kea smart start presentation may 13 final
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KINDERGARTEN
ENTRY ASSESSMENTSmart Start Conference, May 2013
Kelly Maxwell, UNC-CH
Catherine Scott-Little, UNC-GJohn Pruette, NC Department of Public Instruction
Kathe Taylor, WA Department of Education
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Overview• Setting the Context
• North Carolina’s K-3 Approach
• Washington’s Kindergarten Assessment (waKIDS)
•
Q/A and Discussion
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SETTING THE CONTEXT:KINDERGARTEN ENTRY
ASSESSMENT SYSTEMS
Catherine Scott-LittleUniversity of North Carolina at Greensboro
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What is a Kindergarten Entry Assessment
System?• An assessment conducted within the first few months of
kindergarten to collect data on children
• Some types of data that can be collected include:
•
Demographic data• Assessment of what the child knows and can do
• Information on services the child has had
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Kindergarten Entry Assessments are
Increasingly Common! 43 states have a KEA or have plans for a KEA
! 34 states described plans for a KEA in their RTT-ELC
applications
!
9 states that did not submit a RTT-ELC application have sometype of KEA
! There is variability in the assessment instruments used,
how data are used, and areas of children’s learning that
are assessed
! One commonality: the person responsible for collecting
the data is typically the kindergarten teacher
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WHY ARE THESE KEA
SYSTEMS IMPORTANT TOEARLY CHILDHOOD
PROGRAMS?
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Why are these KEA Systems Important to
Early Childhood Programs?
• Kindergarten is a pivotal transition point for children
• Get a cumulative picture of how early childhood experiences have
effected children’s learning and development
•
Sets the stage for what happens in kindergarten
• First opportunity to capture data on large cohort of
children
• Can serve as a “bridge” between early childhood systems
and public school systems
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Examples of State-Level KEAS• Teacher survey/Rating
• Connecticut Kindergarten Entry Inventory (http://www.csde.state.ct.us/public/cedar/assessment/kindergarten/index.htm)
• Vermont Ready Kindergarteners Survey (http://education.vermont.gov/new/html/pgm_earlyed/kindergarten_readiness.html)
• Direct assessments• Virgin Islands: Learning Accomplishment Profile—3rd Edition (U.S.
Virgin Islands, 2010)
• Teacher Observations/Work Samples
•
Maryland: Maryland Model for School Readiness (http://www.mdk12.org/instruction/ensure/readiness/index.html)
• Delaware: Teaching Strategies GOLD
• Hawaii State School Readiness Assessment (http://arch.k12.hi.us/school/hssra/hssra.html)
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New Approaches to KEAS! KEA with choice of assessment instruments
! Massachusetts
!
Pennsylvania
!
KEA with a combination of assessment approaches! Maryland and Ohio
! KEA as part of a transition process! Washington Kindergarten Inventory of Developing Skills
(WAKIDS)
! KEA that is K-3rd grade!
North Carolina
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CONSIDERATIONS FOR
DESIGN ANDIMPLEMENTATION OF KEAS
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Considerations Regarding
Instrumentation! Designed for purpose for which the data will be used
! Technical properties
! Reliability
!
Validity
!
Limited measures available for some domains
! Appropriate for the children who will be assessed
!
Limited guidance for assessing DLL and children with disabilities
! Also need guidance for how to use the data with these children
! Allows for data to be collected from multiple sources,
including families
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Instrumentation Considerations
(continued)• Useful to teachers
• Minimum time requirements (as much as possible)
• Aligned with standards
•
Aligned with curriculum/curricula• Collects data from multiples sources (including from families)
• One-time data collection vs. on-going data collection
• User-friendly and produces useful data
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We want to avoid . . . .
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Considerations Regarding
Implementation! Buy in from teachers and other stakeholders
! Professional development regarding administration! Certification
! On-going support and monitoring
!
Refresher
! Professional development on how to use the data! Initial training on use of the data to guide instruction and the linkage
to curricula
! On-going support and monitoring
! Refreshers
! Careful pilot process! Instrumentation
! Implementation
! Professional development
! Quality control and evaluation of the data
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Additional Considerations Regarding
Implementation• Professional development for administrators
•
Parent engagement and partnerships•
Good source of information about their children, particularly related
to physical development, potential disabilities, and social skills
• Opportunities to build parent relationships early in the transition
process
• Data management plan and system
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Pressures Related to KEA Systems• Desire to use KEA assessments for multiple purposes
without validation for each purpose
• Increasing demands for data
•
Limited resources to support implementation• Data management systems often still in process
• Sometimes limited attention to safeguards needed to protect
children and teachers
• Short time frames for development and implementation
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Summary• KEAs are increasing important developments for policy
and practice
• Development and implementation of a KEAS is a complex
process• States are trying new approaches
• Resource:
http://www.elccollaborative.org/assessment/77-kindergarten-entry-assessment.html
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NORTH CAROLINA’S
K-3 ASSESSMENT
Race-to-the-Top Early Learning Challenge Grant John Pruette
Office of Early Learning, NC Dept. of Public Instruction
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Overview• Why?
• RTT-ELC Grant• North Carolina Legislation
• What?• Our Vision for the K-3 Assessment
•
How?• Our Structures for Doing the Work
• When?• Our Proposed Timeline
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Why?
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Race-to-the-Top
Early Learning Challenge Grant
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From Session Law 2012-142 • 115C-83.1E. Developmental screening and kindergarten
entry assessment.• Developmental Screening within 30 days
• Shall address the five domains of readiness
• Administered at the classroom level
• Aligned to ELDS and NCSCOS
• Reliable, valid and appropriate
• Shall be used to inform entry status, instruction, reduction inachievement gap, and the early childhood system
• Completed within 60 days of enrollment
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From Session Law 2012-142 • 115C-174.11 Components of the testing program.
• Assessment Instruments for K-3
• The State Board of Education shall develop, adopt, and providedevelopmentally appropriate individualized assessment instruments for
Kindergarten through Third Grade.• LEAs shall use these assessment instruments… to assess progress,diagnose difficulties, & inform instruction and remediation needs
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What?
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K-3 Assessment Vision• Guiding Principles
• Criteria that informs the development of the K-3 Assessment
Examples:
•
The K-3 Assessment must include items that measure all fiveEssential Domains of School Readiness as specified in theRFP.
•
The K-3 Assessment will not be used for accountability of high-stakes purposes.
•
Based on recommendations from the NRC’s (2008)Early Childhood Assessment: Why, What and Howreport
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K-3 Assessment Vision
• Formative Assessment
• A process used by teachers and students during
instruction that provides feedback to adjust
ongoing teaching and learning to help studentsimprove their achievement of intended instructional
outcomes.
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NCDPI, Accountability Services Division
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K-3 Assessment Vision
• Formative Assessment includes:• Questioning• Discussions
• Learning Activities
•
Feedback• Conferences• Interviews•
Student Reflections
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NCDPI, Accountability Services Division
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K-3 Assessment Vision
• Formative assessment is:• found at the classroom level;• happens minute-to-minute or in short cycles;•
is not used in accountability systems;•
is descriptive feedback in nature;•
allows students to know what they need to do nextto improve learning, &
•
informs instruction.
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NCDPI, Accountability Services Division
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K-3 Assessment Vision
• Five Domains of Learning
• Approaches to Learning
• Cognitive Development
•
Emotional & Social Development
• Health & Physical Development
• Language & Communication Development
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K-3 Assessment Vision
• How can we incorporate the best of what currentlyexists? • Current K-2 ELA Assessment
• Current K-2 Math Assessment•
Reading 3-D
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K-3 Assessment Vision
• Kindergarten Entry Assessment (KEA)
Process
•
Initial administration of K-3 Assessment
•
Generates a Child Profile
• Completed within 60 days of entry
• Addresses requirements for screening for Reading
& Mathematics
• Satisfies data requirement for the grant
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How?
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K-3 Assessment Work Structures
• Think Tank
• Task Force
• Development Work Groups
•
Scaling-Up Work Group
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K-3 Assessment Work Structures
• Think Tank• Researchers, scholars, practitioners, policy makers& consultants
• Visionary
•
Sparks revolutionary thinking• Imagines the possibilities•
Generates big ideas•
Creates vision
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• Task Force• Educators, parents, IHE, content specialists,psychometrician(s), DPI staff, consultants
•
Advisory•
Conceptualizes the big ideas
• Analyzes input from various stakeholders
• Makes recommendations
• Guides development
K-3 Assessment Work Structures
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K-3 Assessment Work Structures
• Development Work Groups
•
RTT-ELC Staff, content specialists, consultants
• Developers
•
Operationalize the Task Force Recommendations
• Create assessment
• Make revisions based on input & feedback
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• Scaling-Up Work Group
• NCDPI, educators, parents, administrators, external partners,consultants
• Implementers
•
Establish State Implementation Capacity• Guide Scalability and Sustainability• Focus on organization and system change
•
State• Region•
District
K-3 Assessment Work Structures
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DPI-ELCTeam
Think Tank
Task Force
DevelopmentWork Group
Scaling-UpWork Group
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When?
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Our Proposed Timeline
Task Timeline
Develop K-3 Assessment January 2013 - August 2014
Usability in Transformation Zone March 2014 – May 2015
Initial Implementation June 2015 – December 2015
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A Closer Look
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Welcome to
Kindergarten Assessment
Smart Start Conference, Greensboro, North CarolinaMay 1, 2013
Kathe Taylor, Ph.D., Director Early Learning Assessment, Washington State
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What Makes WaKIDS Stand Out in
Washington• Cross-SectorPartnership
•
First state K assessment
and only one to beobservational, strengths-based and whole child-focused
• Formally recognizes:
!
Parents as partners!
Collaboration of earlylearning and K—12
• Process and product
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Family Connection
A Time for Teachers
to…
•
Get to know the family
•
Listen
•
Learn about the child
•
Answer questions
•
Follow the family’s lead
in how they wish to usethis time
A Time for Families to…
•
Get to know theteacher
•
Share their child’s
interests, strengths,
emotional reactions,
languages, favorites,etc.
•
Ask questions that will
help them feel at ease
about the transition
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A Guide to the Family Connection Conversation:
Introducing Me!
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Washington Teachers Love the Family
Connection!The majority of 2012 teachers:
• Spent 20—40 minutes with each family
•
Met with 90—100% of their families• Reported that the family connection
was beneficial because:
! It gave a good understanding of students
and their families very early in the year
! It gave a chance to have a conversation withoutany judgment—just there to get to know each other
Source: 2012-13 Teacher Feedback Survey; 469 teachers responding
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State Policy Support for Family
Connection
Would allow schools to use
up to three school days atthe beginning of the schoolyear to meet with parents
and families as part of the
Family Connection
component of WaKIDS
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Proposed 2013 Legislation
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WaKIDS: A Catalyst for Conversation Across Sectors, Within
Schools and Districts, With
Families and Communities…
• How can WaKIDS data
inform our work?
• How can the key adults in achildren’s lives work together
to help more children be
prepared to succeed in
school?
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WaKIDS Fall 2012 Data Inform Instruction,
Community Strategy, and Policy
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
21055
Students
20619
Students
20554
Students
20728
Students
19827
Students
20393
Students
Social
Emotional
Physical Language Cognitive Literacy Math
Percent of Students who Demonstrate Characteristics of
Entering Kindergartners
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Lessons Learned in Building a
Kindergarten Assessment Process• Building a KEA is fundamentally about building
bridges—with families and across educationalsectors, communities, curricula.
• Partnerships are essential, but not always easy
• Connect prekindergarten, kindergarten andpost-kindergarten experiences
•
Pilot assessments and processes
• Engage leadership—Target superintendent andprincipal leadership early in the implementation
• Strive for a common language—But don’tassume everybody is speaking it
• Invest in teacher professional development
•
Involve families• Identify existing resources—Use established
regional networks to provide coordination andtechnical assistance
“I want to go fast, which is why I move so slowly…”
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One KID at a
Time
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Thank You!
" WaKIDS web page
http://www.k12.wa.us/WaKIDS/default.aspx
"
OSPI State Report Card for WaKIDS http://reportcard.ospi.k12.wa.us/WaKidsDetail
For more information, contact
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