1. R4K

2. 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 Dr. Jacqueline Nunn Johns Hopkins University Dr. Stanley Rabinowitz WestEd In collaboration with the Johns Hopkins University and WestEd

3. Early Childhood Comprehensive Assessment System Online Professional Development Student Progress Monitoring Selected Assessment Items Electronically Delivered to Child Online Data Capture and Reporting Formative Assessments Kindergarten Assessment

4. Purpose of the Kindergarten Readiness Assessment (KRA)  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 To support and advance children’s early learning and academic achievement. The data collected will be used to:

5. : 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

6. 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

7. Kindergarten Readiness Assessment Design DOMAINS36 mo. 42 mo. 48 mo. 54 mo. 60 mo. 63 mo.72 mo. Social-Foundations Formative Assessment: Early Learning Assessment Kindergarten Readiness Assessment Language and Literacy Mathematics Physical Well-Being and Motor Development Science Social Studies The Arts Formative assessment : Development represents a continuum of changing behaviors Summative “snapshot” of readiness Two Types of Assessment Processes

8. Kindergarten Readiness Assessment Blueprint by Domain DomainStrandKEA CodeStandard/Essential Skills and KnowledgeSRPTORPOINTS Learning Progressio n Physical Developme nt (PD) Physical Education (1) PD.1.1 Demonstrate the ability to use large muscles to perform a variety of physical skills. Coordinati on–Large Motor 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. 12 PD.1.1.B Demonstrate locomotor skills with control, coordination, and balance during active play (e.g., running, hopping, skipping). 12 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. Coordinati on–Small Motor 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 eye- hand coordination to carry out activities. 12 PD.1.2.C Use a three-finger grasp of dominant hand to hold a writing tool. 12 Health (2) PD.2.1 Demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living, in the home, school, and community. Safety and Injury Prevention PD.2.1.A With modeling and support, identify and follow basic safety rules. 12 PD.2.1.BIdentify ways adults help to keep us safe. 12 PD.2.1.C With modeling and support, identify the consequences of unsafe behavior. PD.2.1.D With modeling and support, demonstrate ability to follow transportation and pedestrian safety rules. PD.2.2Demonstrate personal health and hygiene practices. Personal Care Tasks PD.2.2.A Independently complete personal care tasks (e.g., washing hands before eating and after toileting). 12 PD.2.2.B Follow basic health practices (e.g., covering mouth/nose when coughing/sneezing).

9. Kindergarten Readiness Assessment Design The assessment features several item types including:  Guided recorded observation  Performance tasks  Selected response items Multiple Measures

10. 20112015 2012/2013 CONCEPTUAL DEVELOPMENT 2013 DEVELOPMENT AND PILOT TESTING 2013/2014 FIELD TESTING (State Baseline OH) 2014/2015 FULL IMPLEMENTATION KRA EC-CAS Timeline

11. Professional Development Content 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) Audiences: child care providers, trainers, teachers, school and district administrators

13. Professional Development Delivery  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 Evidence-based and technology supported

14. Technology Use in the Kindergarten Assessment  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 direct- assessment  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 Components of the Technology System

15. Technology Use  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 Professional Development

16. Technology Use o Web-based (ORS) o Tablet-optimized (VPA) o Cloud hosted o Trans-media o Secure and scalable o Ongoing data feeds Technical Features

17. Technology and the K Field Test ORS Wireframes for Field Test Version:

21. Project Contacts Dr. Rolf Grafwallner, Assistant State Superintendent, Division of Early Childhood Development Maryland State Department of Education rgrafwal@msde.state.md.us 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