Data managers can learn more about their role and find resources to support them online. You can find this guide along with many other important resources at the ELA Administrators site. Go to the Data Manager Site for how-to presentations, guidelines and templates, webinars, common validation errors, and support information.
Staff must complete the training that includes demonstrating reliability on a video simulator and passing a content knowledge test.
Administrators may choose any early care and education professionals who are program staff to attend the ELA training. Administrators and other individuals co-teachers, assistant teachers, itinerant teachers, etc. We highly recommended that Administrators also attend the ELA training so they understand the ELA and how it relates to the education of young children.
There are many support resources available to help users with understanding the Ready for Kindergarten KReady online system, reporting requirements, and trainings. You can find this guide along with many other important ELA resources online. Go to www. Programs will use the Bridge Form until KReady is fully operational.
The Bridge Form is a Microsoft Excel Spreadsheet that is a transitional process for collecting and reporting scores. The Bridge form empowers teachers to use this data to improve student-learning opportunities. There are additional sample forms available on the ELA for Teachers website in Microsoft Word so that teachers may customize them as needed. Downloads are available in the grey Resource box on the right.
We want to support all programs administering the ELA. Here are several technical assistance resources:. Individuals who have not completed the training may assist a trained teacher with ELA implementation by collect evidence but only those trained staff can make scoring decisions.
Teachers must complete the training that includes demonstrating reliability on a video simulator and passing a content knowledge test. It is designed for early childhood professionals that will be observing, assessing, and scoring the ELA.
We are piloting a different registration process for this training only. The Early Learning Assessment for Support Teachers is designed specifically for assistant teachers, paraprofessionals, and educational aides. This training provides an overview of the Early Learning Assessment and focuses on observational assessment concepts including how to document observational evidence.
Educators will need to register using the ST number. Skip navigation Skip to main content. Opens menu. Get my Adult Diploma? Find Ohio's Learning Standards? Apply for my new teaching license? Check on my license status? Renew my teaching license? Formal assessments often use standardized procedures for all children, follow a specific format or use a specific instrument.
Formative Assessment An assessment is formative to the extent that information from the assessment is used, during the instructional segment in which the assessment occurred, to adjust instruction with the intent of better meeting the needs of the students assessed Popham, Get it, Got it, Go! Goal A goal is an objective toward which work is directed.
Governing Body The entity responsible for program and fiscal oversight and for coordinating program and community services. Indicator A checkpoint to monitor progress toward the benchmark or goal. Informal Assessments Information collected by teachers strictly for use in making instructional decisions. Intentional Teaching Describes strategies that may address specific skills and knowledge needed by some or all students.
The purpose of such an agreement is to achieve mutually beneficial outcomes. Leadership Team The collection of designated program staff responsible for assisting educators in meeting the educational goals of children and the professional development needs of the teaching staff.
Learning Environment Includes the physical environment, teacher-children interactions, curriculum, assessment and materials. Medicaid The U. Medicaid is an entitlement program jointly funded by the states and federal government and is managed by the states.
Memorandum of Understanding MOU A formal, written document between two or more entities that describes the roles and responsibilities of those parties. Mentor If teachers are to become skilled at independently identifying and addressing the idiosyncratic learning problems of their students, they must learn to reflect critically on student work as well as on their own teaching practices. For beginning teachers who have not developed the habit of reflecting on their own teaching, the veteran or mentor may model the process, identifying a problem and proposing and analyzing a variety of solutions for the beginner.
National Association for the Education of Young Children NAEYC A nationally recognized organization whose mission is to serve and act on behalf of the needs, rights and well-being of all young children, with primary focus on providing educational and developmental services and resources.
Outcome An intended result, effect or condition for children, families and programs. Partnerships A formal or informal contract entered into by two or more parties seeking a mutual goal, outcome or benefit. Partnerships are developed through a process that identifies shared goals to benefit all partners. Pedagogy Pedagogy is the art and science of teaching. Good pedagogy always requires a certain level of knowledge about a subject area content and the application of that knowledge.
Performance Indicator A measure of the quality of the performance of a service or activity. Portfolio Assessments Portfolios containing student work reflecting their accomplishments toward significant curriculum goals, particularly those that require complex thinking and the use of multiple resources.
In addition, portfolios invite students to reflect on and take responsibility for their own progress, the assessment process, and, ultimately, their own learning.
Finally, portfolios provide parents and the wider community with credible evidence of student achievement and inform policy and practice at every level of the educational system. Primary Health Care Provider The main medical professional that a family sees for health needs. Teachers need a wide variety of experiences and opportunities to help further their knowledge and skills about the art of teaching and learning. Job-embedded professional development is often the most valuable and rewarding.
In this type of professional development, educators use their work environment as an active laboratory for problem solving through actual situations that affect the children and families that they serve.
Program Evaluation A process that examines factors related to the quality of the classroom or other care settings. These factors might include available equipment and supplies, teacher qualifi- cations, adult-to-child interactions, adult-to-child ratios, parent and community involvement, child progress data and child referrals.
More specifically, reflective practice is a conscious, systematic, deliberate process of framing and re-framing classroom practice in light of the consequences of actions, democratic principles, educational beliefs, and the values and visions teachers bring to the teaching and learning process. Research-based Rigorous, systematic, objective procedures to obtain reliable and valid knowledge about education activities and programs. The program was designed to cover uninsured children in families with incomes that are modest but too high to qualify for Medicaid.
It is through home, early learning and child-care experiences and the support of their communities that children enter kindergarten ready for success. Screenings usually are conducted using standardized instruments that indicate whether children may need further assessment, additional instructional supports, intervention, or health related or family support services.
The screening process usually consists of vision, hearing, speech, general development, health, mental health and social development. Standards-based Education A framework for planning, delivering, monitoring and improving academic programs. In standards-based education, student learning is the focus. Standards-based education aims for high expectations for all and a deep level of student understanding of content that goes beyond traditional textbook-based or lesson-based instruction.
Teachers Lead Lead teachers are responsible for helping children meet their educational objectives through well-designed learning experiences.
Teaching Teams Term used to describe a teacher and an assistant teacher or teachers who form peer support groups for sharing instructional strategies and best practices. In early learning programs, the goal of transition is to facilitate connections and stable relationships among the various areas in which competence develops: families, classrooms, teachers, schools and communities. Women, Infants and Children WIC A USDA program administered by the Ohio Department of Health to safeguard the health of low-income women, infants and children up to age 5 who are at nutrition risk, by providing nutritious foods to supplement diets, information on healthy eating and referrals to health care.
Circle of influence. Bowman, B. Standards at the heart of educational equity. Beyond the Journal. Young Children on the Web. Eager to learn: Educating our preschoolers. Washington D. Washington, D. National Governors Association. Early childhood education and the elementary school principal. Early childhood special education program design and evaluation guide. Columbus: OH Department of Education; National Institute of Standards and Technology. Education criteria for performance excellence.
Washington: Government Printing Office, Early learning content standards. Columbus: Ohio Department of Education; Epstein, A. Think before you inter act: What it means to be an intentional teacher. The evaluation exchange. Harvard Family Research Project: 10 2. From neurons to neighborhoods: The science of early childhood development.
National Research Council Institute of Medicine; Guide to quality: Even start family literacy program. RMC Research Corporation; Early childhood education rating scale Rev.
New York: Teachers College Press. Klein, L. Effective curriculum and teaching strategies for low-income children. National Center for Children in Poverty; Lantieri, L. Schools with spirit. Boston: Beacon Press; Ludwig, J. Success by ten. The Brookings Institution. McAfee, O. Basics of assessment: A primer for early childhood educators. National Association for the Education of Young Children. Nolet, V. Accessing the General Curriculum; Ohio literacy campaign: Reflecting on promising literacy practices.
The practice of relationships: Essential provisions for children's services. Pianta, Robert. Successful kindergarten transitions: Your guide to connecting children, families and schools.
Baltimore: Paul H. Brookes Publishing; Sandall, Susan M. DEC recommended practices: A comprehensive guide. Senge, P. The fifth discipline fieldbook. New York: Doubleday; Set for Success. The Kauffman Foundation; In an article titled Standards at the Heartof Educational Equity, Barbara Bowman wrote, Standards can help us as educatorsto clarify where we want to go and give us a yardstick for measuring our success ingetting there.
Bowman, The decisions, choices and judgments made by leaders and educators create a strongfoundation for childrens healthy development and contribute to their growingintellectual and social abilities and their motivation for learning.
The investment wemake in children not only matters right now, in the present, but lays the foundation toshape all of our futures. The guidelines address the outcomes and goals considered essential for thehealthy development and intellectual, social and emotional success of children. The Office of Early Learning and School Readiness looks forward to working with earlychildhood leaders and teachers to understand how, together, we can offer the verybest to our most precious resource, our children.
Neither loving children nor teaching them is, in and of itself,sufficient for optimal development; thinking and feeling workin tandem. National Academy of Sciences, Eager to Learnall children are born ready to learn 6. First users will find broad outcomes, followed by goals, performance indicators andcompliance requirements.
The terms used in this document are defined as follows:Outcome: The desired result, effect or condition for children, families and programs. Goal: An objective toward which the work is directed to achieve the outcome.
Performance indicator: Interim measure of the quantity or quality of the service oractivity. Compliance requirement: The service or activity a program must fulfill.
Compliancerequirements also may provide a framework for public reporting. Developing a Program PlanProgram plan development is best constructed through a leadership team made up ofprogram administrators, education leaders, classroom teachers, community providersand families.
Creating a team will assure that multiple perspectives are informing theplan, developing the plan, and using evidence to adjust and refine the plan. The goal of any working team is collaboration. Collaboration involves parties who seedifferent aspects of a problem.
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