Resource mapping (1)
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The document discusses the importance of mapping school and community resources. It notes that mapping resources is the first step to better understanding and managing them to improve effectiveness. The document outlines the objectives, steps, and timeline for resource mapping. It defines what constitutes a resource and lists examples. It provides guidance on identifying, analyzing, and maintaining the resource map over time to help assess needs, identify gaps, and inform decision-making about programs and services. The leadership team composition is also outlined.
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After reading this chapter, you will be able to:
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Pretest
1. Teachers don’t need to plan for assessment
because the curriculum includes all the
materials they need. T/F
2. Standardized tests are the best tools to use
to assess young children. T/F
3. Teachers use assessment information and
analyses to adapt curriculum. T/F
4. Program evaluations provide valuable
information for teachers about how to
strengthen their practices. T/F
5. It is possible to use technologies with young
children in developmentally appropriate
ways. T/F
6. Once teachers have experience, they no lon-
ger need to prioritize intentional reflection
about their work. T/F
Answers can be found at end of the chapter.© iStockphoto / Thinkstock
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
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Well here you are, on your way to understanding the intricacies of early childhood curriculum
and the balancing act that a developmentally appropriate approach requires. Your classroom
is a happy, busy place. Friendships are forming, children are playing, and you are using your
understanding of the developmental emphasis in the early learning standards and content
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3. Describe how teachers manage and use assessment information.
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5. Describe developmentally appropriate considerations for using technology with children.
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12
Pretest
1. Teachers don’t need to plan for assessment
because the curriculum includes all the
materials they need. T/F
2. Standardized tests are the best tools to use
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3. Teachers use assessment information and
analyses to adapt curriculum. T/F
4. Program evaluations provide valuable
information for teachers about how to
strengthen their practices. T/F
5. It is possible to use technologies with young
children in developmentally appropriate
ways. T/F
6. Once teachers have experience, they no lon-
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about their work. T/F
Answers can be found at end of the chapter.© iStockphoto / Thinkstock
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
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Well here you are, on your way to understanding the intricacies of early childhood curriculum
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understanding of the developmental emphasis in the early learning standards and content
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You’ve also begun to notice the individual characteristics, strengths, and needs of your chil-
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In this chapter, we examine the concepts of student assessment and ongoing evaluation for
continuous improvement of the curriculum. We also address the emerging and changing role
of t.
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Do s2015 44 sip_src
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20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating ...
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The Program Oriented Evaluation Approaches Essay
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Development of Educational Guidance Program
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Assessment for Learning and Development in K-3A RepoRt by .docx
Assessment for Learning and Development in K-3A RepoRt by .docxgalerussel59292 Assessment for Learning
and Development in K-3
A RepoRt by the K-3 NoRth cARoLiNA AssessmeNt thiNK tANK
2013
NC Assessment for Learning and Development | 3
ASSESSMENT FOR LEARNING
ANd dEVELOPMENT IN k-3
In response to a mandate by the North Carolina State
Legislature and the requirements of the Race to the Top-Early
Learning Challenge Grant, NC Superintendent June Atkinson
convened the K-3 Assessment Think Tank which included
NC school teachers, parents, scholars representing seven
NC universities, and additional stakeholders. The group was
charged with proposing a plan to improve early elementary
school learning and instruction through more efficient and
effective use of student-centered assessments. Over a nine-
month period, the Think Tank reviewed scientific findings
and best practices and solicited input from a wide array of
stakeholders, including a survey of over 2,500 NC teachers
and consultation from over 60 state and national scholars and
education leaders. This report summarizes the Think Tank’s
findings, its proposal for an innovative process to improve
learning, and its recommendations for next steps.
BAckGROuNd
From kindergarten entry through third grade, the early
elementary school years represent a pivotal period in
educational development. Achievement gaps that grow
during the years prior to kindergarten are either solidified or
eliminated during the primary grades of elementary school
(Graves, 2006; Reynolds, Ou, & Topitzes, 2004). Education
policy must increase its emphasis on student learning during
this critical period in a way that recognizes each child’s
developmental needs.
In order to optimize student learning, teachers need to utilize
a formative assessment process that identifies strengths
and areas for growth for each student in five domains of
learning. This process is already used by master teachers
and has been shown to improve learning outcomes (Black
& William, 1998; William & Thompson, 2007). This process of
assessment for learning and development must attend to the
whole child, including the child’s culture, family, health, and
early childhood experiences. This assessment should be an
integral part of the instruction and learning process.
Input from North Carolina teachers indicates that they are
willing and able to implement a formative assessment process,
provided they are given resources to strengthen, support, and
guide them. The implementation plan must include professional
development, coaching, and support from leadership.
PROPOSAL FOR ASSESSMENT FOR
LEARNING ANd dEVELOPMENT IN k-3
The Think Tank proposes a formative assessment process that
engages teachers and students with input from parents and
families, school support staff, early childhood programs, and
health care providers. This assessment process will incorporate
multiple forms of evidence, such as observations, student
work samples, conversations, and embedded instructional
tasks. .
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Resource mapping (1)
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- 2. RESOURCE MAPPING / COMMUNITY ASSET MAPPING
- 3. WHY MAPPING RESOURCES IS SO IMPORTANT? To function well, every system has to fully understand and manage its resources. Mapping is a first step toward enhancing essential understanding, and done properly, it is a major intervention in the process of moving forward with enhancing systemic effectiveness. Why Mapping Both School And Community Resources Is So Important? Schools and communities share Goals and problems with respect to children, youth, and families. The need to develop cost-effective systems, programs, and services to meet the goals and address the problems. Accountability pressures related to improving outcomes. The opportunity to improve effectiveness by coordinating and eventually integrating resources to develop a full continuum of systemic interventions
- 4. RESOURCE MAPPING There are many programs, interventions, services, and resources available that can support student well-being and the development of positive school culture and climate. Before adopting new programs or substantially changing current practices, it is helpful to review and consider school-based programs and resources that are already in place. Resource mapping is a strategy for identifying and analysing the programs, people, services, and other resources that currently exist in your school. This information can help school leaders better assess the needs of the school and to make informed decisions about where to focus. Through resource mapping we will get a deeper understanding of the key programs and resources related to well-being and culture that the school is already utilizing.
- 5. WHAT ARE RESOURCES? Resources include programs, services, outside agencies, space, people, equipment, materials, supplies, technology, infrastructure mechanisms etc. Resources are not only for students but also for families as well as staff. OBJECTIVES To identify the resources that are currently available to the school to support student well-being and positive school culture and climate. To provide documentation or a visual aid of what the school is doing to achieve its goals. To assess how resources are being used and in what capacity. To identify gaps, overlaps, and redundancies in resources. To identify additional resources or programming that may be needed.
- 6. STEPS AND TIMING Step 1: Pre – Planning Step 2: Map Resources (30 minutes) Step 3: Analyse Resources (30 minutes – 1 hour) Step 4: Maintain Map and Consider Changing Resources (on-going) STEP ONE: PRE–PLANNING Identify a resource mapping team and schedule a meeting time. It is beneficial to include a variety of individuals who have different roles throughout the school. This group can consist entirely of school staff, but ideally includes student members and parents. Complete the ‘PRE–PLANNING’ worksheet.
- 7. STEP TWO: MAP RESOURCES Revisit the ‘PRE-PLANNING’ worksheet, using the plan that created to guide the mapping process. Identify and organize resources by making a list or visual aid. Tips for identifying programs and activities: Collect the full name of the program, a contact person, and the population served. Keep track of how many students or families use and have access to the program. Whenever possible, document how programs are accessed and who they are coordinated by. Example: Group counselling, referred by school psychologist etc.
- 8. STEP THREE: ANALYZE RESOURCES Using the resource map or list of resources, start to observe and discuss any patterns or gaps that we see. Use the ‘ANALYZING YOUR RESOURCE MAP’ worksheet. Data collected from student, staff, and parent surveys may reveal school challenges areas, which can inspire conversations about programming and resources. STEP FOUR: MAINTAIN YOUR MAP Set up a plan to maintain and update the resource map. Decide who will be responsible and how frequently it will be updated (once in year). Use the ‘MAINTAINING YOUR RESOURCE MAP’ worksheet. Make this information easily accessible so that it can be used during action planning or when making decisions about adding or eliminating programs, services, etc.
- 9. LEADERSHIP TEAM • Administrative Lead for the component • School Psychologist • Counsellor • School Nurse • School Social Worker • Behavioural Specialist • Special education teacher • Representatives of community agencies involved regularly with the school • Student representation (when appropriate and feasible) • Others who have a particular interest and ability to help with the functions