Presentation on theme: "Kansas Kindergarten Readiness Screener Pilot"— Presentation transcript:
1 Kansas Kindergarten Readiness Screener Pilot 2016-17 Kindergarten Readiness and the Ages & Stages QuestionnairesKansas Kindergarten Readiness Screener PilotWelcome and IntroductionsHouse keeping itemsTraining materials needed:Copies of the ASQ-3 60 and 72 month formsCopies of the ASQ:SE 2 60 month formMay want post it notes, note pads, pens. These are optional.You will also need internet access and speakers to view the videos. The video files are too large to download, so internet access is required.
2 Agenda for the Day Why Kindergarten Readiness? ASQ:3 Ages and Stages QuestionnaireLunchASQ:SE-2 Ages and Stages Questionnaire: Social EmotionalOnline Access Webinar by Brooke PublishingYou may need to modify this agenda for your specific meeting.
3 Kindergarten Readiness Dr. Randy Watson,Commissioner of EducationDr. Watson sets the stage and gives an overview of where we’re heading regarding Kindergarten Readiness in Kansas. Highlight takeaways from the video:The largest gap is at KindergartenKindergarten Readiness screener for all districtsAccurate and comparable dataWhere do we put resources to support early learning in Kansas?
4 Kindergarten Readiness Workgroup Amy Blosser, Early Childhood Director, Children’s Cabinet and Trust FundBarbara Dayal, Preschool and Special Education, KSDEJulie Ewing, English Learners & Title III, KSDEEmily Fleming, KCK ECC Assistant Principal, KCK Public SchoolsBeth Fultz, Career Standards and Assessments, KSDETracie Kalic, Migrant Education GOSOSY DirectorKim Kennedy, Head Start Collaboration Office, DCFBarbara Kramer, Part C Program Analyst, KDHERichard Matteson, Requirements Analyst, KSDEShawna McAllister, Kindergarten Teacher, Canton-Galva ElementaryTammy Mitchell, Kindergarten Readiness & School Improvement, KSDEMonica Murnan, Director of Student Support Services, GreenbushTony Moss, Research and Evaluation, KSDEChelie Nelson, Kansas MTSSJanet Newton, Parents as Teachers, KSDEVera Stroup-Rentier, Early Childhood, Special Education, and Title, KSDE, ChairCross state-agency and programs work group was put together in early 2016 to take the charge from the state board of education and make decisions regarding what kind of “screener” should be piloted. Selecting this tool was not just a KSDE decision, it was made by this group of stakeholders.
5 Kansas’ Current Landscape in Getting Kids Ready for Kindergarten Existing Work in Early ChildhoodSchool Readiness FrameworkEarly Learning StandardsFamily Engagement StandardsThe workgroup reviewed the existing work in early childhood.Kansas has a long history of providing high quality early childhood services across the state. Work has been completed in the last several years on the School Readiness Framework, which lays the foundation for our definition of Kindergarten Readiness, as well the Kansas Early Learning Standards and Family Engagement Standards. These pieces of information link to efforts for students K through Post-Secondary so that we have a seamless system of programs serving children birth through age 21. An existing stakeholder group will inform the work, the Early Childhood Agencies Leadership team. In addition, the Kindergarten Readiness Workgroup, comprised of agency staff, early childhood leaders, kindergarten teachers and school administration.
6 Questions Considered What are districts currently using? What are other states using?Do we want to build our own?What information do we want to collect?Questions considered by the workgroup.Districts were all over the board regarding what they were using, and many didn’t have anything in place district-wide.A few other states have Kindergarten entry exams that are very comprehensive and time consuming to administer.Building our own really wasn’t a consideration given our time frame.We definitely wanted to look at multiple domains, including cognition and social-emotional development.
7 Key Ideas Kindergarten Readiness Measuring kindergarten readiness provides a snapshot of where children are upon entry to kindergarten.Kindergarten readiness screening will include communication (language & literacy), problem solving, motor, and social emotional areas of development.Families and caregivers will be engaged in gathering information about their child’s development and early childhood experiences prior to kindergarten.Key ideas agreed upon by the workgroup.
8 A Kindergarten Readiness Screener A Hinge – Not a GateSwings back to inform regarding prior experiencesSwings forward to inform effective classroom practicesInforms Communities regarding early childhood opportunitiesNot a gate keeper to “screen” fiveyear olds out of KindergartenThe workgroup decided upon a screener because that was the direction given and reiterated in the Commissioner’s video.The workgroup decided upon a developmental screener because:It measures where a child is, regardless of what “curriculum” they’ve experienced.It doesn’t penalize children who have not been involved in formal preschool.It provides a snapshot of their readiness to learn in a more formal setting.It could signal that more assessment or evaluation is warranted (health concerns, special education concerns).
9 Kindergarten Readiness Screener Timeline June 2016Participants in the fall 2016 pilot will be determinedAugust 2016Small team Trainer of Trainers receive official trainingSeptember 2016Every Kindergarten teacher involved in pilot will be trained by the training teamSeptember – December 2016**ASQ-3 and ASQ:SE-2 will be piloted in various districts and schools across KansasWinter 2017Pilot cohort will provide feedback to KSDE to help inform planning of a state-wide roll out of a Kindergarten Readiness screening toolRFP process for state-wide screening toolDevelop training plan*Spring/Summer/Fall2017Implement training plan*Fall 2017State-wide data collection beginsApproximately 37,000 Kindergarten children, their families, and teachers will collect information using the approved screening toolExplain that we are piloting Ages and Stages, but when it comes to a state wide roll out, we will put it out for an RFP (Request for Proposal) so that other vendors who have products that can meet the specifications can bid for the business. This is a state law.Also, all materials provided to schools for this pilot are theirs to keep.**For the purpose of the pilot, we are test driving the instruments, so teachers have the first semester to try out the ASQ features. This is also due to the timing of contracting with Brooke publishing and ordering materials. We realize this will not give us Kindergarten readiness data for this year. Moving forward, if this tool is selected, the requirements for beginning of the year data collection will be in place.
11 Beyond the Pilot Spring 2017 Survey and meet with focus group of pilot participants to collect feedback and recommendationsA Request for Proposal will be initiated (as per state law) for a screening toolWork with the approved vendor on a training planWork with KSDE on a funding planBegin state-wide data collectionExplain that while we are piloting Ages and Stages Questionnaires, we will need to go through a process where other vendors with products that meet our specifications make requests for the business. This is a state law
12 Beyond the Pilot Questions to address in the future: What does the data show regarding the readiness of children entering Kindergarten?What are the implications for communities and schools?What are the implications for distribution of resources?What are the implications for needed professional learning?
13 Looks at developmental milestones Largely observational in nature A Screener is Not a TestScreening ToolLooks at developmental milestonesProvides a snapshotBrief to administerLargely observational in natureNot a test, not an assessment.
14 Ages and Stages Questionnaires Ages and Stages Questionnaires have been used by pediatricians, caregivers, health department, social workers and early childhood providers. It is proven valid and reliable.THE QUESTIONNAIRES ARE COMPLETED BY PARENTS, OR IN PARTNERSHIP WITH PARENTS. Research shows that parents are accurate reporters of their child’s development 94% of the time.ASQ-3 and ASQ:SE-2 are proven to be highly valid and reliable. More informaiton regarding validity and reliability can be found at agesandstages.com
15 Ages and Stages Questionnaires Are... ConsiderationsUsed during regular home and/or classroom activitiesBased on families’/teachers’ observations of children’s skills and abilitiesAddresses communication, motor, problem solving, personal and social-emotional skillsAligns with tools already used in early childhood settingsThe Kindergarten Readiness workgroup decided upon the four bullet points on this slide,
18 Parents and Family Members Bring: Child’s temperament; health history; behavior; emerging skillsFamily expectations; fears and hopesCulturally-specific beliefs aboutchild-rearingParents experiences with schoolParents beliefs about role with professionalsParents sense of control and authorityWhat do these different people bring to the overall picture of the child’s development?Parents and family members bring;The child’s temperament, their health history, and behavior in the home.They bring expectations, fears and hopes about their children.Family members bring their cultural perspective—an important consideration in determining how to screen, what information means, and what next steps are appropriate.Parents bring their personal experiences of school and their beliefs about their role in relation to professionals.And finally, parent’s bring their sense of control and authority about their young children.Source: The National Center on Parent, Family and Community Engagement
19 Providers/Professionals Bring: Child educational, behavioral or health informationPersonal observations and assessments of childKnowledge about resources & future educational environmentsPersonality, family history/ culture and professional cultureTraining, experience, philosophyOn the other hand, providers also bring important things to the screening process, such as:A child’s educational, behavioral and health information, andpersonal observations and assessments of a child in their environment—for example in a classroom.Providers bring knowledge about resources & upcoming educational environments—for example, what will the expectations be for a 5-year-old entering kindergarten in your community?This is important information to share with parents so they can make informed decisions about next steps.Providers bring their own personality, history & culture that will influence how they think about development.Providers bring their own professional training, experiences and philosophySource: The National Center on Parent, Family and Community Engagement
23 Collecting ASQ/ASQ:SE Data Explain the purpose of the questionnaires and the importance of their participation at a parent night event, hand out the forms (or online access information) and give parents a deadline for completion.Have a parent night or pre-conference where you talk with parents and ask the questions on the forms to get to know the parents and child.Utilize school counselor/social worker to collect questionnaires from parents who may need additional support1. Provide written overview letter to parents about the pilot and post to social media2. Utilize the school counselor/social worker to collect questionnaires from parents who may need additional support.3. Set up a time to call parents and use an interview to gather rating that the teacher enters into the database.There were some really good ideas generated in the discussions last week, so this could be a good opportunity for them to brainstorm and share possibilities.
28 Online CalculatorEnter Date of Completion and Date of Birth for correct interval to use.The Age Calculator found on will provide the most accurate age for selecting the correct questionnaire by age interval.Download ASQ Calculator App on phone or tablet
30 Features of the ASQ-3 ASQ-3 is organized with: 5 developmental areas 6 questions in each areaResponse options: Yes, Sometimes, Not YetForms are written at a 4th to 6th grade reading level.Point out these features as participants walk through the 60 month form.
31 Features of the ASQ-3 Questions ordered in a hierarchy Questions #5 and #6 are average skills for child of that age(i.e., a 60-month skill for a 60-month child)If a child received a yes on every question in the ASQ, what can we say about that child’s development?That the child is typically developing, right at age level only.State "If a child received a yes on every question in the ASQ, what can we say about that child’s development?"Answer: That the child is typically developing, right at age level only.
33 ASQ-3 Recommendations for Follow-up Consider the followingTotal ASQ-3 Area ScoresParent ConcernsLocal proceduresIf based on multiple data points you are concerned, the child may have a delay.. Follow your school’s SIT process/protocolLook at the classroom report sample.What questions do you have as a classroom teacher?What will you need to do to make your classroom meet the needs of this class?
35 ASQ-3 Score Interpretation for the Classroom This is what the report would look like formatted, or you can export into a spreadsheetLook at the data converted to Excel -Discussion questions:What do you notice?If this were your class, what could you do to be ready for these children? (Making a SpEd referral from this one data collection is NOT appropriate.)What do you do if you have concerns about a particular child? (Steer them away from making any referral decisions. Period. Remind them that this is one snapshot. One piece of data. If scores for a particular child look concerning, it is appropriate to watch that child over the next few weeks, offer in class support, and collect more information.
36 Discussing Results with all families…. What to tell parents? Comment on all of the things the child can do really well (the “yes” responses).For the “sometimes” and “not yet” responses, simply tell the parent that you will be working with their child on those things. For the pilot, it isn’t necessary to discuss “scores” with parents.Give the parent corresponding learning activities to support the child at home.Remind them of the information in the Dear Parent letter from the Commissioner and thank them for participating in this important pilot data collection.This is a pilot within a pilot. We are piloting the ASQ overall, but we are also piloting the 72 month form for the University of Oregon. This means that there are no cut scores established for the 72 month form.
43 Social Emotional Development for Young Child is the Growing Capacity to Develop: Ability to develop good relationships with peers and adults/make friends/get along with othersAbility to persist at tasksAbility to follow directionsAbility to identify, understand, and communicate own feelings/emotionsAbility to constructively manage strong emotionsEmpathy
44 It needs to be viewed through 3 important lenses. Challenge: Understanding Social-Emotional Development and Assessing it is ComplexIt needs to be viewed through 3 important lenses.Appropriateness of behaviors depends on:Child’s developmental age or stage.Context of settingFamily and community values and expectationsUnderstanding Social-Emotional Development and Assessing it is ComplexIt needs to be viewed through 3 important lenses:Appropriateness of behaviors depends on child’s developmental age or stage. Appropriateness is often tied to age expectations; that is, expectations for infants generally are far different from those of preschool-age children.The context of setting helps set the parameter of appropriateness. Acceptable behavior on the playground is different than acceptable behavior in a restaurant.Family and community values and expectations affect what others find appropriate. Some families and cultures find noisy active children acceptable, whereas others do not.Squires & Bricker: SEAM User’s Guide
47 Social Emotional Challenges Externalizing:Severe tantrumsKicking, hitting, bitingThrowing toys and materialsDifficulty accepting guidanceDisregulation:Hard to recognize emotional stateShifts quickly to inconsolable cryingDifficulty being calmed or calming selfDifficulty with routines:Falling asleep, staying awakeFeeding / Mealtime problemsInternalizing:WithdrawnUnengaged with people or materialsSad, anxious, irritable
56 Choose the Correct ASQ-SE:2 for child’s age Enter Date of Completion and Date of Birth for correct interval to use.The Age Calculator found on will provide the most accurate age for selecting the correct questionnaire by age interval.Download ASQ Calculator App
61 Scoring ASQ-3 and ASQ:SE-2 Forms that are completed or entered online will be automatically scored. For the purposes of this pilot, this is preferred.If online recording is not possible, contact KSDE and a webinar on hand scoring will be provided.
62 Logistics Administration Window - For Pilot Only Pilot participants have until December 31 to collect information on Kindergarten students using the appropriate age tool and enter the information online.This is to try out the tools, familiarize yourself with online features, collect information from parents.Because of the limitations of the time frame, we aren’t collecting Kindergarten entry data for the pilot.During state-wide data collection, this time frame will be much different.
63 Logistics Preview the Dear Teacher letter from Dr. Watson Preview the Dear Parent letter from KSDE, including the parent consent portionTeachers should collect the parent consent ortions of the Dear Parent letter for future reference. KSDE will not collect this information from pilot sites.
64 FAQ’s Who should complete the ASQ’s? A parent or primary caregiver should complete the ASQ’s.If the parent completes a paper version and the teacher disagrees, what should the teacher do?For the pilot, record what the parent completes. This could be a topic for future discussion during the pilot feedback process.If the parent doesn’t/won’t complete the ASQ, what should happen?If the parent consented, offer support to the parent, complete it together in an interview format.
65 FAQ’s What happens if the return rate from parents is low? Consider alternate methods for connecting with parents to support them in completing the questionnaires.Do we have to share results with parents?This is a local decision, however parents who have completed similar forms in early childhood programs will expect to hear about the results.If the child completed an ASQ in the spring of their preschool year, should another one be completed?Yes.
66 FAQ’s Should a child with an IEP be screened? Collaborate with your Special Education teacher and pertinent support staff to determine if having a parent complete the ASQ’s is appropriate. If it can be a positive, relationship building experience for the parent and teacher, then it should be consideredDepending on the nature of the disability. If the ASQ process can be a positive, relationship building experience for the parent and teacher, then it should be considered. If it is going to cause the parent stress, or if it’s evident by the IEP that the child is significantly developmentally lower than the content of these forms, then it’s probably not appropriate. Defer to the guidance from your local team.
67 In Summary The largest gap in student achievement is at Kindergarten. If we can strengthen early childhood experiences for all children, we can begin to close that gap.We need accurate and comparable data to answer the question, “Where do we put resources to support early learning in Kansas?”We believe ASQ can provide the accurate and comparable data needed by the state and provide useful information to teachers to help them support all children who arrive at Kindergarten.
68 In SummaryThis screening tool is NOT to be used to keep children out of Kindergarten.Every child who is 5 years old by September 1 has a right to have a place in Kindergarten.
69 In SummaryWork with your team or brainstorm with your group to create an action plan and timeline for your Kindergarten Readiness pilot work.
70 ASQ OnlineBrooke Publishing will provide a one hour webinar to train on the online access features provided for this pilot.Additional links to connect to the webinar will be provided.
71 Questions? Tammy Mitchell firstname.lastname@example.org 785.296.7929 Feel free to add your names and contact information to this slide.