R4K

A Partnership to Promote School Readiness

Maryland and Ohio Departments of Education

Dr. Rolf Grafwallner and Ms. Marcella Franczkowski Maryland State Department of Education Dr. Stephanie Siddens Ohio Department of Education

In collaboration with the Johns Hopkins University and WestEd

Dr. Jacqueline Nunn Johns Hopkins University Dr. Stanley Rabinowitz WestEd

Early Childhood Comprehensive Assessment System

Formative Assessments Selected Assessment Items Electronically Delivered to Child Kindergarten Assessment Student Progress Monitoring Online Data Capture and Reporting Online Professional Development

Purpose of the Kindergarten Readiness Assessment (KRA)

To support and advance children’s early learning and academic achievement. The data collected will be used to:

    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

: 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

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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

Two Types of Assessment Processes

DOMAINS 36 mo.

42 mo.

48 mo.

54 mo.

60 mo.

63 mo.

Social-Foundations Language and Literacy Mathematics Physical Well-Being and Motor Development Science

Formative Assessment: Early Learning Assessment

Social Studies The Arts

Formative assessment : Development represents a continuum of changing behaviors

Kindergarten Readiness Assessment

Summative “snapshot” of readiness

72 mo.

Domain Physical Developme nt (PD) Strand Physical Education (1) Health (2)

Kindergarten Readiness Assessment Blueprint by Domain

KEA Code PD.1.1

PD.1.1.A

PD.1.1.B

PD.1.1.C

PD.1.1.D

PD.1.2

PD.1.2.A

PD.1.2.B

PD.1.2.C

PD.2.1

PD.2.1.A PD.2.1.B

PD.2.1.C

PD.2.1.D

PD.2.2

PD.2.2.A

PD.2.2.B

Standard/Essential Skills and Knowledge Demonstrate the ability to use large muscles to perform a variety of physical skills.

Show fundamental movement by identifying body parts and demonstrating a variety of ways they can move, and demonstrating spatial concepts in movement patterns.

Demonstrate locomotor skills with control, coordination, and balance during active play (e.g., running, hopping, skipping). Demonstrate coordination in using objects during active play (e.g., throwing, catching, kicking balls, riding tricycle).

Use non-locomotor skills with control, balance, and coordination during active play (e.g., bending, stretching, and twisting).

Demonstrate the ability to use small muscles to perform fine motor skills in play and learning situations.

Coordinate the use of hands, fingers, and wrists to manipulate objects and perform tasks requiring precise movements.

Use classroom and household tools independently with eye hand coordination to carry out activities.

Use a three-finger grasp of dominant hand to hold a writing tool.

Demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living, in the home, school, and community.

With modeling and support, identify and follow basic safety rules.

Identify ways adults help to keep us safe.

With modeling and support, identify the consequences of unsafe behavior.

With modeling and support, demonstrate ability to follow transportation and pedestrian safety rules.

Demonstrate personal health and hygiene practices.

Independently complete personal care tasks (e.g., washing hands before eating and after toileting).

Follow basic health practices (e.g., covering mouth/nose when coughing/sneezing).

SR PT OR POINTS Learning Progressio n

1 1 1 1 1 1 1 2 2 2 2 2 2 2

Coordinati on–Large Motor Coordinati on–Small Motor Safety and Injury Prevention Personal Care Tasks

Kindergarten Readiness Assessment Design

Multiple Measures

The assessment features several item types including:

 Guided recorded observation  Performance tasks  Selected response items

2011

KRA EC-CAS Timeline

2012/2013 CONCEPTUAL DEVELOPMENT 2013 DEVELOPMENT AND PILOT TESTING 2013/2014 FIELD TESTING (State Baseline OH) 2014/2015 FULL IMPLEMENTATION 2015

Professional Development Content

Audiences: child care providers, trainers, teachers, school and district administrators

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)

Professional Development Delivery

Evidence-based and technology supported

 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



Technology Use in the Kindergarten Assessment

Components of the Technology System

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

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Data import, export, and reporting tools; linkages to longitudinal data systems

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Support for attaching portfolio artifacts to student profiles over time

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Online, just-in-time Professional Development

Technology Use

Professional Development



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 to familiarize teachers with the protocols & technology

Technology Use

Technical Features

o o o o o o

Web-based (ORS) Tablet-optimized (VPA) Cloud hosted Trans-media Secure and scalable Ongoing data feeds

Technology and the K Field Test

ORS Wireframes for Field Test Version:

Project Contacts

Dr. Rolf Grafwallner, Assistant State Superintendent, Division of Early Childhood Development Maryland State Department of Education [email protected]

Marcella Franczkowski Assistant State Superintendent, Division of Special Education/Early Intervention Services Maryland State Department of Education [email protected]

Candy Miller, Assessment Specialist, Division of Early Childhood Development Maryland State Department of Education [email protected]