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A Partnership to Promote School Readiness
Maryland and Ohio Departments of Education
Dr. Rolf Grafwallner and Ms. Marcella FranczkowskiMaryland State Department of Education
Dr. Stephanie Siddens Ohio Department of Education
Dr. Jacqueline NunnJohns Hopkins University
Dr. Stanley RabinowitzWestEd
In collaboration with the Johns Hopkins University and WestEd
Early Childhood Comprehensive Assessment
System
Online Professional Development
Student Progress
Monitoring
SelectedAssessment Items
Electronically Delivered to
Child
Online Data Capture
and Reporting
FormativeAssessment
s
Kindergarten Assessment
Purpose of the Kindergarten Readiness Assessment (KRA)
Inform prior education and care stakeholders
Identify individual children’s needs and provide necessary supports to children and teachers
Assist teachers in data-driven instructional decision making at the child and classroom level
Provide families with information about their children’s learning and development
To support and advance children’s early learning and academic achievement. The data collected will be used to:
:Early Learning Assessment: the Formative Assessments
Will be based on research supported learning progressions for children ages 36 through 72 months in V.1.0, and will equip caregivers and teachers to:
Develop individual learning profiles and track children’s learning trajectories
Individualize learning opportunities and plan for intervention
Address Early Child Outcomes for IDEA reporting
Ensure that children are on the path for kindergarten readiness
Validity, Reliability and Fairness
Measured Across 3 Stages Design and Development Implementation Ongoing Evaluation &
Research
Quantitative and Qualitative Cognitive Interviews Pilot Testing Field Testing Post-Administration
Analyses
Kindergarten Readiness Assessment Design
DOMAINS 36 mo.
42 mo.
48 mo.
54 mo.
60 mo.
63 mo. 72 mo.
Social-Foundations
Formative Assessment:Early Learning Assessment
Kindergarten Readiness
Assessment
Language and Literacy
Mathematics
Physical Well-Being and Motor Development
Science
Social Studies
The Arts
Formative assessment :Development represents a continuum of changing
behaviors
Summative “snapshot” of readiness
Two Types of Assessment Processes
Kindergarten Readiness Assessment Blueprint by Domain
Domain Strand KEA Code Standard/Essential Skills and Knowledge SR PT OR POINTSLearning
Progression
Physical Developme
nt(PD)
Physical Education
(1)
PD.1.1 Demonstrate the ability to use large muscles to perform a variety of physical skills.
Coordination–Large
Motor
PD.1.1.AShow fundamental movement by identifying body parts and demonstrating a variety of ways they can move, and demonstrating spatial concepts in movement patterns.
1 2
PD.1.1.B Demonstrate locomotor skills with control, coordination, and balance during active play (e.g., running, hopping, skipping). 1 2
PD.1.1.C Demonstrate coordination in using objects during active play (e.g., throwing, catching, kicking balls, riding tricycle).
PD.1.1.D Use non-locomotor skills with control, balance, and coordination during active play (e.g., bending, stretching, and twisting).
PD.1.2 Demonstrate the ability to use small muscles to perform fine motor skills in play and learning situations.
Coordination–Small
Motor
PD.1.2.A Coordinate the use of hands, fingers, and wrists to manipulate objects and perform tasks requiring precise movements.
PD.1.2.B Use classroom and household tools independently with eye-hand coordination to carry out activities. 1 2
PD.1.2.C Use a three-finger grasp of dominant hand to hold a writing tool. 1 2
Health(2)
PD.2.1 Demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living, in the home, school, and community.
Safety and Injury
Prevention
PD.2.1.A With modeling and support, identify and follow basic safety rules. 1 2
PD.2.1.B Identify ways adults help to keep us safe. 1 2
PD.2.1.C With modeling and support, identify the consequences of unsafe behavior.
PD.2.1.D With modeling and support, demonstrate ability to follow transportation and pedestrian safety rules.
PD.2.2 Demonstrate personal health and hygiene practices.
Personal Care Tasks
PD.2.2.A Independently complete personal care tasks (e.g., washing hands before eating and after toileting). 1 2
PD.2.2.B Follow basic health practices (e.g., covering mouth/nose when coughing/sneezing).
Kindergarten Readiness Assessment Design
The assessment features several item types including:
Guided recorded observation Performance tasks Selected response items
Multiple Measures
2011 2015
2012/2013CONCEPTUAL
DEVELOPMENT
2013DEVELOPMENT AND
PILOT TESTING
2013/2014FIELD TESTING
(State Baseline OH)
2014/2015FULL IMPLEMENTATION
KRA EC-CAS Timeline
Professional Development Content
Pre-Administration Purpose of the assessments Data security and integrity Communication with parents/stakeholders
Administration Use of assessment system for data collection
and reporting Understanding of supports and
accommodations Importance of fidelity of implementation
Post-Administration Analysis and use of the data for program and instructional decision-making Communication of results to stakeholders Monitoring student progress (v. 2.0)
Audiences: child care providers, trainers, teachers, school and district administrators
Professional Development Delivery
Train the trainer model Face to face learning PD Quest web-based learning
modules Online coaching and technical
assistance Professional community of practice Virtual simulator for validation Web-based resources and portal
Evidence-based and technology supported
Technology Use in the Kindergarten Assessment
An Online Reporting System (ORS) provides secure access to teacher dashboards, live data collection, and downloadable resources
The Virtual Performance Assessment (VPA) interface provides child-friendly, student access to direct-assessment
Data import, export, and reporting tools; linkages to longitudinal data systems
Support for attaching portfolio artifacts to student profiles over time
Online, just-in-time Professional Development
Components of the Technology System
Technology Use
Embedded PD recommendations,
including direct links to specific, contextual guidance to support assessment delivery and classroom instruction
Comprehensive series of online PD modules & resources
Use of simulation software tofamiliarize teachers with the protocols & technology
Professional Development
Technology Use
o Web-based (ORS)o Tablet-optimized (VPA)o Cloud hostedo Trans-mediao Secure and scalableo Ongoing data feeds
Technical Features
Technology and the K Field TestORS Wireframes for Field Test Version:
Project ContactsDr. Rolf Grafwallner, Assistant State Superintendent,Division of Early Childhood DevelopmentMaryland State Department of Education [email protected]
Marcella FranczkowskiAssistant State Superintendent,Division of Special Education/Early Intervention ServicesMaryland State Department of [email protected]
Candy Miller, Assessment Specialist, Division of Early Childhood DevelopmentMaryland State Department of [email protected]
