Kindergarten Entry Kindergarten Entry AssessmentAssessment

Kindergarten Entry Kindergarten Entry AssessmentAssessment

as the fulcrum of the birth-to-3rd grade continuum

May 2012

as the fulcrum of the birth-to-3rd grade continuum

May 2012

CT’s Legislative Mandate

2007

CT’s Legislative Mandate

2007Within available appropriations, the Commissioner

of Education shall, not later than October 1, 2007,

develop and implement a state-wide

developmentally appropriate kindergarten

assessment tool that measures a child’s

preparedness for kindergarten, but shall not be

used as a measurement tool for program

accountability...

Within available appropriations, the Commissioner

of Education shall, not later than October 1, 2007,

develop and implement a state-wide

developmentally appropriate kindergarten

assessment tool that measures a child’s

preparedness for kindergarten, but shall not be

used as a measurement tool for program

accountability...

Why the mandate?Why the mandate?

To collect statewide baseline data on children's “readiness” for kindergarten.

As a potential way to evaluate the state’s investment in preschool.

To collect statewide baseline data on children's “readiness” for kindergarten.

As a potential way to evaluate the state’s investment in preschool.

The PurposeThe Purpose

The fall Kindergarten Entrance Inventory was developed to provide kindergarten teachers, administrators and other stakeholders with aggregated information about the level of skills and behaviors that students exhibit at the beginning of kindergarten.

The fall Kindergarten Entrance Inventory was developed to provide kindergarten teachers, administrators and other stakeholders with aggregated information about the level of skills and behaviors that students exhibit at the beginning of kindergarten.

Issues for the CT State Department of Education

Issues for the CT State Department of Education

An unfunded mandate

Direct assessments of young children are expensive, therefore, ratings will be completed by kindergarten teachers

Evaluations should cover all domains of development (not just literacy and numeracy)

Length of the instrument (e.g. number of items, detail of ratings)

An unfunded mandate

Direct assessments of young children are expensive, therefore, ratings will be completed by kindergarten teachers

Evaluations should cover all domains of development (not just literacy and numeracy)

Length of the instrument (e.g. number of items, detail of ratings)

Mandate to PolicyMandate to Policy

MANDATEMANDATE POLICYPOLICY

Developmentally

appropriate

kindergarten

assessment tool that

measures a child’s

preparedness for

kindergarten

Developmentally

appropriate

kindergarten

assessment tool that

measures a child’s

preparedness for

kindergarten

A state-wide snapshot

of the skills and

behaviors students

demonstrate based on

teachers’ observations,

at the beginning of the

kindergarten year

A state-wide snapshot

of the skills and

behaviors students

demonstrate based on

teachers’ observations,

at the beginning of the

kindergarten year

What has CT learned?What has CT learned?

Teachers can form accurate judgments of students knowledge and skills at the start of the kindergarten year.

Teacher judgments at the start of the kindergarten year are related to academic performance in later grade.*

-- Higher ratings at the domain level are related to higher levels of proficiency in each of the CMT domains.

Teachers can form accurate judgments of students knowledge and skills at the start of the kindergarten year.

Teacher judgments at the start of the kindergarten year are related to academic performance in later grade.*

-- Higher ratings at the domain level are related to higher levels of proficiency in each of the CMT domains.

*note-KEI not to be used as a predictive measure*note-KEI not to be used as a predictive measure

What has CT learned?What has CT learned?

Teacher rating at the skills level is easier than at the domain level.

More detailed indicators provide more information about students.

Teacher rating at the skills level is easier than at the domain level.

More detailed indicators provide more information about students.

CT’s PlanCT’s Plan

New birth to age 5 Early Learning and

Development Standards and Crosswalks -

Fall 2012

New birth to age 5 Early Learning and

Development Standards and Crosswalks -

Fall 2012Revise KEI (2014)

Develop supporting documents for

teachers, families and communities

Revise KEI (2014)

Develop supporting documents for

teachers, families and communities

Public outreach campaign

Professional development

Public outreach campaign

Professional development

Early Learning Assessment Framework

Early Learning Assessment Framework

Authentic assessment tool (relying on observation and documentation)

Birth to age 5

Aligned with the revised KEI

Authentic assessment tool (relying on observation and documentation)

Birth to age 5

Aligned with the revised KEI

Early Learning Strategies ManualEarly Learning Strategies Manual

Resources/strategies specific to high needs populations

Selections designed for a variety of populations including:

Family and home care settings

Professionals who support families (physicians, home visitors, etc.)

Detailed strategies for program based settings

Resources/strategies specific to high needs populations

Selections designed for a variety of populations including:

Family and home care settings

Professionals who support families (physicians, home visitors, etc.)

Detailed strategies for program based settings

Outreach CampaignOutreach Campaign

Promoting positive outcomes for young children is everybody’s responsibility.

What do these Early Learning and Development Standards mean for me?

Promoting positive outcomes for young children is everybody’s responsibility.

What do these Early Learning and Development Standards mean for me?

Striking a BalanceStriking a Balance