KEA Smart Start Presentation May 13 Final

8/9/2019 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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• Formative Assessment includes:• Questioning• Discussions

• Learning Activities

•

Feedback• Conferences• Interviews•

Student Reflections

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• 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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• Five Domains of Learning

• Approaches to Learning

• Cognitive Development

•

Emotional & Social Development

• Health & Physical Development

• Language & Communication Development

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• 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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• 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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• 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


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• 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


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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

[email protected]

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Documents

KEA Smart Start Presentation May 13 Final