGuidelines.pdf
DP revised to align with ELGs; new DP is the Revised Alaska Developmental Profile (RADP)
4
Purpose of the RADP To identify, record and summarize the skills
and behaviors students demonstrate at the beginning of their kindergarten year, based on teacher observations
Not intended to be used for the evaluation of individual students to determine their eligibility for any programs, including kindergarten, or for the evaluation of specific learning programs
5
Use of data Key difference of RADP from current
DP is collection of student-level data Student scores will be reported with
Alaska state student ids Will allow EED to disaggregate
results by demographic variables to promote comparisons of various groups of kindergarten students across the state
6
Organization of RADP RADP covers five domains of
development: Physical Well-Being, Health, and Motor
Development; Social and Emotional Development; Approaches to Learning; Cognition and General Knowledge; and Communication, Language, and Literacy
Each domain contains several goal statements
Domain and goals taken from ELGs
7
Goals and Indicators Goal statements express a specific
expectation of what children should know, understand, and be able to do at kindergarten entry
Each goal statement is defined by a set of indicators that describe expected observable behaviors or skills.
Each goal on the RADP has 3-5 indicators
8
Example of domain, goal, and indicators
Physical Health, Well-Being, and Motor Development
Demonstrates strength and coordination of large motor musclesRuns with an even gait and with few fallsMaintains balance while bending, twisting, or stretchingMoves body into position to catch a ball, then throws the ball in the right directionKicks large ball to a given point with some accuracyAble to alternate weight and feet while skipping or using stairs
Domain
Goal
Indicators
9
Ratings for the RADP
RADP is an observational instrument; teachers are encouraged to make multiple observations of the skills and behaviors on the RADP before assigning a rating to the student
Every goal statement must be rated on a 3-point scale
10
Rating Category Definition
2 ConsistentlyDemonstrates
Student demonstrates the indicated skills or behaviors on a consistent basis (80% or more of the time).Students should be given this rating if they are generally able to demonstrate these skills most of the time. Students are not required to successfully demonstrate each skill and behavior all of the time to receive this rating.
1 Progressing Student demonstrates the indicated skills or behaviors on an inconsistent basis.Students should be given this rating if they demonstrate the indicated
skills or behaviors on an inconsistent basis OR if they are unable to consistently demonstrate most of the indicated skills and behaviors (i.e., for students who demonstrate only some of the indicated skills or behaviors consistently).
0 Does Not Demonstrate
Student does not demonstrate the indicated skills or behaviors (20% or less of the time).Students should be given this rating if they are generally unable to successfully demonstrate these skills most of the time.
Rating Scale
11
Notes on Rating Scale Thus, for any goal, if a student
consistently demonstrates all of the indicators except one, the student should receive a rating of ‘2’ for that goal
Alternatively, if a student is able to successfully demonstrate only one of the set of indicators, the student should receive a ‘0’ for that goal
Key points!
12
Structure of student observations
Teachers encouraged to conduct student observations during first four weeks of the academic year
Implementation guide (p. 11-18) contain suggested activities for teacher observations associated with each goal
13
Example of suggested teacher observationsDomain Cognition and General Knowledge
Goal Sorts, classifies, and organizes objects
Indicators Sorts objects into categories, classifying and comparing according to a characteristic (e.g., size, color)Recognizes, describes, duplicates and extends a two-part pattern (e.g., A/B, circle/square)Describes how and why objects are arranged or sorted the way they are
Suggested Activities for Teacher Observations
Provide a variety of objects for students to manipulate (e.g., buttons, stones, pine cones)Ask students to look for and describe patterns in the classroom or natureProvide opportunities for students to create his or her own patternsAllow students to arrange collections into groupings
using different rules
14
How is data reported? Online reporting system—available mid-
September Teachers log in using first initial and last
name; password is last four numbers of social security number
For each student, teachers will enter student name and whether student attended preschool
15
Online reporting system Site can be visited multiple times to enter
student ratings Site will only save complete records for
students; if only some ratings for one student are entered before leaving site, information for that student is not saved
Information and ratings can be changed during subsequent visits, if needed
Once all ratings for each student have been submitted, teacher will select “submit to EED” option
District Login
EED will give districts password and login to RADP web site
Districts will see database of which teachers have submitted completed RADPs to EED
Districts can track teacher submissions and notify EED when all district teachers have submitted RADP
16
17
Note: EED is working on revising the web site for the RADP. These slides are included to give a sense of how the web site will operate.
18
19
20
Note: EED is working on revising this page to automate some of the procedures for demographic information.
21
Final step
22
Teacher records
Appendix B in Implementation Guide has form for classroom use 3-page classroom recording form
contains all goals, indicators, and rating scale with room to enter scores for each student
Teachers will be able to print ratings submitted on web site for their records
23
Who must have a completed RADP? All kindergarten students
The RADP need not be completed for students who enroll after Oct. 1
These late enrollees are considered to have missed the assessment window
Any first grader who did not attend a public kindergarten (either attended private kindergarten or did not attend kindergarten)
24
ELL students and Students with Disabilities
Children with disabilities should be observed using accommodations or adaptations they typically use
Student-teacher interactions should be conducted in the student’s native language whenever possible
25
Data reporting period
Teachers asked to make observations during first four weeks of school
Teachers enter data online after end of observation window (online system available mid-September)
Districts must ensure that all RADP data is submitted to EED by November 1
