Building a Strong Foundation for School Success: Kentucky’s Early Childhood Standards and Assessment Systems Overview of the Development Process Beth Rous, Ed.D. University of Kentucky Interdisciplinary Human Development Institute

History and Context 1999  Establishment of Governor's Office of Early Childhood Development (GOECD)  Development of 20-year Plan 2000  Passage of Early Childhood Development Reform Legislation  Funded through 25% Phase I Tobacco Settlement Money  Establishment of Early Childhood Authority  Establishment of Workgroups - Plan Development and Implementation Recommendations 2003 – Established Division for Early Childhood Development in Department of Education

The Vision For Kentucky All young children in Kentucky are healthy and safe, possess the foundation that will enable school and personal success, and live in strong families that are supported and strengthened within their communities.

The Mission The future strength of the Commonwealth of Kentucky depends upon the healthy development of our youngest citizens. Therefore, this initiative will build upon existing resources, foster public-private partnerships, insure collaborative planning and implementation, and mobilize communities to:  support and strengthen families,  assure that all children grow and develop to their full potential,  provide high quality, accessible, affordable early care and education options, and  promote public awareness of the importance of the first years for the well-being of all Kentucky's citizens.

Kentucky Early Childhood System Coordination Support Structure Evaluation Assuring Maternal and Child Health Supporting Families Enhancing Early Care and Education Child Care Head Start Preschool First Steps HANDS Newborn Screening Substance Abuse Mental Health

Measuring Outcomes in Kentucky Four Key Dimensions Improved Child & Family Outcomes State Environ- mental PersonnelChild

Why Develop a State Standards, Outcomes and Indicators Framework Tool for bringing state government and community leaders together to make investments in children and families Greater accountability for results Enable policy makers to track results, monitor trends, and make better policy decisions

The Development Approach Development of Topic Specific Workgroups  Representative from Regional TA agencies, Head Start, Public Schools, Child Care, IHE, Early Intervention, State Agencies Chair (Community) and Liaison (KIDS Now) Monthly – Day Long Meetings  Homework Assignments Specific Timelines Provided General Parameters and Guidelines Set  Negotiable vs. Non-Negotiable

Development & Validation Process Work Groups Develop Recommendations Writing Team Work Group Review State Agency Representative Review Kentucky Field Review

Development & Validation, cont. National Expert Review Final Revisions State Approval Process Roll Out and Training Web-site Availability

Overarching Principles All recommendations and materials should be designed to:  be used by all programs and all children, including those who have special needs, those from culturally diverse backgrounds, children who are at-risk (economically and developmentally), and those who are typically developing.

Overarching Principles, cont. All recommendations and materials should be designed to:  be comprehensive and provide background information about the appropriate use of the document.  include information related to how the recommendations and materials fit into other components of the system  include information on how professionals can evaluate their own professional goals and competencies.

The Final Products

Introduction Overview Birth-to-Three Three-and-Four Appendix

Components Addressed Standards Benchmarks Developmental Continuum Examples

Linkages Across Standards Communication Cognitive Social Emotional Motor Creative Expression Birth to Three Language Arts Mathematics Science Health Education Physical Education Three and Four Social Studies Arts and Humanities Kentucky Program of Studies Standards for K-12 Head Start Outcomes OSEP Child Outcomes through GSEG Pilot

Communication Cognitive Social Emotional Motor Creative Expression Birth to Three Language Arts Mathematics Science Health Education Physical Education Three and Four Social Studies Arts and Humanities Observing, Listening, Speaking, Reading, Writing Environmental Awareness, Memory, Concept Development, Problem Solving Gross and Fine Motor, Coordination, Physical Health and Self Care Key Components Covered Trust, Sense of Self, Social Relationships, Initiative, and Self Care Music, Drama, Visual Arts, Dance

Introduction Overview Screening Diagnostic Classroom/ Instructional Program Evaluation Professional Development Appendix

Features of the Guide Presents a universally designed continuous assessment process.  appropriate for all programs and all children Background information about the appropriate use and need for continuous assessments. Tool for matching program goals with assessment procedures and instruments that will help the program meet those goals.

Features of the Guide Tools to ensure that assessment procedures provide information about how well children are meeting the early childhood standards. Information to help professionals evaluate their current assessment procedures and make appropriate changes based on curriculum and program goals.

Sample Crosswalk Early Childhood Standards and Benchmarks Crosswalk Items Cognitive Standard 1: Explores the environment and retains information Benchmark 1.1: Demonstrates curiosity in the environment Cognitive Development V. Exploration and Problem Solving: Baby Discoveries Pay attention to what is happening in the environment. Attend to what is happening in the environment. Show understanding of things in the environment during exploration. Gain new understanding while exploring the environment. Cognitive Development V. Exploration and Problem Solving: Toddler Discoveries Explore the environment and learn how things work. Explore new ways to do things and show beginning understanding of concepts such as color, size, matching, and weight. Explore and understand in more detailed and abstract ways. Benchmark 1.2: Responds to the environment Cognitive Development V. Exploration and Problem Solving: Baby Discoveries Pay attention to what is happening in the environment. Make things happen. Make expected things happen. Use toys and other objects with a purpose. Cognitive Development V. Exploration and Problem Solving: Toddler Discoveries Expect specific results when playing with toys and other objects. Begin to understand consequences when re-creating familiar events and following routines. Show ability to figure things out.

Standards Matrix - Birth to 3 AssessmentCommunicationSocial EmotionalCreative Expression Benchmark AEPS Brigance Carolina COR Creative Curriculum E LAP HELP

Parent Guide to the Standards

Organization of the Document 2 Versions  Birth to Three  Three and Four Standard with an interpretive statement “What does it mean?”  Examples of child behaviors that illustrate the standard “What are some things you can do?”  Samples of ideas and ways to interact with your child with a focus on daily routines Developmental Continua and Benchmarks are not stated explicitly in the parent version but can be used as a resource for professionals working with parents

KY GSEG Early Childhood Outcomes Initiative Two Major Goals Pilot the Standards and Continuous Assessment Guide to Gather Data on:  How children with disabilities fit into the framework?  What supports will be needed to implement in programs state-wide Pilot the National Early Childhood Outcomes for Part C and Preschool

Pilot Sites Public School Early Childhood Center  Preschool and Kindergarten Private Non-Profit Early Childhood Program  6 weeks to 5 years  Child care, Head Start Partner Early Intervention Private Provider Agency Based Early Intervention Provider