1. Katherine Edwards Minnesota’s Kindergarten Entry Profile Pilot Results

2. Background on Minnesota’s Assessment History Discuss Context of Race to the Top – Early Learning Challenge Outline Minnesota’s KEA Revision Design Review Results of Pilots Overview

3. Statutory Requirements for Assessment – Birth to Five School Based Preschool Programs – Kindergarten Entry Kindergarten Readiness Assessment – Reading Well By Third Grade Yearly Reporting Minnesota’s Assessment Landscape 2002-2013

4. Five Broad Goals – All children ready for school – Closing achievement gap – All children reading on grade level at third grade – High school graduation – College and career ready World’s Best Workforce (2013-present)

5. Ready Children: According to Minnesota statute, a child is ready for kindergarten when he/she: Is at least 5 years of age by September 1 st of the child’s enrollment year (120A.20) Has received early childhood screening (121A.17) Has received medically acceptable immunizations (121A.15) Explicit link to statute Explicit link to standards Inclusive of all learners Minnesota’s Expectations

6. Standards Parent Information CurriculumAssessment Instructional Practice Teacher Preparation Early Learning Standards (ECIPs) Knowledge and Competency Framework Program Standards (School Readiness Program and Parent Aware: Minnesota’s QRIS) Move Towards Standards Alignment

7. Minnesota’s Early Childhood Standards – Called the Early Childhood Indicators of Progress (ECIPs) – Have 6 domains Language, Literacy, and Communication Social Emotional Cognitive Approaches to Learning Physical Art

8. Revise Kindergarten Readiness Assessment – Allowed for revision – Broadened purpose and goals of the KEA Comprehensive Assessment System – Help early learning programs choose and use assessment tools Race to the Top – Early Learning Challenge

9. Introduction to Assessment Online needs assessment Parent Aware list School Readiness Study list Assessment 101 training Acquiring Knowledge & Skills Primer Module Special Topic Modules Tool-Specific Training RBPD protocol Continuous Improvement of Skills Quality Assessment Groups Coaching Conversations Data analysis templates Aligning World's Best Workforce Standards Alignment Defintions Tailored Initiative Supports Data Entry Planning (targeted) EC Provider Competency Level Supports for Assessment

10. Minnesota’s KEA 2.0

11. Nominate Phase 1 Phase 2 Two goals – Refocus energy to classroom practice – Focus on standards Empirical equivalence to standards – Using both early learning and K standards Two broad phases – Phase 1 – alignment – Phase 2 – assessment equivalency The KEA pilot

12. Tools can be piloted and re-piloted Pilot Phases

13. How do we know what we are measuring? Phase 1 Results

14. – Beginning Kindergarten Assessment – Brigance Inventory of Early Development – Desired Results Developmental Profile – Early Learning Scale – Teaching Strategies Gold – Work Sampling System – Formative Assessment System for Teachers* Tools tested

15. The pilot process works to identify alignment to standards The process is replicable Kindergarten teachers need additional supports to implement Administrators need additional supports to alleviate testing burden Phase 1 Take Homes

16. Claims & Proposed Uses Desired Results Developmental Profile (DRDP) Formative Assessment System for Teachers (FAST) Teaching Strategies Gold (GOLD) Work Sampling System (WSS) Domains represent basic components of early development in assessment domains Strong Provides information of school readiness or future school performance NoneModerate N/A Domains and items are research basedN/AStrong Supports instructional planning (formative uses)None Supports communication with parentsNoneN/ANoneModerate Supports program evaluation purposesN/A ModerateNone Items are sensitive to diverse populations; minimizing potential bias N/A Moderate Supports development of interventionsN/AWeak/NoneWeakNone Supports Teacher professional developmentNoneN/A Provides school/district leadership with policy related information NoneN/A Alignment Studies re: CCSSYes Alignment Studies re: MN State StandardsN/AYes N/A The Claims

17. Forms of Evidence for Technical Adequacy Desired Results Developmental Profile (DRDP) Formative Assessment System for Teachers (FAST) Teaching Strategies Gold (GOLD) Work Sampling System (WSS) Teachers document or collect classroom-based work or evidence Yes Internal consistencyPartialYes Stability (test-retest) Reported time delay NoPartialNo Inter-rater consistency or agreementNoPartialYesNo Item or Score Functioning across subgroupsNo Yes Internal StructureYesNoYesNo Correlations with Concurrent CriterionYes Norming sample sizesNone 250 (benchmarking) 3000None Location of SamplesCA Two Midwest states National Unknown Criterion-Referenced or Norm-ReferencedCRCR & NRCR The Evidence

18. GOLDDRDPFASTWSS-MN Social Emotional19/19 7/19 Approaches to Learning 12/129/1211/124/12 Language/ Literacy21/21 16/2113/21 Creativity/ Arts6/71/77/7 Cognitive27/2823/28 4/28 Physical11/110/1110/115/11 TOTAL Indicators96738640 Percent Coverage98% 74% 88% 41% The Standards Coverage

19. ToolFit Determination Fit Index TLI RMSEA Number of Factors DRDPReasonable Fit.94.134 FASTAcceptable fit.91.098 GoldGood fit.96.086 WSS-MNGood fit.99.066 The Fit

20. Language or Lang/Lit Approaches to Learning Social- Emotional CognitivePhysicalArts DRDP.93 N/A.91.87 N/A FAST.92.90.92.88.73.82 Gold.96 N/A.93.98.90 N/A Work Sampling.96 N/A.98.95.88.95 Internal Consistency

21. Cognitive Approaches to Learning Phase 1 results- Relative Difficulty DRDP

22. Cognitive Language, Literacy, and Communication Phase 1 results- Relative Difficulty TS GOLD

23. Phase 1 results- Relative Difficulty WSS

24. CognitiveLanguage, Literacy, and Communication Phase 1 Replication – Relative Difficulty FAST

25. How do the tools relate to one another? Phase 2 Results

26. The DRDP is relatively more difficult than Work Sampling, Gold, and FAST FAST tends to assess a more narrow range of ability The tools do show a relation to one another The tools distinguish differences between subgroups Teachers and Administrators need support on how to interpret results and create actionable plans Phase 2 Take Homes

27. .5-1.5 -.5 1.5 2.5 3.5 -2.5 -3.5 4.5 5.5 112233 445566 DRDP 0011 223344 CCOO N NSS FAST 0 GOLD 0 1 1 2233 445566 77 8 8 WSS 1 1 2 233 C is Concepts of Print O is Onset Sounds N is Letter Naming S is Letter Sounds Language, Literacy, and Communication Map of Rating Scale Points

28. 2 -2 0 46 8 -4 -6 10 11223344 5566 DRDP FAST GOLD WSS 0011332244 001122 3344 55 6 677 88 112233 Social Emotional Map of Rating Scale Points

29. Consensus on items and measures Rolling enrollment and supports for use – Easier planning for districtwide PD Managing expectations – Lower proficiency than in earlier studies Report in 2017 Next Steps

30. QUESTIONS?