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Building Your Early Childhood Core: Using GOLD to drive instruction

Building Your Early Childhood Core: Using GOLD to drive instruction. Presented By: Alyssa Anson Kayla Parr Karen Haney. Objectives:. Participants will be able identify parts of a progression. Participants will be able to identify effective data collection systems.

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Building Your Early Childhood Core: Using GOLD to drive instruction

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  1. Building Your Early Childhood Core: Using GOLD to drive instruction Presented By: Alyssa Anson Kayla Parr Karen Haney

  2. Objectives: • Participants will be able identify parts of a progression. • Participants will be able to identify effective data collection systems. • Participants will be able to identify online resources from their GOLD account to continue the learning process. • Participants will be able to identify a variety of reports from their GOLD account that will inform decisions..

  3. GOLD is an Observation Based Assessment: For intentional teachers, formative assessment is embedded in the curriculum planning process. It involves the ongoing collection of information through observation and documentation, including written notes, photos, videos, audio recordings, and portfolios of children’s products. As documentation is gathered, teachers reflect on it. They continue reflecting as they organize the information, and as part of the process, they link documented moments of learning to research-based progressions of knowledge and skill development. Teachers’ reflection on children’s learning—individually and with colleagues, the children, and family members—leads to the planning of experiences, environments, and activities that further children’s learning.

  4. Parts of a Progression Indicator language Dimension Examples

  5. When to rate ‘Not Yet’ versus ‘Not Observed’ • How to determine in-between levels • Indicator language versus the examples

  6. “Not Yet” • Selecting the "Not Yet" level as a preliminary level or checkpoint rating indicates that a child is not yet demonstrating the knowledge, skills, and abilities for a particular objective/dimension. • "Not Yet" is a level along each progression, and any checkpoint ratings of "Not Yet" will factor into a child's outcomes reporting.

  7. “Not Observed” Avoid using “Not Observed” for any objective • Child data will report as insufficient data • In rare circumstances, if the child is absent for an extended period of time, archive the child’s profile

  8. Work Smarter Not Harder • A daily approach to documentation can ensure all children have been assessed on all objectives • Create a long-range, weekly, plan for collection • Does not have to be done alone! Use your paraprofessional/s and team members • Teach Tab resources available • All daily routines contain the ability to collect documentation

  9. Long Range Plan 10 - Week Checkpoint Period (Fall and Spring)

  10. Utilizing Your Team Members

  11. Class Profile Report Practice Running the Class Profile Report

  12. Small Groups • Run Class Profile Report • Identify an objective(s) of focus • Select material • Brainstorm high-level thinking questions

  13. Assessment Opportunity Cards Target literacy and math objectives (10 total)

  14. Teach Tab The ‘teach tab’ assists in purposeful planning. • Intentional Teaching Experiences • Custom Activity When utilizing this feature it’s imperative to maintain ongoing data collection and set preliminary levels.

  15. Reports: Data to Drive Instruction and Improve the Learning Environment • Individual Child Report • Determine whether there are areas of concern • Determine where the child needs to be challenged • Data for an IEP/IFSP meeting • Class Profile Report • Determine small groups • Decide if classroom materials are meeting academic and social needs • Determine if whole/small group content is meeting students needs • Documentation Status Report • Determine which objectives need more/less focus

  16. Reports Continued Family Reports: • Development and Learning Report • Family Conference Form (Family tab)

  17. Online Resources • Utilize free, online, self-paced modules to continue to learn and grow with GOLD • Support Portal • Google for GOLD! • GOLD webinars • Submit a case • User Guides • https://teachingstrategies.com/wp-content/uploads/2018/08/Gold-Teacher-User-Guide.pdf • NE Learning Pathways for GOLD packet • https://www.education.ne.gov/wp-content/uploads/2019/06/Nebraskas-Learning-Pathways-for-GOLD.pdf

  18. NDE Online Resources • The 2019-20 Results Matter Technical Assistance Documents are now available! https://cdn.education.ne.gov/wp-content/uploads/2019/07/Results-Matter-2019.pdf • Early Childhood - YouTube Channel: Child Assessment Playlist https://www.youtube.com/channel/UCoclK6GAJ9Tp-fAjb--5Z9Q/playlists

  19. Preschool Post The Preschool Post is your opportunity to become an early childhood insider. It provides you with updates on the state of early childhood education in Nebraska. • Anyone can subscribe at anytime • Post is sent out every other month. Next edition will be sent Oct. 15th • https://mailchi.mp/dd58ca676397/be-an-early-childhood-insider

  20. GOLD contacts at NDE Kayla Parr: Office of Special Education; Early Childhood Special Education kayla.parr@nebraska.gov Alyssa Anson: Office of Early Childhood alyssa.anson@nebraska.gov Karen Haney: Office of Special Education; Early Childhood Special Education karen.haney@nebraska.gov

  21. Thank You!

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