1 / 30

Minnesota School Readiness Study

Minnesota School Readiness Study. Developmental Assessment at Kindergarten Entrance Fall 2010. Kindergarten . What must a child be or do in order to enter Kindergarten? According to statute: Must be 5 years old on September 1 st of the current year

avedis
Download Presentation

Minnesota School Readiness Study

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Minnesota School Readiness Study Developmental Assessment at Kindergarten Entrance Fall 2010 November 2010

  2. Kindergarten • What must a child be or do 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 November 2010

  3. What does early childhood research say? • 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. November 2010

  4. Minnesota Early Childhood Advisory Council (ECAC) • Goal: Ensure that by 2020, all Minnesota children are school-ready as they enter kindergarten. • In order to maximize children’s potential, children must be ready for schools and schools must be ready for children November 2010

  5. What is the purpose of the Study? • To have the results of the Minnesota School Readiness Study inform the public of the progress towards the goal of ensuring children are ready for school. • 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. November 2010

  6. What is School Readiness? • Readiness in the Child • School’s readiness for children • Family and community supports and services that contribute to children’s readiness November 2010

  7. Minnesota’s Definition of 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 November 2010

  8. Assessing Young Children • 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 November 2010

  9. Recommended Practices for Assessing Young Children • Written recommendations • The American Educational Research Association • The National Association for School Psychologists • The National Association for the Education of Young Children • The National Education Goal Panel • These recommendations have a research evidence base and reflect the concepts that assessments of young children is appropriate, beneficial and useful if used as intended November 2010

  10. Work Sampling System • 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 • There is no “Not Ready” or “Ready” score November 2010

  11. Insert School Name – Fall 2010 November 2010

  12. State Fall 2009 Cohort 6,392 Kindergartners • Anticipating Fall 2010 results in April 2011 Note that categories may not add to 100% due to rounding and are adjusted for stratified cluster sampling. November 2010

  13. State results over the years November 2010

  14. State results over the years November 2010

  15. State results over the years November 2010

  16. State results over the years • All changes are within the margin of error between years • Note the persistent level of children not yet demonstrating commonly held expectations for children completing their fourth year of life November 2010

  17. State Level Regression Analysis The regression determines the impact of a change in one characteristic while holding all other characteristics constant. For example, the regression will determine the additional impact on changes in federal poverty level if parent education, home language, race/ethnicity and gender are not changed. November 2010

  18. State Level Regression Results • Higher household income increased the likelihood of In Process or Proficient in all domains • Parent education level was found to be statistically significant in Physical Development and Health only • Primary home language was not found to be statistically significant in any of the domains • Students of color statistically had better odds of being In Process or Proficient as compared to White students in The Arts domain • Gender continues to be a statistically significant factor in all domains November 2010

  19. Human Capital Research Collaborative The Human Capital Research Collaborative (HCRC), coordinated by the University of Minnesota and the Federal Reserve Bank of Minneapolis, fosters multidisciplinary research on child development and social policy from birth through young adulthood.

  20. Arthur Reynolds Dr. Arthur Reynolds, University of Minnesota Co-Director of Human Capital Research Collaborative and Professor of Child Development • Director of the Chicago Longitudinal Study, one of the largest and most extensive studies of the effects of early childhood intervention. The project tracks the life-course development of 1,500 children who attended early childhood programs in inner-city Chicago. November 2010

  21. HCRC/MDE Partnership Results Following multiple cohorts from kindergarten entry through the end of Grade 3 to better understand the relationship between the Work Sampling System (WSS) scores and MCA results

  22. How well are children who are proficient or not at kindergarten entry achieving in 3rd grade? • Kindergarteners who were proficient at kindergarten entry in the domain of Language and Literacy and separately the domain of Mathematical Thinking were consistently more likely to be proficient on MCA reading and math tests as well as less likely to be in special education or to have been retained by 3rd grade. November 2010

  23. 3rd Grade Reading Performance by Kindergarten Proficiency (K in 2006, 3rd in 2010) K Proficient K Not Proficient 3rd grade (75% standard) (< 75% of total) Partially or not meet 14% 33% Meets proficiency 20% 27% Exceeds proficiency 66% 40% Meets or exceeds 86% 67% November 2010

  24. How well are children who are proficient on MWSS achieving in 3rd grade compared to those who are not proficient? 2006: MWSS Proficiency at 75% Proficiency by 3rd Grade MCA Reading November 2010

  25. What about fadeout of preschool services? • In addition to improving early childhood options for children, it is imperative that preschool gains are maintained through Grade 3. • Sites that have coordinated Age 3 to Grade 3 services do not see fadeout. Gains from preschool are maintained. November 2010

  26. Age 3 to Grade 3 Website • Created to coordinate resources for Minnesota schools exploring and implementing preschool services integrated with elementary schools’ enhanced practices through Grade 3. • http://age3tograde3.pbworks.com/ November 2010

  27. State Recommendations from 2009 Study • Continue to support parents in their role as children’s first teachers • Focus on improving children’s early language and literacy and math skills • Continue to examine the impact of parent education on children’s school readiness • Target intervention strategies to children not yet demonstrating proficiency in at least one developmental domain November 2010

  28. State Recommendations Reccommendations from 2009 Study, Continued • Continue to work toward improving school readiness opportunities • Continue to work toward improving the quality of early childhood education and care programs in Minnesota • Promote use of school readiness information as school district and community leaders work together to identify the best practices and support children’s transition to kindergarten November 2010

  29. Potential Next Steps • Considering the strengths of our local programs, what is a potential next step to improve our effectiveness in transitioning children from preschool sites into kindergarten and through Grade 3? • What are steps to strengthen the relationship between district programs and programs outside the district? • What are potential roles for appointed/elected leadership, district staff, teachers and external partners? • What is the timeline for a review of results of strategies?

  30. Comments & Questions For further information, contact: [Enter Principal/Superintendent Information] Or Avisia.Whiteman@state.mn.us MDE - Early Learning Services 651-582-8329

More Related