Transcript An Overview of the WV Pre-K Child Assessment System Prepared by the WVDE Office of School Readiness Revised April 2012

An Overview of the WV Pre-K
Child Assessment System
Prepared by the WVDE Office of School Readiness
Revised April 2012
The WV Pre-K Child Assessment System is a formative
assessment initiative which includes pre-k children’s
information based on data collected from
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The Early Learning Scale,
The WV Early Learning Standards Domains,
Child Health information,
English Language Learner data,* and
Special Education reporting data*
(*as applicable)
But first, some clarification:
ELSF
vs.
ELS
ELSF: Early Learning Standards Framework; the
state’s content standards and objectives for pre-k,
which are supported by integration of your curricular
framework
ELS: Early Learning Scale; an assessment tool
which is a component of the WV Pre-K Child
Assessment System
Formative, authentic assessment
The WV Pre-K Child Assessment System includes
• Support on how to document progress for all
developmental domains using best practices for early
childhood assessment;
• Utilization of ongoing collection of evidence to assist
with planning, instruction, and reflection; and
• Support for articulating children’s holistic development
and progress to families.
The Early Learning Scale
The Early Learning Scale
The National Institute for Early Education Research
(NIEER) has established the Early Learning Scale—a
comprehensive, valid assessment system for Pre-K.
The Early Learning Scale:
• Focuses on children’s development over time
• Informs intentional teaching
• Is user-friendly to facilitate parent communication
(NIEER; Riley-Ayers, Stevenson-Garcia, Frede, & Brenneman, 2010)
The Early Learning Scale
The Early Learning Scale is aligned with:
• WV Early Learning Standards
• Head Start Positive Child Outcomes
• OSEP Child Outcomes
The Early Learning Scale
Observing
Investigating
Instructing
Documenting
Reflecting
Hypothesizing
Analyzing
Planning
Evaluating
The Early Learning Scale
Includes documentation of evidence
• Teacher observation and reflection
• Collection of work samples and
anecdotal notes
• Ongoing evidence to document
developmental progression
• Use of data to make informed decisions
about planning and instruction
The Early Learning Scale
Includes 10 Key Items
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Number and numerical operations
Classification and algebraic thinking
Geometry and measurement
Scientific inquiry
Self-regulation
Play
Oral language
Phonological awareness
Print awareness
Writing
WV Early Learning Standards
Domains
WV Early Learning Standards Domains
Physical Health and The Arts Development
is documented over time and includes:
• Capturing evidence based on individual
children’s developmental progression
and the WV Early Learning Standards
Framework
• Teacher observation and reflection
• Collection of work samples and
anecdotal notes
WV Early Learning Standards Domains
Physical Health and The Arts Development
• Requires teachers to collect evidence on a
regular basis.
• Serves as an integral part of the WV Pre-K
Child Assessment System
Child Health Information
Child Health Information
Children’s health information is
• Entered into WVEIS from the
HealthCheck documentation which is
completed by the student’s medical
home (a MD, DO, APRN or PA)
• The data is entered by designated
school personnel (not the classroom
teacher). Designated school personnel
should be determined though a county
team approach to ensure health data is
completed for enrollment.
WVEIS
School Health Components
of the HealthCheck
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Ht/Wt
Vision
Hearing
Oral Health Screening
Speech and Language
Developmental
Immunization Review with separate record or
noted entry into the WVDHHR-State
Immunization Information System/State Registry.
HealthCheck
Comprehensive Information
The building blocks of HealthCheck or nationally know as Early and
Periodic Screening Diagnosis and Treatment (EPSDT) Program
are:
Early ……
Identifying problems early, starting at birth
Periodic…..
appropriate
Checking children's health at regular, age
intervals
Screening…..
health,
detect
Doing physical, mental, developmental, oral
hearing, vision and other screening tests to
potential problems
Diagnosis…..
risk is
Performing diagnostic tests to follow up when a
identified, and
The HealthCheck primary medical provider may be a MD, DO, APRN or PA
Treatment…..
Treating the problems found.
English Language Learner
Information
(if applicable)
English Language Learner Information
Progress on English Language Learners’
development is captured
• based on individual children’s
developmental progression
• Teacher observation and reflection
• Collection of work samples and
anecdotal notes
Special Education Reporting Data
(if applicable)
Special Education Reporting Data
Child Outcome Summary Reporting is
completed three times yearly for all
children with an IEP, and is based on
• individual children’s developmental
progression
• federal Office of Special Education
Programs reporting mandates
Review of Partners
Review of Partners
NIEER
WVDE Office of School Readiness
WVDE Office of Information Systems
WVDE Office of Special Programs
WVDE Office of Healthy Schools
WVDE Office of Title III
WV Head Start State Collaboration Office
WVDHHR
RESA – based support
County Pre-K Coordinators
County Special Education Directors
WVEIS Contacts
WV Pre-K CQI Advisory Council School Readiness Work Group
Review of Reporting Process
Reporting Process
User log in process
Extensions for reporting window
STU.380 consistently updated
ELS checkpoint entry
Child Accomplishments Summary/Student Profile
(initial and revisions)
Outcome reports for various levels
Addition of ‘site manager’ access
Kindergarten Transition Reports
Review of Data Reported
Outcome Report: State Profile
Math/Science
T1
(1) Number and Numerical Operations
Functional Counting
T2
T3
T2-T1
% gain
T3-T2
% gain
T3-T1
% gain
2.44
( 16,064)
3.19
( 16,096)
3.79
( 15,911)
30.56%
18.85%
55.18%
Numerical Operations
2.03
( 16,026)
2.90
( 16,090)
3.68
( 15,908)
42.96%
26.80%
81.28%
Written Numbers
2.35
( 16,044)
3.11
( 16,095)
3.78
( 15,907)
32.27%
21.49%
60.70%
2.28
3.07
3.75
34.83%
22.25%
64.83%
2.62
( 16,049)
3.29
( 16,094)
3.94
( 15,908)
25.76%
19.74%
50.57%
2.22
( 15,993)
3.03
( 16,081)
3.72
( 15,901)
36.77%
22.47%
67.50%
2.42
3.16
3.83
30.79%
21.04%
58.32%
2.46
( 16,026)
3.02
( 16,089)
3.56
( 15,907)
22.94%
17.88%
44.92%
2.02
( 16,000)
2.82
( 16,092)
3.59
( 15,904)
39.38%
27.32%
77.45%
2.24
2.92
3.57
30.35%
22.44%
59.60%
2.05
( 16,028)
2.84
( 16,091)
3.56
( 15,905)
38.20%
25.31%
73.17%
Prediction
2.43
( 16,043)
3.06
( 16,094)
3.63
( 15,910)
25.67%
18.74%
49.22%
Investigation
1.92
( 16,020)
2.54
( 16,091)
3.21
( 15,906)
32.16%
26.18%
66.76%
2.14
2.81
3.47
31.62%
23.19%
62.14%
Composite: Number and Numerical Operations
(2) Classification and Algebraic Thinking
Classification
Algebraic Thinking
Composite: Classification and Algebraic Thinking
(3) Geometry and Measurement
Identifying and using shapes
Measurement
Composite: Geometry and Measurement
(4) Scientific Inquiry
Observation and Reporting
Composite: Scientific Inquiry
Outcome Report: State Profile
Social Emotional/Social Studies
T1
T2
T3
T2-T1
% gain
T3-T2
% gain
T3-T1
% gain
3.64
( 16,051)
4.19
( 16,095)
4.49
( 15,911)
15.09%
7.34%
23.54%
Regulation of Emotions and Behavior
3.40
( 16,055)
3.88
( 16,097)
4.25
( 15,912)
14.22%
9.35%
24.90%
Prosocial Behavior
3.52
( 16,038)
4.04
( 16,095)
4.37
( 15,913)
14.76%
8.24%
24.22%
Social Problem Solving
3.44
( 16,095)
3.89
3.95
( 15,911)
4.26
16.91%
14.75%
34.16%
Composite: Self-regulation
2.94
( 16,019)
3.37
15.18%
9.72%
26.37%
(6) Play
Quality and Attributes of Engagement and
Exploration
3.63
( 16,046)
4.16
( 16,099)
4.52
( 15,907)
14.63%
8.53%
24.41%
Quality and Attributes of Cooperative Play
3.37
( 16,047)
3.99
( 16,098)
4.41
( 15,909)
18.37%
10.53%
30.83%
Quality and Attributes of Sociodramatic Play
3.21
( 16,040)
3.90
( 16,099)
4.38
( 15,905)
21.57%
12.40%
36.64%
3.40
4.02
4.43
18.04%
10.45%
30.37%
(5) Self-regulation
Independent Behavior
Composite: Play
Outcome Report: State Profile
Language Arts Literacy
(7) Oral Language
Speaking
Story Retelling
Composite: Oral Language
(8) Phonological Awareness
Language Manipulation
Composite: Phonological Awareness
(9) Print Awareness
Alphabetic Awareness
Print Knowledge
Composite: Print Awareness
(10) Writing
Composing
Production
Composite: Writing
T1
T2
T3
T2-T1
% gain
T3-T2
% gain
T3-T1
% gain
3.27
( 16,014)
3.74
( 16,098)
4.15
( 15,908)
14.45%
10.89%
26.91%
2.67
( 15,965)
2.97
3.39
( 16,086)
3.56
3.99
( 15,903)
4.07
26.91%
17.79%
49.49%
20.04%
14.17%
37.04%
2.28
( 15,977)
2.28
2.96
( 16,085)
2.96
3.55
( 15,906)
3.55
29.77%
20.07%
55.81%
29.77%
20.07%
55.81%
2.69
( 16,014)
2.80
( 15,998)
2.74
3.43
( 16,092)
3.53
( 16,083)
3.48
3.93
( 15,908)
4.09
( 15,901)
4.01
27.84%
14.57%
46.46%
26.25%
15.98%
46.42%
27.03%
15.28%
46.44%
2.57
( 16,009)
3.11
( 16,090)
3.67
( 15,909)
20.88%
18.08%
42.73%
2.49
( 16,022)
3.11
( 16,096)
3.62
( 15,909)
24.97%
16.30%
45.34%
2.53
3.11
3.65
22.89%
17.19%
44.01%
WV Pre-K Child Assessment System
For additional information, contact
Monica DellaMea Harless
Coordinator, Early Childhood Assessment and School
Readiness
WVDE Office of School Readiness
[email protected]
(304) 558-5325
To learn more about the National Institute for Early
Education Research, go to www.nieer.org.