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Overview and Training. Today’s Agenda. New Name, Same Instrument Appropriate Use of QELI Inappropriate Use of QELI Overview of Statewide Results How To Work With QELI Data New Resources Available Implementation for Fall 2005.

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today s agenda
Today’s Agenda
  • New Name, Same Instrument
  • Appropriate Use of QELI
  • Inappropriate Use of QELI
  • Overview of Statewide Results
  • How To Work With QELI Data
  • New Resources Available
  • Implementation for Fall 2005
school readiness
Educators of primary-grade children cite school readiness as among the most serious challenges they face in achieving the educational and developmental goal they have for their students.

Peter D. Hart Research

School Readiness
school readiness4
School Readiness
  • Children must be ready to make the transition from home or child care to formal education.
  • Just as important, schools must be prepared to help ease that transition for children.

Education Commission of the States

overview
Overview

The Qualls Early Learning Inventory is an assessment tool for use in the primary grades (K-1) to identify student development in six behavioral characteristics related to school learning. The Inventory assesses developing behaviors, so it can be used to inform classroom instruction.

The QELI is not language dependent and can be used to assess children who are emerging speakers of English.

A Pre-K version of QELI will be available in Fall 2006.

qeli supports best practices
QELI Supports Best Practices

NAEYC calls for:

National Association for the Education of Young Children Position Statement on Curriculum and Assessment, November 2003

qeli supports best practices8
QELI Supports Best Practices

NAEYC calls for:

QELI

National Association for the Education of Young Children Position Statement on Curriculum and Assessment, November 2003

description of the inventory
Description of the Inventory
  • Suitable for Kindergarten and early Grade One students
  • 4-page Inventory booklet
    • One for each child observed
  • Teacher’s Directions and Interpretative Guide
    • One for each teacher
description of the inventory10
Description of the Inventory
  • General Knowledge—the extent to which the student possesses general information and facts expected of children at this age
  • Oral Communication—how well a student communicates ideas, describes what has been seen or heard, or asks about things
  • Written Language—the extent to which the student recognizes and writes letters or simple words
description of the inventory11
Description of the Inventory
  • Math Concepts—how well a student understands and uses beginning mathematical ideas and processes
  • Work Habits—the extent of a student’s persistence, resourcefulness, and independence in completing tasks
  • Attentive Behavior—the student’s ability to sustain focus on classroom activities
appropriate uses
Appropriate Uses
  • To describe the developmental level of a child in behavioral terms
  • To help identify those students who might be at risk due to delayed development
  • To report initial status and progress to families
  • To be shared with Pre-K in your community/school
  • To be shared with staff
inappropriate uses
Inappropriate Uses
  • To select students for Kindergarten
    • Low scores are not necessarily an indication of a disability or deficiency
    • Remember: Documents learned behaviors
      • Calls attention to skills that can be developed with proper instructional intervention
  • To retain students
  • To place students in special education
qeli results
QELI Results
  • May be used as a Communication and Transition Tool for PK Teachers
  • Data Results should be a “tool” to:
    • Help guide instruction for the PK and K student
    • Share results with all staff
    • Share with PK teachers
    • Strengthen the K and PK teachers knowledge of the areas of student’s strengths and weaknesses
    • Assist in long range planning
slide15
QELI
  • It is NOT a reflection of the school
  • It is a “snapshot” of the child
  • It is not a tool to “discourage” the child entering Kindergarten
  • It is a tool that will provide the teacher a “quick” observational overview of the child
  • It is a tool that will provide the parent a “quick” observational overview of the child
arkansas kindergarten teachers
Arkansas Kindergarten Teachers
  • Kindergarten Readiness Indicator Checklist (KRIC)
  • Getting Ready for School Calendar
  • Getting Ready for School Teacher’s Guide
  • ADE and DHS Benchmarks and/or Frameworks
  • Qualls Early Learning Inventory
  • LINK - NEW!
slide28
The Kindergarten Readiness Indicator Checklist and Guidelines will be used as a tool to inform and guide teachers, administrators and parents.

Act 825 of 2003

Act 1552 of 2001

Act 35 of the 2nd Extraordinary Session

of 2003

KRIC
why kric
Why KRIC?
  • We must RAISE the bar!
    • We cannot accept “that is the way our kids come to school.”
  • We can not leave ANY child behind !
  • Statewide Indicators will provide the EXPECTATIONS for entering kindergarten students.
slide30

The KRIC is not to be used for any reason to exclude a child from kindergarten.

Teachers and parents should use this checklist as a tool for planning instruction and to meet the specific needs of the student.

There are NO right or wrong answers on the KRIC.

screening assessing students
Screening/Assessing Students

Assessing/Screening the student can provide parent and teacher with essential information for individualizing the curriculum to help the child learn more effectively.

Early Childhood Research & Practice Fall 2000 Volume 2 Number 2

act 35 of the extraordinary session of arkansas 84th general assembly
Act 35 of the Extraordinary Session of Arkansas 84th General Assembly

The Arkansas Department of Education shall implement a

developmentally appropriate uniform school readiness screening

to validate a child’s school readiness as part of a comprehensive evaluation design.

slide33
New!

KRIC Instructional LINK

For Teachers

and

KRIC Instructional LINK

For Parents and Families

kric instructional link
KRIC Instructional LINK
  • “LINK”
    • Qualls Early Learning Inventory
    • Kindergarten Readiness Indicators Checklist (KRIC)
    • Getting Ready for Kindergarten Calendar
    • Arkansas Early Childhood Education Benchmarks
    • Arkansas Department of Education Frameworks
    • Work Samplings
    • Head Start Outcomes
kric instructional link for teachers
KRIC Instructional Link for Teachers

Kindergarten Readiness Indicator Checklist

1. Expressiveness and Language Comprehension

Consistently

Emerging

Not Yet

kric instructional link for parents and families
KRIC Instructional LINK for Parents and Families

Here are some examples of how you can know if your child is achieving

the Kindergarten Readiness Indicators. Add examples of your own.

transitioning
Transitioning
  • Transition to K is an ongoing process that require partnership and starts in PK and continues through the early months of K.
  • Transition is not simply an event best represented by the first day of school, nor is it a procedure that can be successfully by accident.
qeli guidelines
QELI Guidelines
  • Guidelines were developed by a committee of Arkansas teachers and administrators throughout the state.
  • Guidelines developed to establish statewide uniform interpretation of the QELI.
  • Guidelines provide suggestions and recommendations for teachers to follow as they are observing students.
resources and web sites
Resources and Web Sites
  • Arkansas Department of Education

http://arkedu.state.ar.us/K Frameworks

    • KRIC
    • LINK ADE website
      • www.
  • Division of Early Childhood Education and Childcare http://www.arkansas.gov/childcare/
    • 3-4 Benchmarks
    • Getting Ready for School Teacher Guide
    • Getting Ready for School Calendars - DHS
completing the inventory
Completing the Inventory
  • Generally completed by classroom teacher
    • Approximately 10 minutes per child
  • Based on multiple, recent observations of a child in a typical school setting
which students should be included
Which Students Should Be Included?
  • Suitable for all children
  • Can be used regardless of language background
  • Useful for students with special needs
completing the inventory44
Completing the Inventory

Code essential demographic information

completing the inventory45
Completing the Inventory

Optional areas for local use

prior to completion
Prior to Completion
  • Read the entire Inventory
    • Pay attention to wording of statements to accurately document students’ readiness skills
  • Focus on how frequently you observe a behavior
    • Use the same standard for all students
  • Come to consensus with other teachers on meanings of terms like “rarely” and “sometimes”
decide what is appropriate
Decide What Is Appropriate

For some behaviors, it is more important to consider your most recent observations…

In these examples, a child’s most recent attempts are more relevant than total attempts since the beginning of the school year.

decide what is appropriate48
Decide What Is Appropriate

However, some behaviors should be considered based on multiple observations over time.

Certain questions also require thought about how appropriate a child’s response is, not just the frequency. In this example, if the child often uses a complete sentence, but the sentence is seldom relevant to the overall conversation, then “Rarely” describes the behavior more accurately than “Often.”

how to pack for scoring

Completed documents grouped by class

  • (Do not need to be in order)

2. Completed Class ID Sheet

(One per class)

3. Completed Building ID Sheet

(One per building)

How to Pack for Scoring
slide50

Building ID Sheet (purple)

for JEFFERSON ELEMENTARY SCHOOL

Building ID

Sheet

Grade/Class ID Sheet (blue)

for MS. LING, GRADE K

Grade/Class

ID Sheet

Completed QELI documents for MS. LING’S class, GRADE K

Packaging for Class-LevelScoring

Grade/Class ID Sheet (blue)

for MR. GRAY, GRADE K

Grade/Class

ID Sheet

Completed QELI documents for MR. GRAY’S class, GRADE K

important fall 2005 dates
Important Fall 2005 Dates
  • Materials Arrive in Districts-

The week of August 15, 2005

  • Districts Return QELI Materials to Riverside Scoring Service-

No later than September 23, 2005

ade contacts
ADE Contacts

Donna Wolfe

Arkansas Department of Education

Academic Standards/Assessment Accountability

# 4 Capitol Mall, Room 202A

Little Rock, Arkansas 72201

501-682-4252

dwolfe@arkedu.k12.ar.us

Dee Cox

Arkansas Department of Education

Grants Early Childhood/Grants Initiative

#4 Capitol Mall, Room 402A

Little Rock, Arkansas 72201

501-682-4379

dcox@arkedu.k12.ar.us

riverside publishing contacts
Riverside Publishing Contacts

Michael Ward

Arkansas Assessment Consultant

501-804-8378

michael_ward@hmco.com

Jennifer Probst

Arkansas Senior Program Coordinator

1-800-323-9540, extension 6026

jennifer_probst@hmco.com