R4K A Partnership to Promote School Readiness Maryland and Ohio Departments of Education Dr. Rolf Grafwallner and Ms. Marcella Franczkowski Maryland State Department of Education Dr. Stephanie Siddens Ohio Department of Education In collaboration with the Johns Hopkins University and WestEd Dr. Jacqueline Nunn Johns Hopkins University Dr. Stanley Rabinowitz WestEd Early Childhood Comprehensive Assessment System Formative Assessments Selected Assessment Items Electronically Delivered to Child Kindergarten Assessment Online Data Capture and Reporting Student Progress Monitoring Online Professional Development Purpose of the Kindergarten Readiness Assessment (KRA) To support and advance children’s early learning and academic achievement. The data collected will be used to: Inform prior education and care stakeholders Identify individual children’s needs and provide necessary supports to children and teachers Assist teachers in data-driven instructional decision making at the child and classroom level Provide families with information about their children’s learning and development : Early Learning Assessment: the Formative Assessments Will be based on research supported learning progressions for children ages 36 through 72 months in V.1.0, and will equip caregivers and teachers to: Develop individual learning profiles and track children’s learning trajectories Individualize learning opportunities and plan for intervention Address Early Child Outcomes for IDEA reporting Ensure that children are on the path for kindergarten readiness Validity, Reliability and Fairness Measured Across 3 Stages Design and Development Implementation Ongoing Evaluation & Research Quantitative and Qualitative Cognitive Interviews Pilot Testing Field Testing Post-Administration Analyses Kindergarten Readiness Assessment Design Two Types of Assessment Processes DOMAINS 36 mo. 42 mo. 48 mo. 54 mo. 60 mo. 63 mo. Social-Foundations Language and Literacy Mathematics Physical Well-Being and Motor Development Formative Assessment: Early Learning Assessment Kindergarten Readiness Assessment Science Social Studies The Arts Formative assessment : Development represents a continuum of changing behaviors Summative “snapshot” of readiness 72 mo. Kindergarten Readiness Assessment Blueprint by Domain Domain Strand Physical Education (1) Physical Developme nt (PD) KEA Code SR PT OR Learning POINTS Progressio n PD.1.1 Demonstrate the ability to use large muscles to perform a variety of physical skills. PD.1.1.A Show fundamental movement by identifying body parts and demonstrating a variety of ways they can move, and demonstrating spatial concepts in movement patterns. 1 2 PD.1.1.B Demonstrate locomotor skills with control, coordination, and balance during active play (e.g., running, hopping, skipping). 1 2 PD.1.1.C Demonstrate coordination in using objects during active play (e.g., throwing, catching, kicking balls, riding tricycle). PD.1.1.D Use non-locomotor skills with control, balance, and coordination during active play (e.g., bending, stretching, and twisting). PD.1.2 Demonstrate the ability to use small muscles to perform fine motor skills in play and learning situations. PD.1.2.A Coordinate the use of hands, fingers, and wrists to manipulate objects and perform tasks requiring precise movements. PD.1.2.B Use classroom and household tools independently with eyehand coordination to carry out activities. 1 2 PD.1.2.C Use a three-finger grasp of dominant hand to hold a writing tool. 1 2 1 2 1 2 1 2 PD.2.1 PD.2.1.A PD.2.1.B Health (2) Standard/Essential Skills and Knowledge PD.2.1.C PD.2.1.D PD.2.2 Coordinati on–Large Motor Coordinati on–Small Motor Demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living, in the home, school, and community. With modeling and support, identify and follow basic safety rules. Identify ways adults help to keep us safe. With modeling and support, identify the consequences of unsafe behavior. Safety and Injury Prevention With modeling and support, demonstrate ability to follow transportation and pedestrian safety rules. Demonstrate personal health and hygiene practices. PD.2.2.A Independently complete personal care tasks (e.g., washing hands before eating and after toileting). PD.2.2.B Follow basic health practices (e.g., covering mouth/nose when coughing/sneezing). Personal Care Tasks Kindergarten Readiness Assessment Design Multiple Measures The assessment features several item types including: Guided recorded observation Performance tasks Selected response items KRA EC-CAS Timeline 2012/2013 CONCEPTUAL DEVELOPMENT 2013 DEVELOPMENT AND PILOT TESTING 2013/2014 FIELD TESTING (State Baseline OH) 2014/2015 FULL IMPLEMENTATION 2011 2015 Professional Development Content Audiences: child care providers, trainers, teachers, school and district administrators Pre-Administration Purpose of the assessments Data security and integrity Communication with parents/stakeholders Administration Use of assessment system for data collection and reporting Understanding of supports and accommodations Importance of fidelity of implementation Post-Administration Analysis and use of the data for program and instructional decision-making Communication of results to stakeholders Monitoring student progress (v. 2.0) Professional Development Delivery Evidence-based and technology supported Train the trainer model Face to face learning PD Quest web-based learning modules Online coaching and technical assistance Professional community of practice Virtual simulator for validation Web-based resources and portal Technology Use in the Kindergarten Assessment Components of the Technology System An Online Reporting System (ORS) provides secure access to teacher dashboards, live data collection, and downloadable resources The Virtual Performance Assessment (VPA) interface provides child-friendly, student access to directassessment Data import, export, and reporting tools; linkages to longitudinal data systems Support for attaching portfolio artifacts to student profiles over time Online, just-in-time Professional Development Technology Use Professional Development Embedded PD recommendations, including direct links to specific, contextual guidance to support assessment delivery and classroom instruction Comprehensive series of online PD modules & resources Use of simulation software to familiarize teachers with the protocols & technology Technology Use Technical Features o o o o o o Web-based (ORS) Tablet-optimized (VPA) Cloud hosted Trans-media Secure and scalable Ongoing data feeds Technology and the K Field Test ORS Wireframes for Field Test Version: Project Contacts Dr. Rolf Grafwallner, Assistant State Superintendent, Division of Early Childhood Development Maryland State Department of Education rgrafwal@msde.state.md.us Marcella Franczkowski Assistant State Superintendent, Division of Special Education/Early Intervention Services Maryland State Department of Education Mfranczkowski@msde.state.md.us Candy Miller, Assessment Specialist, Division of Early Childhood Development Maryland State Department of Education camiller@msde.state.md.us