ohio’s early childhood comprehensive assessment system · pdf file10/30/2013 1 visit our...

10/30/2013

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Start Strong: Ohio’s Early Childhood Comprehensive Assessment System

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Presenters

• Stephanie Siddens Director Office of Early Learning and School Readiness Ohio Department of Education

• Sophie Hubbell Race to the Top - Early Learning Challenge Grant Assessment Coordinator Office of Early Learning and School Readiness Ohio Department of Education

• Tamara Otto Senior Program Coordinator, Research and Evaluation Early Childhood Initiatives Center for Technology in Education Johns Hopkins University

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Agenda

• Overview of Start Strong: Ohio’s Early Childhood Comprehensive Assessment System

• Assessment Development

• Professional Development

• Technical Features

• Discussion

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Development Team

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Early Childhood Comprehensive Assessment System

Online

Professional

Development

Student

Progress

Monitoring

Selected

Assessment Items

Electronically

Delivered to

Child

Online Data

Capture and

Reporting

Formative

Assessments

Kindergarten

Entry

Assessment


What is the Early Childhood Comprehensive Assessment System ?

• Kindergarten Entry Assessment

• Formative Assessment

• Professional Development

• Data-capture and reporting system

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Early Childhood-Comprehensive Assessment System: Purpose

•Support children’s development and academic achievement to improve educational outcomes

•Measure the progress of children in all essential domains of school readiness

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Early Childhood Comprehensive Assessment System : The Scope

•All essential domains of school readiness

•ONE Comprehensive Assessment System with built-in accommodations for ALL students

•Extensive reliability and validity research including review by a national expert panel

•Aligned to state and national standards

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Structure of the Early Childhood Comprehensive Assessment System


Assessments

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Start Strong-Early Childhood Comprehensive Assessment System (Start Strong: EC-CAS)

Kindergarten Entry

Assessment

Formative Assessment

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OELDS vs. Start Strong Domains

Ohio Early Learning and Development Standards Domains

Social and Emotional Development

Approaches toward Learning

Cognitive Development and General Knowledge (including

Math, Science & Social Studies)

Language and Literacy Development

Physical Well-Being and Motor Development

Start Strong Common Language Assessment Standards Domains

Social Foundations (SF)

Mathematics (MA)

Science (SC)

Social Studies (SS)

Language and Literacy (LL)

Physical Well-Being and Motor Development (PD)

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Alignments

• Birth to K Entry Standards in Ohio and Maryland

• Head Start Early Learning Framework

• K-12 Standards

• Early Child Outcomes required for Individuals with Disabilities Education Improvement Act reporting

• Standards for English Language Learners

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Common Language Assessment Standards

Domains

•Essential Skills and Knowledge

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The 7 Assessment Domains

• Social Foundations

• Mathematics

• Science

• Social Studies

• Language and Literacy

• Physical Well-being and Motor Development

• Arts (Optional in Ohio)

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Learning Progressions

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36 Months

KEA 72 Months


Kindergarten Entry Assessment (KEA)

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Kindergarten Entry Assessment

• Inform prior early learning and development

stakeholders

• Identify individual children’s needs and

provide necessary supports to children and

teachers

• Assist teachers in data-driven instructional

decision making at the child and classroom

level

• Provide families with information about their

children’s learning and development

Data collected will be used to:


Kindergarten Entry Assessment Design

• Three item types :

o Observation rubrics

o Performance tasks

o Selected response items

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Kindergarten Entry Assessment Blueprint Overview

Domain Strands Learning Progressions

Social Foundations Social Emotional

Approaches toward

Learning

Executive Functioning

• Awareness and Expression of Emotion

• Relationship with Adults • Conflict Resolution • Self-Control • Persistence • Working Memory • Problem Solving • Initiative • Cooperation with Peers




Mathematics Counting and

Cardinality

Operations and

Algebraic Thinking

Measurement and

Data

Geometry

• Number sense • Number operations • Classification • Measurement • Shapes

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Science • Skills and Processes/Life Science

• Inquiry and Observation

Social Studies Government

History

• Responsible Behavior • Events in the Context of

Time




Language and Literacy

Reading

Speaking and Listening

Writing

Language

• Story/Text Comprehension

• Phonological Awareness • Phonics and Letter

Recognition • Communication • Emergent Writing • Grammar • Vocabulary

Physical Well-Being and Motor Development

• Physical Education • Health

• Coordination – Large Motor

• Coordination – Small Motor

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• Based on research-supported

learning progressions

• For children ages 36 through

72 months

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• Teachers will be able to

• Track children’s learning trajectories

• Individualize learning opportunities and

plan for intervention

• Ensure that children are on the path for

kindergarten readiness

• Report out on Individuals with

Disabilities Education Improvement Act

required Early Childhood Outcomes


Administration Overview

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Administration Timelines

Formative

• Required Fall & Spring administration model

• Optional continuous use model throughout year

Kindergarten Entry Assessment

• Administration Window: First day of school through November 1st.


Administration Formats

• Formative Assessment

• Individual and/or Group administration

• Observational Rubric Items

• Kindergarten Entry Assessment

• Individual administration

• Selected Response Items

• Performance Task Items

• Individual and/or Group administration

• Observational Rubric Items

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2011 2015

2012/2013 CONCEPTUAL DEVELOPMENT

2013 DEVELOPMENT AND

PILOT TESTING

2013/2014 FIELD TESTING

2014/2015 FULL IMPLEMENTATION

Early Childhood Comprehensive Assessment System Timeline


Professional Development Delivery

• Train the trainer model

• Web-based learning modules

• Online coaching and technical

assistance

• Professional community of practice

• Virtual simulator for validation

• Web-based resources and portal

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Professional Development Timeline

What When

KEA Teacher Trainings April-June, August 2014

(repeat annually)

Formative Teacher

Trainings

Beginning April 2014

(no end date)


Technology Infrastructure

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Technology Use in the Kindergarten Entry Assessment

• Online Reporting System (ORS)

• Virtual Performance Assessment (VPA)

• Data import, export, and reporting tools

• Online Professional

Development


Technology enables possibilities…

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• Embedded Professional Development

• Direct links to guidance:

• Item Administration

• Instructional Support

• Comprehensive series of online Professional Development modules & resources



• Simulation activity familiarizes teachers with

• Assessment protocols

• Item types

• Technology

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Guidelines on Allowable Supports


Determining Allowable Supports Field Test Administration (Fall 2013) of the Kindergarten Entry Assessment

Accessibility and Supports Workgroup

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Accessibility and Supports: Item-by-Item Decision-Making Process

Universally Designed Allowances

Level the Field Supports

Make a Change

Assess in Routine

Activities

Cannot Administer

All Children

Children with Disabilities

and ELLs

Specialized Data

Collection Procedures

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Field Test Evaluation of Allowable Supports Guidelines

• Inform modifications to the Guidelines on Allowable Supports for 2014 census administration

• Inform modifications to professional development

• Provide data for states to inform policy decisions


Field Test Evaluation of Allowable Supports Guidelines

• Is the content of the Guidelines document clear and easy to

use during Kindergarten Entry Assessment administration?

• Are the processes outlined in the Guidelines feasible for use

during Kindergarten Entry Assessment administration?

• Are the supports in the decision-making tree associated with

the “correct” option?

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Reliability and Validity Studies


Validity, Reliability and Fairness

Measured Across 3 Stages • Design and Development • Implementation • Ongoing Evaluation & Research

Quantitative and Qualitative Cognitive Interviews Pilot Testing Field Testing Post-Administration Analyses

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Stakeholder & Expert Input

• National Technical Advisory Committee

• State and Local Advisory Councils

• Stakeholder and Expert AdHoc Committees

• Multi-partner Leadership Team


Validity, Reliability and Fairness

Collaborative Partnerships: • State and national Special Education

experts • Local and State stakeholders • Special Educators and students with

disabilities in Maryland and Ohio

Monitor adherence to Universal Design principles and revision of accessibility requirements

Oversee development of test security guidelines

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Ongoing Evaluation & Research

• Evaluate the degree to which system

components work together as intended.

• Evaluate the degree to which technology-

supported items and traditional items perform

to ensure and maintain comparability.

• Conduct utilization, impact, and/or cost

benefit analyses to determine support for

continued use of system components.


Ongoing Evaluation & Research

• Monitor assessment scale characteristics over time.

• Monitor classification accuracy and consistency over time.

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Ohio Specific Policies

•Formative assessments

• Step Up to Quality

•Kindergarten Entry Assessment

• New administration window

•Link to Third Grade Reading Guarantee

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Questions?

50

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Project Contacts

Sophie Hubbell

RttT ELCG Assessment Coordinator

Office of Early Learning and School Readiness

Ohio Department of Education

[email protected]

Stephanie Siddens, Ph.D.

Director

Office of Early Learning and School Readiness

Ohio Department of Education

[email protected]


The Early Childhood Comprehensive Assessment System Partnership between Maryland and Ohio was supported by grants from Race to the Top-Early Learning Challenge

from the U.S. Department of Education and U.S. Department of Health and Human Services (CFDA

84.412A) and Race to the Top from the U.S. Department of Education (CFDA 84.395) .

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ohio’s early childhood comprehensive assessment system · pdf file10/30/2013 1 visit our...

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