Introducing the NC Early Learning and Development Progressions

Introducing the NC Early Learning and Development Progressions (Birth to Five) Pre-K Demonstration Program NC Early Learning Network

2 Disclaimer Presentation materials are for registered participants of the 66 th Conference on Exceptional Children. The information in this presentation is intended to provide general information and the content and information presented may not reflect the opinions and/or beliefs of the NC Department of Public Instruction, Exceptional Children Division. Copyright permissions do not extend beyond the scope of this conference.

3 Welcome and Introductions

4 Objectives Participants will understand: • The purpose of the NC Early Learning and Development Progressions • The format of the progressions • How to use the progressions formative assessment

5 What are the NC Early Learning and Development Progressions?

6 The Back Story

The Connection to the NC Foundations for Early Learning and Development Standards 7

8 Overview of the Learning Progressions • Emotional and Social Development (ESD) • Health and Physical Development (HPD) • Language Development and Communication (LDC) • Cognitive Development (CD)

9 Goals • Thirty-seven goals from the NC Foundations for Early Learning and Development • Sixty-nine developmental skill progressions from birth to age five

10 Uses of the Progressions: • Child outcomes measurement • Age anchoring • IEP goal development • Interventions and teaching • Formative assessment

11 Overview of the Progressions 11

12 Overview of the Progressions

13 What Is Formative Assessment?

14 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.

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

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

17 Determining a Child’s Next Step

18 Introducing the Online Platform

19 Access to the NC Early Learning and Development Progressions

20 The Progressions and Formative Assessment

21 Using Progressions

22 Using Progressions 1. Choose the domain 2. Using the progressions, select the goal 3. Looking at the skill progression, select the appropriate age range 4. Determine the next instructional step(s) 5. What might be a way the teacher could teach this next step?

23 Eli’s Object Basket

24 Activity: Using Progressions to Analyze Classroom Examples • In your group, review the scenario listed • Using the learning progressions, locate the domain listed and review the goals and progressions for that domain • Select the progression(s) needed to analyze the scenario • Use the skill progression(s) selected to determine a likely age range • Use the progression(s) to identify next instructional step • Use the observation guidelines to develop an activity to teach the skill • Share with the whole group

25 Example 1 Example 2

26 Example 3 Example 4

27 Example 5 Example 6

28 Example 7 Example 8

NC’s Demonstration Program Vision Statement: 487 Guided § Pre-Kindergarten Classes § Kindergarten Classes http: //www. dpi. state. nc. us/earlylearning/demo/ Observation Visitors 2015 -16

31 Next Steps • Upcoming modules using the progressions • What training would be helpful?

32 Questions