Transcript Slide 1

Developmental Assessment at
Kindergarten Entrance
Fall 2010
November 2010
1
Kindergarten
 What must a child be or do 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
November 2010
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What does early childhood research say?
 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.
November 2010
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Minnesota Early Childhood Advisory Council
(ECAC)
 Goal: Ensure that by 2020, all Minnesota children are
school-ready as they enter kindergarten.
 In order to maximize children’s potential, children
must be ready for schools and schools must be ready
for children
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What is the purpose of the Study?
 To have the results of the Minnesota School Readiness
Study inform the public of the progress towards the goal
of ensuring children are ready for school.
 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.
November 2010
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What is School Readiness?
 Readiness in the Child
 School’s readiness for children
 Family and community supports and services that
contribute to children’s readiness
November 2010
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Minnesota’s Definition of 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
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Assessing Young Children
 Young children develop and grow along a continuum and with
great variability
 This fact highlights the importance
of using authentic assessment:
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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
November 2010
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Recommended Practices for Assessing
Young Children
 Written recommendations
 The American Educational Research Association
 The National Association for School Psychologists
 The National Association for the Education of Young
Children
 The National Education Goal Panel
 These recommendations have a research evidence base
and reflect the concepts that assessments of young
children is appropriate, beneficial and useful if used as
intended
November 2010
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Work Sampling System
 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
 There is no “Not Ready” or “Ready” score
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Insert School Name – Fall 2010
Domain/Result
Not Yet
In Process
Proficient
Physical Development
%
%
%
The Arts
%
%
%
Personal & Social
Development
%
%
%
Language & Literacy
%
%
%
Mathematical Thinking
%
%
%
November 2010
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State Fall 2009 Cohort
6,392 Kindergartners
Domain/Result
Not Yet
In Process
Proficient
Physical Development
3%
32%
65%
The Arts
6%
42%
53%
Personal & Social
Development
8%
39%
53%
Language & Literacy
10%
40%
51%
Mathematical Thinking
9%
42%
49%
Note that categories may not add to 100% due to rounding
and are adjusted for stratified cluster sampling.

Anticipating Fall 2010 results in April 2011
November 2010
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State results over the years
November 2010
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State results over the years
November 2010
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State results over the years
November 2010
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State results over the years
 All changes are within the margin of error between
years
 Note the persistent level of children not yet
demonstrating commonly held expectations for
children completing their fourth year of life
November 2010
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State Level Regression Analysis
The regression determines the impact of a change
in one characteristic while holding all other
characteristics constant.
For example, the regression will determine the
additional impact on changes in federal poverty
level if parent education, home language,
race/ethnicity and gender are not changed.
November 2010
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State Level Regression Results
 Higher household income increased the likelihood of
In Process or Proficient in all domains
 Parent education level was found to be statistically
significant in Physical Development and Health only
 Primary home language was not found to be
statistically significant in any of the domains
 Students of color statistically had better odds of being
In Process or Proficient as compared to White students
in The Arts domain
 Gender continues to be a statistically significant factor
in all domains
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Human Capital Research Collaborative
The Human Capital Research Collaborative (HCRC),
coordinated by the University of Minnesota and the
Federal Reserve Bank of Minneapolis, fosters
multidisciplinary research on child development and
social policy from birth through young adulthood.
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Arthur Reynolds
Dr. Arthur Reynolds, University of Minnesota
Co-Director of Human Capital Research
Collaborative and Professor of Child
Development
 Director of the Chicago Longitudinal Study, one of the largest
and most extensive studies of the effects of early childhood
intervention. The project tracks the life-course development
of 1,500 children who attended early childhood programs in
inner-city Chicago.
November 2010
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HCRC/MDE Partnership Results
Following multiple cohorts from kindergarten entry
through the end of Grade 3 to better understand the
relationship between the Work Sampling System
(WSS) scores and MCA results
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How well are children who are proficient or not at
kindergarten entry achieving in 3rd grade?
 Kindergarteners who were proficient at kindergarten entry
in the domain of Language and Literacy and separately the
domain of Mathematical Thinking were consistently more
likely to be proficient on MCA reading and math tests as
well as less likely to be in special education or to have been
retained by 3rd grade.
November 2010
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3rd Grade Reading Performance by Kindergarten
Proficiency (K in 2006, 3rd in 2010)
3rd grade
K Proficient
(75% standard)
K Not Proficient
(< 75% of total)
Partially or not meet
14%
33%
Meets proficiency
20%
27%
Exceeds proficiency
66%
40%
Meets or exceeds
86%
67%
November 2010
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How well are children who are proficient on MWSS
achieving in 3rd grade compared to those who are not
proficient?
2006: MWSS Proficiency at 75% Proficiency by 3rd Grade MCA Reading
November 2010
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What about fadeout of preschool services?
 In addition to improving early childhood options for
children, it is imperative that preschool gains are
maintained through Grade 3.
 Sites that have coordinated Age 3 to Grade 3 services
do not see fadeout. Gains from preschool are
maintained.
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Age 3 to Grade 3 Website
 Created to coordinate resources for
Minnesota schools exploring and
implementing preschool services
integrated with elementary
schools’ enhanced practices through
Grade 3.
 http://age3tograde3.pbworks.com/
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State Recommendations from 2009 Study
1. Continue to support parents in their role as children’s
first teachers
2. Focus on improving children’s early language and
literacy and math skills
3. Continue to examine the impact of parent education
on children’s school readiness
4. Target intervention strategies to children not yet
demonstrating proficiency in at least one
developmental domain
November 2010
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State Recommendations Reccommendations
from 2009 Study, Continued
5. Continue to work toward improving school
readiness opportunities
6. Continue to work toward improving the
quality of early childhood education and care
programs in Minnesota
7. Promote use of school readiness information
as school district and community leaders work
together to identify the best practices and
support children’s transition to kindergarten
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Potential Next Steps
 Considering the strengths of our local programs, what
is a potential next step to improve our effectiveness in
transitioning children from preschool sites into
kindergarten and through Grade 3?
 What are steps to strengthen the relationship between
district programs and programs outside the district?
 What are potential roles for appointed/elected
leadership, district staff, teachers and external
partners?
 What is the timeline for a review of results of
strategies?
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Comments & Questions
For further information, contact:
[Enter Principal/Superintendent
Information]
Or
[email protected]
MDE - Early Learning Services
651-582-8329