kindergarten entry assessment as the fulcrum of the birth-to-3rd grade continuum may 2012 as the...
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Kindergarten Entry Kindergarten Entry AssessmentAssessment
Kindergarten Entry Kindergarten Entry AssessmentAssessment
as the fulcrum of the birth-to-3rd grade continuum
May 2012
as the fulcrum of the birth-to-3rd grade continuum
May 2012
CT’s Legislative Mandate
2007
CT’s Legislative Mandate
2007Within available appropriations, the Commissioner
of Education shall, not later than October 1, 2007,
develop and implement a state-wide
developmentally appropriate kindergarten
assessment tool that measures a child’s
preparedness for kindergarten, but shall not be
used as a measurement tool for program
accountability...
Within available appropriations, the Commissioner
of Education shall, not later than October 1, 2007,
develop and implement a state-wide
developmentally appropriate kindergarten
assessment tool that measures a child’s
preparedness for kindergarten, but shall not be
used as a measurement tool for program
accountability...
Why the mandate?Why the mandate?
To collect statewide baseline data on children's “readiness” for kindergarten.
As a potential way to evaluate the state’s investment in preschool.
To collect statewide baseline data on children's “readiness” for kindergarten.
As a potential way to evaluate the state’s investment in preschool.
The PurposeThe Purpose
The fall Kindergarten Entrance Inventory was developed to provide kindergarten teachers, administrators and other stakeholders with aggregated information about the level of skills and behaviors that students exhibit at the beginning of kindergarten.
The fall Kindergarten Entrance Inventory was developed to provide kindergarten teachers, administrators and other stakeholders with aggregated information about the level of skills and behaviors that students exhibit at the beginning of kindergarten.
Issues for the CT State Department of Education
Issues for the CT State Department of Education
An unfunded mandate
Direct assessments of young children are expensive, therefore, ratings will be completed by kindergarten teachers
Evaluations should cover all domains of development (not just literacy and numeracy)
Length of the instrument (e.g. number of items, detail of ratings)
An unfunded mandate
Direct assessments of young children are expensive, therefore, ratings will be completed by kindergarten teachers
Evaluations should cover all domains of development (not just literacy and numeracy)
Length of the instrument (e.g. number of items, detail of ratings)
Mandate to PolicyMandate to Policy
MANDATEMANDATE POLICYPOLICY
Developmentally
appropriate
kindergarten
assessment tool that
measures a child’s
preparedness for
kindergarten
Developmentally
appropriate
kindergarten
assessment tool that
measures a child’s
preparedness for
kindergarten
A state-wide snapshot
of the skills and
behaviors students
demonstrate based on
teachers’ observations,
at the beginning of the
kindergarten year
A state-wide snapshot
of the skills and
behaviors students
demonstrate based on
teachers’ observations,
at the beginning of the
kindergarten year
What has CT learned?What has CT learned?
Teachers can form accurate judgments of students knowledge and skills at the start of the kindergarten year.
Teacher judgments at the start of the kindergarten year are related to academic performance in later grade.*
-- Higher ratings at the domain level are related to higher levels of proficiency in each of the CMT domains.
Teachers can form accurate judgments of students knowledge and skills at the start of the kindergarten year.
Teacher judgments at the start of the kindergarten year are related to academic performance in later grade.*
-- Higher ratings at the domain level are related to higher levels of proficiency in each of the CMT domains.
*note-KEI not to be used as a predictive measure*note-KEI not to be used as a predictive measure
What has CT learned?What has CT learned?
Teacher rating at the skills level is easier than at the domain level.
More detailed indicators provide more information about students.
Teacher rating at the skills level is easier than at the domain level.
More detailed indicators provide more information about students.
CT’s PlanCT’s Plan
New birth to age 5 Early Learning and
Development Standards and Crosswalks -
Fall 2012
New birth to age 5 Early Learning and
Development Standards and Crosswalks -
Fall 2012Revise KEI (2014)
Develop supporting documents for
teachers, families and communities
Revise KEI (2014)
Develop supporting documents for
teachers, families and communities
Public outreach campaign
Professional development
Public outreach campaign
Professional development
Early Learning Assessment Framework
Early Learning Assessment Framework
Authentic assessment tool (relying on observation and documentation)
Birth to age 5
Aligned with the revised KEI
Authentic assessment tool (relying on observation and documentation)
Birth to age 5
Aligned with the revised KEI
Early Learning Strategies ManualEarly Learning Strategies Manual
Resources/strategies specific to high needs populations
Selections designed for a variety of populations including:
Family and home care settings
Professionals who support families (physicians, home visitors, etc.)
Detailed strategies for program based settings
Resources/strategies specific to high needs populations
Selections designed for a variety of populations including:
Family and home care settings
Professionals who support families (physicians, home visitors, etc.)
Detailed strategies for program based settings
Outreach CampaignOutreach Campaign
Promoting positive outcomes for young children is everybody’s responsibility.
What do these Early Learning and Development Standards mean for me?
Promoting positive outcomes for young children is everybody’s responsibility.
What do these Early Learning and Development Standards mean for me?
Striking a BalanceStriking a Balance
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