Minnesota’s School Readiness Study 1 Developmental Assessment at Kindergarten Entrance

Minnesota’s School Readiness Study

1

Developmental Assessment at Kindergarten Entrance

If a child starts school developmentally behind it is increasingly more difficult for the child to reach grade level expectations.

Research shows a critical relationship between early childhood experiences and later academic success.

2

What does early childhood research say?

Readiness in the Child

School’s readiness for children

Family and community supports and services that contribute to children’s readiness

3

What is School Readiness?

The skills, knowledge, behaviors and accomplishments that children know and can do as they enter school. Physical well-being and motor development Social and emotional development Approaches to learning Language development Cognition and general knowledge Creativity and the arts

4

Minnesota’s Definition of School Readiness

Young children develop and grow along a continuum and with great variability

This fact highlights the importance of using authentic assessment: Fair to all children Uses familiar tasks Conducted in familiar settings Based on multiple sources Continuous and ongoing to show progress

Assessment aligned with Minnesota’s Early Learning Standards and K-12 Standards

5

Assessing Young Children

Standards based observational assessment

Three Ratings Proficient- reliably demonstrates the skills,

knowledge or behaviors In Process- demonstrates the skills, knowledge

or behaviors intermittently, not consistently Not Yet- has not begun to demonstrate the

skills, knowledge or behaviors

6

Work Sampling System

What must a child be or do in Minnesota in order to enter Kindergarten?

According to statute: Must be 5 years old on September 1st of the current

year Must have received Early Childhood Screening Must be up to date on immunizations

7

Kindergarten Entrance

To inform state level policy decisions

To have the results used in a manner that promotes children’s learning and development by improving early childhood programs and services up to Grade 3.

8

What is the purpose of the Study?

2006 Minnesota Legislative Authority to implement with the Fall 2006 kindergarten cohort (Minn. Stat. 124D.162)

Parameters Ten percent of entering kindergartners (approximately 6,000 students) Annual Report to the legislature

9

Legislative Authority

http://www.education.state.mn.us/MDE/StuSuc/EarlyLearn/SchReadiK/index.html

10

Current Report

11

State Results– Fall 2010

Domain/Result ProficientPhysical Development 70%

The Arts 56%

Personal & Social Development

56%

Language & Literacy 59%

Mathematical Thinking 52%

12

State results over the years

60 percent overall reached the 75 percent standard

13

2010 Cohort

For further information, contact:

Eileen.Nelson@state.mn.usAmanda.Varley@state.mn.usAvisia.Whiteman@state.mn.us

Comments & Questions

Training Teachers to Implement the Work Sampling System:

Statewide Models and Plans

Dr. Melissa ShamblottPearson AssessmentJune 27, 2012

CCSSO

Minnesota’s Kindergarten Readiness Study Work Sampling

Training Model

In–person Training

Recorded Training

Orientation Training

Expert Technical Support Calls

Minnesota: Expert Technical Support Calls

Provide support to teachers

Refresh understanding and knowledge of Work Sampling

Expand observation, documentation, and evaluation skill set

Clarify procedures and timelines

Work Sampling Training Models

2-day Teacher Training

Administrator Training

Train-the-Trainer (TOT)

Work Sampling Online Training

Webinars

NYC: Work Sampling Training

Citywide option for P3-grade 3

TOT model (Approx 50 trained)

Parallel Administrator track

In-person teacher training (4-part series)

Recorded series for teachers, administrators, and assistant teachers

Work Sampling Online after 1st year

Pennsylvania: Work Sampling Training

Statewide option for all programs serving children Birth-age 5

Ounce Scale and Work Sampling Online

TOT model (Approx 250 trained)

Administrator webinar training

Regional teacher training

Georgia: Work Sampling Training

Statewide implementation for all 4-years olds in Bright Start Program

Initial teacher training done through Georgia State University

TOT Model

Follow up and Work Sampling Online training done through University and regional coaches/mentors/trainers

Webinar Wednesdays

Key Factors for Success

Identify assessment needs and purpose

Create a single training design and materials

Use a system-wide implementation plan

Teach all 3 elements of the tool

Work with Work Sampling National Faculty

Network within and across programs and grade levels