1. Minnesota's Approach to Comprehensive Assessment Megan E. Cox, Ph.D. Principal Leadership Academy January 11, 2016 Minnesota’s Approach to Comprehensive Assessment Megan E. Cox, Ph.D. Principal Leadership Academy January 11, 2016

2. Session Objectives Understand why early learning assessment is important in PreK-3 Review statutory measurement and reporting requirements related to early learning Explore what it means to be “ready for school” in Minnesota Examine available supports for high quality early learning assessment for PreK - 3

3. Why are administrators important in early learning assessment?

4. Minnesota’s Assessment Landscape 2002-2013 Statutory Requirements for Assessment – Birth to Five School Based Preschool Programs – Kindergarten Entry Kindergarten Readiness Assessment – Reading Well By Third Grade Yearly Reporting Minnesota Department of Education - DO NOT COPY

5. World’s Best Workforce (2013-present) 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 Minnesota Department of Education - DO NOT COPY

6. So… ready What does it mean to be “ready”?

7. National Perspective Early childhood historically focused on environmental quality and process quality until system reform efforts redefined how we view children’s learning. – 50 states have early learning standards. – 26 states have a formal definition of school readiness. – 37 states measure children’s readiness at kindergarten entry. Center for Early Education Learning Outcomes, 2014 National Center for Education Statistics, 2013

8. Expectations for Children 1995 NAEYC Position Statement Few states adopt school readiness definition Today States continue ecological perspective and include: – School Readiness definitions – Early Childhood Standards 5 domains – Lack of operational definitions Community Ready School Ready Family Ready Child Ready

9. Standards Parent Information CurriculumAssessment Instructional Practice Teacher Preparation Early Learning Standards (ECIPs) Knowledge and Competency Framework Program Standards (SR Statute, Parent Aware, Head Start standards) The move toward Standards Alignment

10. Minnesota’s Expectations 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

11. Minnesota’s Expectations Ready Schools …Schools must be prepared to support and respond to all children’s individual needs because children arrive at kindergarten with a wide range of experiences and competencies. Ready Teachers …Supporting readiness that is inclusive of children’s’ skills and knowledge at kindergarten entry can inform future program planning and teaching…

12. How does assessment literacy help? Ability to “translate” materials Competency in goals and data

13. Race to the Top – Early Learning Challenge Comprehensive Assessment System – Help early learning programs choose and use assessment tools Revise Kindergarten Readiness Assessment – Allowed for revision – Broadened purpose and goals of the KEA Minnesota Department of Education - DO NOT COPY

14. Supports for Assessment education.state.mn.us14 Introduction to Assessment Online Tool Finder Parent Aware list KEP list Assessment 101 training Acquiring Knowledge & Skills Primer Module Special Topic Modules Tool-Specific Training Coaching 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) Provider / Teacher Competency Level

15. What data are you currently collecting to measure readiness?

16. Kindergarten Entry Profile (KEP) KEP, formerly the School Readiness Study, is a voluntary developmental assessment at kindergarten entrance. KEP includes a menu of standards aligned tools which measure children’s cognitive, social-emotional, language, literacy and physical development. Participating districts choose which tool works best for them. Benefits for participation: Supports teaching and learning process for kindergarten teachers Facilitates measurement of progress on World’s Best Workforce goals FREE subscriptions to online assessment system for kindergarten, including publisher technical assistance and data reporting FREE training for kindergarten teachers and administrators Fosters cross-grade & program transition planning For more information, contact: Megan.Cox@state.mn.usMegan.Cox@state.mn.us

17. What you can use Four tools are included for the Kindergarten Entry Profile – Desired Results Developmental Profile – Formative Assessment System for Teachers – Teaching Strategies Gold – MN Work Sampling System

18. Relating this to WBWF Goal #1 No statewide data sources are available for early learning – Example goals are available for existing data – MDE supports are available Goals may be based on requirements from statute and our expectations – Children are five by September 1 st – Children are screened – Children are immunized How many children meeting expectations?

19. What about measuring expectations? WBWF Goals may also include assessment data: – Multi-domain assessments that measure academic and non-academic skills – Assessments that have evidence of validity – Assessments that occur over time & include families

20. How we arrived at a menu: Explored claims using Testing Standards (2014) Explored technical adequacy of early learning assessments Conducted validation studies on a menu of instruments Narrowed the menu to the highest performing assessments

21. same tools Can you use the same tools across kindergarten and early learning settings?

22. Some considerations when choosing tools to measure Goal #1 Performance assessments vs. standardized tests Relative vs. absolute scores Internal consistency of the tool Data collection and teacher knowledge Use of scores

23. What does this mean for expectations and Goal #1? All tools on the approved menu are aligned to standards All tools can be used across grades/ages Each tool has scoring criteria and reliability expectations

24. What about an assessment “system”? Program Assessment Administration & Supports Process Classroom Assessment InteractionsEnvironment Child Assessment Multiple measuresTeaching and Learning

25. What does high quality early learning assessment “look like”? Good Classroom TeachingMultiple Experiences

26. MDE Recap of Resources Choose a tooltool Assessment Trainers AvailableAvailable Modules available for special populations Modules Participate in Kindergarten Entry Profile Standard setting process begins Fall 2015 Assessment Data Templates coming Spring 2016

27. How else can MDE help you?

28. MEGAN.COX@STATE.MN.US