keds toda y

KEDS Todayy

https://www kedsonline org/https://www.kedsonline.org/

Paula Goff, KDE;

Caroline Gooden,

Human Development Institute, UKp ,

© KEDS 2009: Goff & Gooden

Outcomes for todayOutcomes for today

1 Understand the purposes of1. Understand the purposes of KEDS in KY

2. Understand the benefits of f dassessment for my students


AgendaAgenda

KEDSKEDS – History

Guidelines– Guidelines

– Participating programs

H KEDS k– How KEDS works

– Results

Ch ll– Challenges

– =Related Handout documentH


What is KEDS?What is KEDS?

Quality Framework

Quality ImplementationQuality Implementation

Quality Results for Children and Families


Quality Framework:H

Two Major Goals1 Determine the degree to which1. Determine the degree to which

KY’s assessment tools measure students’ progress on the:students progress on the:– KY Early Childhood Standards

Office of Special Education– Office of Special Education Programs (OSEP) Child Outcomes


Quality Framework:Two Major Goals (con’t)

2 Maintain a data system that can2. Maintain a data system that can be used to reliably collect assessment dataassessment data– Across instruments

Across early childhood programs– Across early childhood programs


Kentucky VisionKentucky Vision

“All young children are healthy andAll young children are healthy and safe, possess the foundation that will enable school and personalwill enable school and personal success, and live in strong families that are supported andfamilies that are supported and strengthened within their communities ”communities.

Governor’s Early Childhood Task Force, 1999


KY HistoryKY History


H


Office of Special Education H

Programs (OSEP)3 Child Outcomes for students with3 Child Outcomes for students with IEPs1 Positive social emotional skills1. Positive social‐emotional skills

2. Acquisition and use of knowledge and skillsand skills

3. Use of appropriate behavior to meet needsmeet needs


Office of Special Education Programs (OSEP)

• 5 levels of functioning:5 levels of functioning:E‐maintained age‐appropriate level

D achieved age appropriate levelD‐achieved age‐appropriate level

C‐improved nearer to age‐appropriate peersappropriate peers

B‐some improvement

A no improvementA‐no improvement


5 levels of functioning5 levels of functioning


KEDS MeasurementKEDS Measurement


Some States’ MeasurementSome States Measurement


OSEP Target 1 H

Students who entered below age expectationsStudents who entered below age expectations and who substantially increase their rate of growth by exit:

% = (c) + (d) _

(a) +(b) +(c) +(d) X 100

One example: ‘07‐08 Outcome 1 for exiting 4‐year‐olds with IEPs:y

% = 14.2= .426 = 42.6%

33.3


OSEP Target 2OSEP Target 2 Students functioning within age expectations f g g p

in the outcome area by exit:

% = (d) + (e) X 100

(a)+(b)+ (c)+(d)+ (e)

One example: ‘07 08 Outcome 2 for exiting 4One example: ‘07‐08 Outcome 2 for exiting 4‐year‐olds with IEPs:

% = 78.6 = 78.6%

100


Quality Implementation:Approved Assessments

• Preschool Child Observation • Transdisciplinary Play Based Record (COR)

• Creative Curriculum ☺B i I t f E l

p y yAssessment (TPBA)

• Hawaii Early Learning P fil (HELP)• Brigance Inventory of Early

Development‐II (IED‐II) )☺• Assessment, Evaluation, &

Profile (HELP)• Carolina Curriculum for

Infants and Toddlers and for , ,Programming System (AEPS)

L i A li h t

Preschoolers with Special Needs (CCITSN, CCPSN)

• Learning Accomplishment Profile–3 (LAP–3)☺ • Work Sampling System

(WSS)/WSHS) ☺--------------------------------------------S h l Di t i t Ch i


School District ChoicesEI ChoicesChild Care Choices

☺Head Start Choices

Which Assessment is H

Best?• Select anchor assessmentSelect anchor assessment

– Such as Creative Curriculum, Work Sampling CORSampling, COR

• Select secondary assessment if needed for students with significantneeded for students with significant delays

Such as AEPS CCPSN HELP– Such as AEPS, CCPSN, HELP

– 0‐3 year versions of anchor assessment OK as long as given atassessment OK as long as given at least twice consecutively per student


Which Assessment is H

Best?• Consider appropriate assessmentConsider appropriate assessment for students who are ELL

• Attend TIPP Continuous A T i i fAssessment Training for assistance choosing instrument


Who DoWe Assess?H

Who Do We Assess?• All enrolled students in preschool programs

• All students with IEPs included onAll students with IEPs included on district Dec 1 child count – Regardless of settingRegardless of setting

– Includes children who only receive one service (ex: speech)one service (ex: speech)

• Other students may also be includedincluded – Head Start children without IEPs


KDE: Assessment ChoicesKDE: Assessment Choices


First Steps: Assessment ChoicesFirst Steps: Assessment Choices


Child Care Assessment ChoicesChild Care Assessment Choices


KEDS Data CollectionKEDS Data Collection

Step

Item level

Program‐

Preschool demographic data

assessment data collected from teachersProgram

specific data (KDE, FS, or child care)

imported from IC or other system


Reliability Validity & FidelityReliability, Validity & Fidelity

Step

Check for l f

Districts plan

Districts utilize assessment‐

completeness of data and for accuracy of data entryDistricts plan

for fidelity of assessment

specific measures to improve reliability

entry

reliability


How KEDS works:H

How KEDS works:• Log In Accounts at two

h // k d lLog In Accounts at two levels:– Preschool or POE

https://www.kedsonline.org

Coordinators have access to all students in their districttheir district

– Teachers or Providers have access only to students assigned by coordinator

• Technical Assistance• Technical Assistance provided by KEDS


Student DemographicsStudent DemographicsStudent demographic data imported into KEDS g p p

from Infinite Campus or other data system


KEDS Data CollectionKEDS Data Collection

Incl de child

ONLINE Systems

Obtain Account

Add Patti as administrator

Include child ID# in every account

Obtain Include child Save back up

DISC Systems

approved copy of Disc

ID# in every account

Save back‐up copy

Complete protocol Enter results directly d l

PAPER Systems


Complete protocol in Kedsonline

Students in other SettingsStudents in other Settings– Coordinators enroll Students atCoordinators enroll Students at non‐preschool sites such as

• Head Start, Early Head Start

• Child Development Centers/Child Care

• Itinerant

• Home‐based

– Assessment access• Follow instructions in KEDS Online


Other/Alternate H

Assessments• Other sites may use any of theOther sites may use any of the Kentucky approved assessments– KEDS is designed to allow such– KEDS is designed to allow such flexibility

– Caution! Must still be one of theCaution! Must still be one of the approved data collection methods as well

• Refer to Assessment Tool Modalities


What Phase Are You In?H

What Phase Are You In?

Phase School Year Number of Districts

1 06 07 231 06‐07 232 07‐08 453 08‐09 784 09‐10 1165 10‐11 174


https://www.kedsonline.org/phase‐in‐sites.aspx

Reporting TimelinesH

Reporting TimelinesInfinite

KEDS O li KEDS O liSeason Campus Entry

Deadline

KEDS Online Open

Assessment PeriodKEDS Online Closes for Season

FallBaseline/Entry

September 25 October 1 August – October 1 November 15

SpringExit

March 25 April 15 March 1– April 15 May 15

Late Enrollees(Start after Oct 1)

December 1 October 11 month from date of entry

Jan 15

© KEDS 2009: Goff & GoodenSEE NEW POLICY FOR LATE ENROLLING STUDENTS

Two Year Results:KDE Outcome 1

2006‐07 2007‐08


Two‐Year Results:KDE Outcome 2

2006‐07 2007‐08


Two‐Year Results:KDE Outcome 3

2006‐07 2007‐08


Advantages for ProgramsAdvantages for Programs

• Rich data set‐items benchmarksRich data set items, benchmarks, standards

• Inclusive Standards includes all• Inclusive Standards‐includes all children, all programs birth to five yearsfive years

• Provides quality assessments

• Improves program quality


Advantages for Programs (con’t)

• Consistent with KY’s qualityConsistent with KY s qualityframework

• State level analyses/responsive• State‐level analyses/responsiveto outcomes changes without requiring change by teachersrequiring change by teachers

• Flexibility of choices‐– For assessment instruments

– For modalities of data collection (online, disc, paper)


Advantages for TeachersAdvantages for Teachers

• Builds on best practice forBuilds on best practice for continuous assessment

• Enables thorough knowledge of• Enables thorough knowledge of students

B ild KY d d l d i• Builds on KY standards already in use


Advantages for Teachers (con’t)

• Eliminates extra work forEliminates extra work for teachers in assessing solely for OSEP outcomesOSEP outcomes

• Allows choices‐ best assessments for each child andassessments for each child and program


ChallengesChallenges

• Continuous assessment‐new forContinuous assessment new for some

• Online assessment systems new• Online assessment systems‐new for some

E l i i• Explaining new assessments to families

• Data entry time


Challenges (con’t)Challenges (con t)

• Assessment of children who areAssessment of children who are delayed in only one area

• Assessment tools for children• Assessment tools for children who are functioning below age level of selected toollevel of selected tool

• Reliability of assessment data d dand data entry

• Administrative and planning time


Reporting RequirementsReporting Requirements

• States already report on the 3States already report on the 3 child outcomes for children with IEPsIEPs

• Starting in ‘09‐10, states must also report on the 2 target goalsalso report on the 2 target goals


Reporting Requirements (con’t)

• By 2010‐11 outcome results willBy 2010 11, outcome results will be reported by district on KDE websitewebsite

• Kentucky collects this data forALL Child i– ALL Children in

• Preschool

• First Steps• First Steps

– SOME Children in• Child care programs (pilot)• Child care programs (pilot)

• Head Start (pilot)© KEDS 2009: Goff & Gooden

WebsitesWebsites

• KEDS: https://www kedsonline org/KEDS: https://www.kedsonline.org/

• KDE: www.education.ky.gov/KDE/

k l i d• Kentucky Early Intervention and Division of Child Care: htt // hf k /http://chfs.ky.gov/

• TIPP: www.kentuckypartnership.org/tipp


Handout ResourcesHandout Resources• KEDS Fact Sheet

• KY Early Childhood School Readiness (2)• KY Early Childhood School Readiness (2)

• OSEP Outcome Definitions

OSEP P d S St t t• OSEP Proposed Summary Statements

• Selecting the Most Appropriate Assessment Tool

• KDE KEDS Q&A

• Disability Categories

• Checklist for New Administrators

• Assessment Tool Modalities

• Phase‐in Schedule

• New Policy for Late Enrollees© KEDS 2009: Goff & Gooden

Contact UsContact Us• Paula Goff, KDE 619 and Part CPaula Goff, KDE 619 and Part C [email protected]

• Caroline Gooden, KEDS Project [email protected]

(859) 257‐2081

• Patti Singleton, KEDS Data Coordinatorkeds‐[email protected]

(859) 257‐7423


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