+ Michael Bates Michael Furlong Mosaic Network, Inc. QRIS - PowerPoint PPT Presentation

+ Michael Bates Michael Furlong Mosaic Network, Inc. QRIS National Meeting July 23, 2014 Denver, Colorado Improve. Perform. Achieve. Kindergarten Student Entrance Profile Improve. Perform. Achieve.

+ 1. Need and Rationale for School Readiness in QRIS 2. The Kindergarten Student Entrance Profile (KSEP) a. Context b. Evidence Base Agenda c. Data Collection 3. KSEP in QRIS Contexts a. Santa Barbara First 5 b. Fresno County 4. Implications and Lessons Learned Improve. Perform. Achieve.

+ n Participants will learn about tools and procedures for school readiness assessment and their place within broader early childhood QRIS n Participants will increase their increase knowledge of approaches be in used to assess school readiness with children from diverse backgrounds Goals Improve. Perform. Achieve.

+ 4 Acknowledgements KSEP Development, Validation, and Application UCSB—Matt Quirk UCSB—Erika Felix UCSB—Karen Nylund-Gibson First 5 Santa Barbara Santa Maria-Bonita USD First 5 Fresno Fresno County Fresno County Office of Education Central, Clovis, Fresno, and Sanger, School Districts Fresno Area Strive Storyteller Children’s Center Center for School-Based Youth Development Improve. Perform. Achieve.

+ The Need for School Readiness Improve. Perform. Achieve.

+ Importance of School Readiness 6 Distribution of kindergartners by poverty status and race/ethnicity 2010–2011 Source: ECLS-K, Kindergarten Class of 2010-2011 (National Center for Educational Statistics) BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ Achievement gap 7 Latino/a students “. . . half of the achievement gap in fourth grade n exists when students walk through the door in kindergarten” Rumberger & Arellano, 2007, p. 71 BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ Gap of 32-million words! 8 Number, Depth, Context Gap starts early BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ Developing KEAs 9 Ongoing state efforts and challenges Universal adoption n Operationalization of “school readiness” n Use of data n Planning and instruction n Student status at K entry n Systems for reporting and using data BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ Race to the Top 10 Guiding KEA principles n Are our children “ready” for school? n Which children need additional educational supports? n What is the path forward for K teachers to support children? n How to provide guidance and participation of parents? BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ National Research Council 11 Quality assessment n Match with its intended uses and decisions n Used as intended n High quality psychometric properties n Appropriate for all sociocultural and socioeconomic backgrounds n Within data-based decision making structure n Within a system of planned support and services n Professional development is ongoing n Linked with progress monitoring and case management n Implemented and sustained with fidelity BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ 12 The KSEP: Context Improve. Perform. Achieve.

+ KSEP principles 13 Is Is not n Observation based tool in a n A test or judgment tool naturalistic setting (no-blame approach) n Produces a “rating” not a n An ability measure “score” n A tracking screener n Sampling key indicators: physical, social-emotional, and n Once-and-out school-ready knowledge n Perfect predictor n Screener n Disconnected from other n Informs follow-up action—linked assessments/instructional with district assessment process strategies BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ Background information 14 BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ Social-Emotional items 15 BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ School Ready Knowledge items 16 BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ 1. Seeks adult help when appropriate 17 Example: Shoes or clothes untied or unbuttoned n Not Yet Child doesn’t appear to notice n Emerging No talking, child shows teacher button or shoe n Almost Mastered Child tries to button, generally asks for teacher “ Help ” n Mastered Child asks specifically, “ Tie my shoe, ” “Please help me, ” “ I want to know how to… ” BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ 10. Writes own name 18 n Not Yet Unable to do n Emerging Scribble-write first name with some letter-like forms n Almost Mastered Writes first name with letters and some phonetically appropriate letter/sounds (e.g., first letter) n Mastered Writes first name phonetically correct. Exact spelling and capital letters not required BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ KSEP rating categories 19 Immediate Monthly Quarterly Ready to Follow-up Monitoring Monitoring Go BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ KSEP category cut points 20 Based on a longitudinal study of 1,000+ students n Immediate Follow-up All students were rated 1 (not yet) or 2 (emerging) on a majority of items n Monthly Monitor All students were rated a 3 (almost mastered) on at least 1 item n Quarterly Monitor All students were rated as mastering (rating of 4) fewer than 7 items n Ready to Go All students were rated as mastering 7 or more items BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ 21 Completing the KSEP Periodically make notes of End of Weeks 1-3 observations of Week 4 each student Enter student information Complete and record on individual KSEP forms final KSEP ratings for (paper or data portal) each student BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ Link KSEP with district assessment 22 Targeted, early progress monitoring BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ 23 The KSEP: Research Evidence Base Improve. Perform. Achieve.

+ How KSEP was developed 24 Community-district-university partnership BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ KSEP research 25 First 5 Santa Santa Barbara in 2000s UCSB and Santa Maria-Bonita School District (SMBSD) Initial development KSEP studies n Core psychometrics and n Ongoing, successive cohorts of covariates incoming K students in SMBSD n Predict reading fluency and n K-8 district in mostly low SES, academic achievement agricultural community of ~100k n Path modeling n First 5 Santa Barbara County n Closing the gap analysis n Profiles of KSEP strengths and weaknesses n Linking KSEP profiles to latent growth trajectories BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ Grade K phonemic awareness skills 26 Source: Quirk et al. (2011) BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ 110 H Norm 1 100 Ö H 16 End-Grade 2-Goal H 90 1 Ñ F Ö Average Words per Minute over 2 Probes H 13-15 J 80 H Ö B H Ñ F 1 70 Ö H J 10-12 B Ö Ñ KSEP and Grade 1-2 60 Ñ H Ñ reading fluency F 1 H 1 F 7-9 50 F H B J J B Ö 40 4-6 H H Ñ Ö F H 30 1-3 B J KSEP ITEMS MASTERED J F 1 Ñ H 20 B J 0 B 10 Gr1–F G1–W G1–S G2–F G2–W G2–S Benchmark Measurements ! Source: Lilles et al. (2009) Improve. Perform. Achieve.

+ KSEP: Grade K fall 2005 cohort 28 E-LA CST Grade 2 spring 2008 ( N = 1,069) BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ KSEP: Grade K fall 2006 cohort 29 E-LA CST Grade 2 spring 2009 ( N = 1,052) BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ 2005 cohort CST English–LA 30 Percent Proficient or Advanced BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ 2005 cohort CST mathematics 31 Percent Proficient or Advanced BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ Closing the Gap study 32 144 Low KSEP , Low WPM High KSEP , High WPM Low KSEP , Catching Up 111 116 120 102 Words Per Minute 89 110 88 GRADE 1 96 83 82 98 75 72 92 72 57 73 73 51 66 43 61 48 52 50 47 47 40 38 37 GRADE 2 24 30 30 30 26 25 22 21 19 16 12 0 Fall Winter Spring Fall Winter Spring BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ Grade 4 reading words per minute 33 BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ CSTs Grade 2 34 % Proficient + Advanced BUILD Conference—July 23, 2014 Improve. Perform. Achieve.

+ KSEP Profiles 35 Purpose Analysis n Analysis n Purpose n Latent Class Analysis (LCA) n School r eadiness is a to identify commonly multifaceted construct, occurring patterns of likely students have strengths and weaknesses different patterns of n Inclusion of predictor strengths and weaknesses variables to understand n Profiles can enhance who comprises emergent precision of screening, classes inform early and/or n Odds ratios identifying targeted interventions characteristics of class membership Source: Quirk, Nylund-Gibson, & Furlong (2013) BUILD Conference—July 23, 2014 Improve. Perform. Achieve.