Minnesotas School Readiness Study Developmental Assessment at Kindergarten

Minnesota’s School Readiness Study Developmental Assessment at Kindergarten Entrance 1

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. 2

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 3

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 4

Assessing Young Children Young children develop and grow along a continuum and with great variability This fact highlights the importance of using authentic assessment: 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 5

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 6

Kindergarten Entrance What must a child be or do in Minnesota in order to enter Kindergarten? According to statute: Must be 5 years old on September 1 st of the current year Must have received Early Childhood Screening Must be up to date on immunizations 7

What is the purpose of the Study? To inform state level policy decisions 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. 8

Legislative Authority 2006 Minnesota Legislative Authority to implement with the Fall 2006 kindergarten cohort (Minn. Stat. 124 D. 162) Parameters Ten percent of entering kindergartners (approximately 6, 000 students) Annual Report to the legislature 9

Current Report http: //www. education. state. mn. us/MDE/Stu. Suc/Early. Le arn/Sch. Readi. K/index. html 10

State Results– Fall 2010 Domain/Result Physical Development Proficient 70% The Arts 56% Personal & Social Development 56% Language & Literacy 59% Mathematical Thinking 52% 11

State results over the years 12

2010 Cohort 60 percent overall reached the 75 percent standard 13

Comments & Questions For further information, contact: Eileen. Nelson@state. mn. us Amanda. Varley@state. mn. us Avisia. Whiteman@state. mn. us

Training Teachers to Implement the Work Sampling System: Statewide Models and Plans Dr. Melissa Shamblott Pearson Assessment June 27, 2012 CCSSO

Minnesota’s Kindergarten Readiness Study Work Sampling Training Model In–person Training Recorded Training Orientation Training Expert Technical Support Calls

Minnesota: Expert Technical Support Calls Provide support to teachers Refresh understanding and knowledge of Work Sampling Expand observation, documentation, and evaluation skill set Clarify procedures and timelines

Work Sampling Training Models 2 -day Teacher Training Administrator Training Train-the-Trainer (TOT) Work Sampling Online Training Webinars

NYC: Work Sampling Training Citywide option for P 3 -grade 3 TOT model (Approx 50 trained) Parallel Administrator track In-person teacher training (4 -part series) Recorded series for teachers, administrators, and assistant teachers Work Sampling Online after 1 st year

Pennsylvania: Work Sampling Training Statewide option for all programs serving children Birthage 5 Ounce Scale and Work Sampling Online TOT model (Approx 250 trained) Administrator webinar training Regional teacher training

Georgia: Work Sampling Training Statewide implementation for all 4 -years olds in Bright Start Program Initial teacher training done through Georgia State University TOT Model Follow up and Work Sampling Online training done through University and regional coaches/mentors/trainers Webinar Wednesdays

Key Factors for Success Identify assessment needs and purpose Create a single training design and materials Use a system-wide implementation plan Teach all 3 elements of the tool Work with Work Sampling National Faculty Network within and across programs and grade levels