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Kindergarten Entry A ssessment

Kindergarten Entry A ssessment. as the fulcrum of the birth-to-3rd grade continuum May 2012. CT’s Legislative Mandate 2007.

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Kindergarten Entry A ssessment

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  1. Kindergarten Entry Assessment • as the fulcrum of the • birth-to-3rd grade continuum • May 2012

  2. CT’s Legislative Mandate2007 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...

  3. 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.

  4. The 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.

  5. 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)

  6. Mandate to Policy MANDATE POLICY 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

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

  8. 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.

  9. CT’s Plan New birth to age 5 Early Learning and Development Standards and Crosswalks - Fall 2012 Revise KEI (2014) Develop supporting documents for teachers, families and communities Public outreach campaign Professional development

  10. Early Learning Assessment Framework • Authentic assessment tool (relying on observation and documentation) • Birth to age 5 • Aligned with the revised KEI

  11. Early 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

  12. Outreach Campaign • Promoting positive outcomes for young children is everybody’s responsibility. • What do these Early Learning and Development Standards mean for me?

  13. Striking a Balance

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