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Minnesota’s School Readiness Study
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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.
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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
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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
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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
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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
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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 1st of the current
year Must have received Early Childhood Screening Must be up to date on immunizations
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Kindergarten Entrance
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.
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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
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Legislative Authority
http://www.education.state.mn.us/MDE/StuSuc/EarlyLearn/SchReadiK/index.html
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Current Report
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State Results– Fall 2010
Domain/Result ProficientPhysical Development 70%
The Arts 56%
Personal & Social Development
56%
Language & Literacy 59%
Mathematical Thinking 52%
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State results over the years
60 percent overall reached the 75 percent standard
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2010 Cohort
Training Teachers to Implement the Work Sampling System:
Statewide Models and Plans
Dr. Melissa ShamblottPearson AssessmentJune 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 1st 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
