maryland public schools: #1 in the nation again in 2012 kindergarten entry assessment as the fulcrum...
TRANSCRIPT
Maryland Public Schools: #1 in the Nation AGAIN in 2012
Building an Integrated System to Link Early
Childhood Assessment with K-12
Kindergarten Entry Assessment as the Fulcrum of the Birth-Grade 3 Continuum
NGA – Policy Institute
Arlington, VA
May 9-10, 2012
State Level Governance Structure
Governor’s Office
Governor’s Office of Children(GOC)
Children’s Cabinet
(Chair: Executive Director, GOC)
(Education, Health, Juvenile Justice, Welfare, Aging, Disabilities)
Maryland State Board of Education
Maryland Early Childhood Advisory Council
(Chair: State Superintendent of Schools)
Total - 371,956◦ Male - 192,056 (52%)◦ Female - 179,900 (48%)
Children Under 5 Years of Age
POVERTY BY RACE/ETHNICITY, Children Under 5 At or above
Poverty Level
Below Poverty
Level
Below Poverty
Level (%)
White 182,627 14,845 7%
Black or African American 88,342 22,106 20%
Hispanic or Latino 41,166 7,473 15%
Asian 18,134 1,055 5%
Some other Race Alone 15,379 2,213 12%
Two or More Races 18,185 3,248 15%
DEMOGRAPHICS # %
Total Number of Children Under Age 5 371,956
White Alone 199,102 54%
Black or African American Alone 112,953 30%
American Indian and Alaska Native Alone 1,080 0%
Asian Alone 19,226 5%
Some other Race Alone 17,762 4%
Two or More Races 21,796 5%
SPECIAL POPULATIONS Number %
Hispanic or Latino 49,696 12%
Infants/Toddlers 13,801 4%
Preschool Special Education 12,203 3%
Source: U.S. Census Bureau, 2008 American Community Survey 1-Year Estimates
Assessment
Instructional Practice
Professional Development
Family Communication
Coordination among EC Programs
Framework and Standards
(Prek and K)
Maryland Model for School Readiness (MMSR)
All kindergarten teachers complete summative first quarter assessment on all kindergarten students (electronic format)
30 WSS indicators across 7 domains Use of MSDE assessment guidelines (Fall
Entry Exemplars) Use of portfolio assessment strategies,
including work samples and observed documentation of learning
MMSR Kindergarten Assessment
Teachers use formative assessment information for monitoring progress of learning
Teachers use summative information for individualized instruction, grouping, parent-teacher conferences, completion of report card
Teachers submit only first quarter reports to MSDE
Teachers continue assessment throughout the year to meet local reporting requirements (i.e., local K report card)
Use of MMSR K Information
MSDE does the following:◦ collects first quarter reports from all K teachers◦ merges enrollment and demographic data with
assessment information◦ creates data flat file on all students◦ analyzes data according to MMSR K Assessment
construct◦ verifies data and conducts reliability analyses◦ issues annual report and disseminates to LEA’s,
policymakers, and early childhood community
MMSR K Assessment
Summary of Findings◦ MMSR performance predicted later MSA Math
performance at 3rd, 4th, and 5th grade (for the whole population as well as for all subgroups)
◦ MMSR performance predicted later MSA Reading performance at 3rd, 4th, and 5th grade
◦ Comparisons across income groups found: Non-FARMS students who were Advanced on the
MMSR later scored Advanced on both the Reading and Math MSA.
FARMS students who were Basic on the MMSR later scored Basic on both the Reading and Math MSA.
K Assessment as a Predictor for School Achievement
MMSR K Language & Literacy and MSA Reading (2001-02 Cohort)
N 4,570 15,840 14,094K Mathematical Thinking Developing Approaching Fully Ready
0
10
20
30
40
50
60
3rd Grade Reading MSA
Basic Proficient Advanced
MMSR K Mathematical Thinking and MSA Math (Cohort 2001-02)
N 4,570 15,840 14,094K Mathematical Thinking Developing Approaching Fully Ready
0
10
20
30
40
50
60
3rd Grade Math MSA
Basic Proficient Advanced
Full-day kindergarten (2007) Prekindergarten for all “economically
disadvantaged four-year olds” Licensed programs (centers and family
child care, nursery schools, and Head Start)
Maryland Infants and Toddlers and Preschool Special Education
Family Support Centers (Birth to 3 years)
Direct Services under MSDE
Early Learning Framework and Program Standards◦ Program standards and early childhood accreditation◦ Early learning standards (Prek–8 State Curriculum and Healthy
Beginnings: Birth-3) and early childhood curriculum project. (Common Core Standards in 2013)
Workforce Development◦ Prekindergarten and NIEER Quality Standards (in regulation)◦ Child care credentialing (career ladder, bonus, training and scholarships)◦ Maryland Model for School Readiness (MMSR) – Professional Development◦ Improved Training Approval Process
Health and Child Development◦ Early Childhood Mental Health Consultation◦ Homevisiting (Healthy Families and Parents as Teachers)
Continuous Program Improvement◦ Quality Rating and Improvement (Maryland EXCELS)◦ Child Care Resource and Referral (EC Breakthrough Center)◦ Early childhood accreditation (state and national)
Birth – 3rd Grade Models ◦ Judy Center Partnerships
Quality Improvement Initiatives
Enhancing Maryland’s Administrative and
Educational Data SystemsMMSR
Kindergarten Readiness Data(All children entering
Kindergarten)
MSDE Licensing/Credentialing
Dataset
Early Childhood Data Warehouse/MLDS
Resource & Referral
Data
Head Start Data
Subsidy Dataset(all children paid in at least
one month during the 12 months preceding entry
into Kindergarten)
Accredited Providers
Pre-K Enrollment
Data
CCATS
Maryland’s Early Childhood Accountability
• Data management• Research• Program improvement• Interagency planning • Policy analysis
MMSR Kindergarten
Assessment Data(2001-2011)
LEA’s (Master Plan
planning process)
Legislature(Budget analysis)
Ready at Five(Disseminate to local teachers for strategic planning, including Local Management
Board)
Research (Child Care
Cooperative Research Agreement)
EnhancedAdmin Data
Governor’s Management for
Results(Performance analysis by
Dept. of Budget and Management)
MSDE (Planning
process and dissemination)
Longitudinal Data
Study(K-12 Link)
K Teacher
s(Classroom
use and diagnostic
tool)
Early care and
education providers
(Align programs to meet readiness
outcomes)
Judy Centers(RBA planning process,
needs assessment)
Framing the issue of school readiness
Access to quality for all children (school readiness gap)
Research in early childhood assessments
Dedicated funding
Challenges for KEAs
Visit Our Web-Site at:
http://www.marylandpublicschools.org
For More Information
Division of Early Childhood Development
Rolf Grafwallner, Ph.D.Asst. State SuperintendentDivision of Early Childhood