Minnesota’s School Readiness Study 1 Developmental Assessment at Kindergarten Entrance

 If a child starts school developmentally behind it is increasingly more difficult for the child to reach grade level expectations.  Research shows a critical relationship between early childhood experiences and later academic success. 2 What does early childhood research say?

 Readiness in the Child  School’s readiness for children  Family and community supports and services that contribute to children’s readiness 3 What is School Readiness?

 The skills, knowledge, behaviors and accomplishments that children know and can do as they enter school.  Physical well-being and motor development  Social and emotional development  Approaches to learning  Language development  Cognition and general knowledge  Creativity and the arts 4 Minnesota’s Definition of School Readiness

 Young children develop and grow along a continuum and with great variability  This fact highlights the importance of using authentic assessment:  Fair to all children  Uses familiar tasks  Conducted in familiar settings  Based on multiple sources  Continuous and ongoing to show progress  Assessment aligned with Minnesota’s Early Learning Standards and K-12 Standards 5 Assessing Young Children

 Standards based observational assessment  Three Ratings  Proficient- reliably demonstrates the skills, knowledge or behaviors  In Process- demonstrates the skills, knowledge or behaviors intermittently, not consistently  Not Yet- has not begun to demonstrate the skills, knowledge or behaviors 6 Work Sampling System

 What must a child be or do in Minnesota in order to enter Kindergarten?  According to statute:  Must be 5 years old on September 1 st of the current year  Must have received Early Childhood Screening  Must be up to date on immunizations 7 KindergartenEntrance

 To inform state level policy decisions  To have the results used in a manner that promotes children’s learning and development by improving early childhood programs and services up to Grade 3. 8 What is the purpose of the Study?

 2006 Minnesota Legislative Authority to implement with the Fall 2006 kindergarten cohort (Minn. Stat. 124D.162)  Parameters  Ten percent of entering kindergartners (approximately 6,000 students)  Annual  Report to the legislature 9 Legislative Authority

arn/SchReadiK/index.html 10 Current Report

11 State Results– Fall 2010 Domain/ResultProficient Physical Development70% The Arts56% Personal & Social Development 56% Language & Literacy59% Mathematical Thinking52%

12 State results over the years

60 percent overall reached the 75 percent standard Cohort

For further information, contact: Comments & Questions

Training Teachers to Implement the Work Sampling System: Statewide Models and Plans Dr. Melissa Shamblott Pearson Assessment June 27, 2012 CCSSO

Minnesota’s Kindergarten Readiness Study Work Sampling Training Model  In – person Training  Recorded Training  Orientation Training  Expert Technical Support Calls

Minnesota: Expert Technical Support Calls  Provide support to teachers  Refresh understanding and knowledge of Work Sampling  Expand observation, documentation, and evaluation skill set  Clarify procedures and timelines

Work Sampling Training Models  2-day Teacher Training  Administrator Training  Train-the-Trainer (TOT)  Work Sampling Online Training  Webinars

NYC: Work Sampling Training  Citywide option for P3-grade 3  TOT model (Approx 50 trained)  Parallel Administrator track  In-person teacher training (4-part series)  Recorded series for teachers, administrators, and assistant teachers  Work Sampling Online after 1 st year

Pennsylvania: Work Sampling Training  Statewide option for all programs serving children Birth- age 5  Ounce Scale and Work Sampling Online  TOT model (Approx 250 trained)  Administrator webinar training  Regional teacher training

Georgia: Work Sampling Training  Statewide implementation for all 4-years olds in Bright Start Program  Initial teacher training done through Georgia State University  TOT Model  Follow up and Work Sampling Online training done through University and regional coaches/mentors/trainers  Webinar Wednesdays

Key Factors for Success  Identify assessment needs and purpose  Create a single training design and materials  Use a system-wide implementation plan  Teach all 3 elements of the tool  Work with Work Sampling National Faculty  Network within and across programs and grade levels