Final Project Developmental Process and Presentation - PowerPoint

							Revised Alaska Developmental
Profile Training Presentation

   Jeanne Foy, Assessment Unit,
   Department of Education and
        Early Development


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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                     2
     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)
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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
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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

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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

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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
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         Example of domain, goal, and
         indicators
             Physical Health, Well-Being, and Motor
Domain       Development

Goal           Demonstrates strength and coordination of large motor
               muscles
               Runs with an even gait and with few falls
               Maintains balance while bending, twisting, or stretching
               Moves body into position to catch a ball, then throws
Indicators     the ball in the right direction
               Kicks large ball to a given point with some accuracy
               Able to alternate weight and feet while skipping or
               using stairs

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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

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            Rating Scale
Rating   Category       Definition

2        Consistently       Student demonstrates the indicated skills or behaviors on a consistent basis
         Demonstrates       (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           Student does not demonstrate the indicated skills or behaviors (20% or less of
         Demonstrate        the time).
                            Students should be given this rating if they are generally unable to successfully
                            demonstrate these skills most of the time.

                                                                                                          10
          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
Key           successfully demonstrate only one of the set
points!       of indicators, the student should receive a „0‟
              for that goal


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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


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Example of suggested teacher
observations
Domain           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            Provide a variety of objects for students to manipulate (e.g.,
Activities for       buttons, stones, pine cones)
Teacher              Ask students to look for and describe patterns in the
Observations         classroom or nature
                     Provide opportunities for students to create his or her own
                     patterns
                     Allow students to arrange collections into groupings using
                     different rules                                              13
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

                                               14
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                                       15
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
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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.




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18
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Note: EED is working on revising this
page to automate some of the
procedures for demographic
information.




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Final
step




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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


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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)
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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

                                             24
    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

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Questions or comments
   Jeanne.Foy@alaska.gov




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