Presentation on theme: "Kent County April 2016. Setting the Stage Ready for Kindergarten (R4K) Kindergarten readiness sets the stage for the future. The skills and knowledge."— Presentation transcript:
Setting the Stage Ready for Kindergarten (R4K) Kindergarten readiness sets the stage for the future. The skills and knowledge children have upon entering school are strongly predictive of future academic success. 1 Children who enter school at higher levels of readiness are healthier and are less likely to become involved with the criminal justice system and drop out of school. These children experience higher levels of education and typically have higher earnings throughout their lives. 2 Children who enter kindergarten behind their peers are unlikely to catch up. These positive school readiness outcomes suggest that investments in early childhood can benefit society as a whole. 1 Jack P. Shonkoff & Deborah A. Phillips, From Neurons to Neighborhoods: The Science of Early Childhood Development (Washington, DC: National Academy Press, 2001). 2 The Economics of Early Childhood Investments” (Executive Office of the President of the United States, 2014).
R4K has two components: An Early Learning Assessment measures the progress of learning in young children, 36 to 72 months (3 to 6 years), across nine levels in seven domains. A Kindergarten Readiness Assessment (KRA) is an observational and assessment tool that measures the school readiness of incoming kindergarteners in four learning domains. Both assessments are developmentally appropriate. Setting the Stage Ready for Kindergarten (R4K)
Measuring Kindergarten Readiness Kindergarten Readiness Assessment (KRA) About the KRA The KRA is: A developmentally appropriate observational and assessment tool. Used to assess skills and behaviors that children learned as four-year- olds and prior to entering kindergarten. Administered by teachers to kindergarteners between the first day of school and November 1 st. About the Data Launched in school year 2014-2015. Revised for school year 2015-2016 based on feedback from teachers, curriculum experts, and data specialists. The 2014-2015 and 2015-2016 KRA data reflect similar readiness levels but cannot be directly compared. This year’s data offer a roadmap for what needs to be done to improve school readiness.
Measuring Kindergarten Readiness Kindergarten Readiness Assessment (KRA) Kindergarteners are assessed as: Demonstrating Readiness Consistently demonstrates the foundational skills and behaviors that enable a child to fully participate in the kindergarten curriculum. Approaching Readiness Exhibits some of the foundational skills and behaviors that are needed to participate in the kindergarten curriculum. Emerging Readiness Displays minimal foundational skills and behaviors, which are needed to meet kindergarten expectations successfully. Children whose readiness skills are “approaching” and/or “emerging” require differentiated instruction, targeted assistance, or interventions to be successful in kindergarten.
Providing Vital Information A Valuable Tool The KRA Data: Help Teachers. The KRA gives teachers rich information about each child’s skills, abilities, and learning needs. It guides teachers’ instruction and enables them to address any identified learning gaps of an individual child or groups of children. Advise Early Childhood Programs and School Leaders. The data offer programs and schools information about the learning needs of children. Inform Families. Families learn about their child’s strengths and needs in the new Kindergarten Readiness Individual Student Report (ISR). Families can help their child master required skills and behaviors. Instruct Community Leaders and Policy Makers. Enables stakeholders to make well-informed programmatic, policy, and funding decisions.
Kent County Data Demographics of Young Children Population Data U.S. Census, 2013 Children <5 (age 0-4) 917 Estimated Children Age 4 183 School Enrollment MSDE, School Year 2015-2016 PreK Students (4- & 5-Year-Olds) 120 Kindergarteners by Gender Full-Day Program 100.0% Male 44.3% Half-Day Program 0.0% Female 55.7% Kindergarten Students 147 Kindergarteners by Ethnicity Students Assessed by KRA 100.0% American Indian 0.0% Students who Attended PreK*86.1%Asian 2.5% African American 22.8% Kindergarteners by SubgroupNative Hawaiian/Pacific Islander 0.0% Children with Disabilities 8.2% White 57.6% English Language Learners 5.7% Hispanic 7.0% Free/Reduced Priced Meals 61.4% Two or More Races 10.1% * Kindergarteners who participated in PreK programs in school year 2014-2015, as reported by parents at kindergarten registration.
45% Maryland kindergarteners demonstrate readiness Quick Take 147 children entered kindergarten classrooms in the County’s public school system this year. 87 kindergartners (63%) met the State’s more demanding and rigorous performance standards – higher than the statewide average (45%). Demonstrating readiness at school entry ensures that a child is prepared for the academic rigor of today’s kindergarten curriculum. 1 Source: Maryland State Department of Education. All data are based on the number of students assessed. Figures may not total 100% due to rounding. Meeting Higher Standards KRA, 2015-2016 1 63% Kent County kindergarteners demonstrate readiness
A Look at Kent County’s Kindergarten Readiness KRA, 2015-2016 Jurisdictional Results 63% of the County’s children entered school demonstrating the skills and behaviors needed to fully participate in the kindergarten curriculum. 37% of children (51 students) started kindergarten underprepared for school success and require targeted or substantial assistance.
Jurisdictional Results African American kindergarteners are within 10 points of the Kent County readiness average (63%). Fewer Hispanic children (36%) demonstrate kindergarten readiness: 27 points lower than their county peers. Poised for Success KRA, 2015-2016 * Fewer than 5 students * * *
Jurisdictional Results 66% of females demonstrate kindergarten readiness – exceeding the countywide average and 7 points higher than their male peers. Poised for Success KRA, 2015-2016
Mastering Academic & Non-Academic Skills KRA, 2015-2016 Domains of Learning The KRA looks at a child’s knowledge, skills, and behaviors in four key areas: Language & Literacy Mathematics Social Foundations Physical Well-being & Motor Development These Domains have the greatest impact on school readiness. Kent County Kindergarten Readiness Percent Demonstrating Readiness by Domain 59%57% 58%67%
A Closer Look at the Achievement Gaps KRA, 2015-2016 Income’s Impact on Readiness 58% of children from low-income households are ready for kindergarten, compared with 71% of children from mid- to high-income households: a 13-point achievement gap. 61% of kindergarteners or 97 children are from low-income households (as indicated by Free and Reduced Price Meal status). At least half of the educational achievement gaps between poor and non-poor children exist at kindergarten entry. 2 2 Lee, V. and Burkham, D. (2002). Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School. Washington, DC: Economic Policy Institute. www.epinet.org. 13 point gap
A Closer Look at the Achievement Gaps KRA, 2015-2016 Language Proficiency Impacts Maryland’s Readiness 6% of kindergarteners (9 children) are English Language Learners (ELLs). 28% of children under 5 in Maryland have at least one parent or guardian who speaks a language other than English at home: 57% speak Spanish. 3 22% of ELLs demonstrate readiness, compared with 66% of English proficient kindergarteners: a 44-point achievement gap. 44 point gap 3 Margie McHugh, “Dual Language Learners and Their Families: National and Maryland Perspectives” (National Center on Immigrant Integration Policy, December 2015).
A Closer Look at the Achievement Gaps KRA, 2015-2016 The Effect of Disability Status on Maryland’s Readiness 13 kindergarteners (8%) receive special education services through an Individualized Education Program (IEP). 45% of these kindergartners (5 students) demonstrate the foundational skills and abilities needed for school: 20 points lower than their peers who do not have an IEP. 20 point gap
Difference by: Language & Literacy Mathematics Social Foundations Physical Well- being & Motor Development Disability English Proficiency Income A Closer Look at the Achievement Gaps KRA, 2015-2016 Children from low-income households, those learning the English language (ELLs), or those who have a disability have lower levels of school readiness across all domains. When children enter school with a significant readiness disparity, it is more likely that these achievement gaps will continue throughout K-12 education. 33 pt gap 50 pt gap 17 pt gap 35 pt gap 63 pt gap 16 pt gap 43 pt gap 12 pt gap 2 pt gap 23 pt gap 37 pt gap 20 pt gap
Predominant Prior Care 86% of the County’s kindergarteners (136 children) attended public pre-kindergarten (PreK) programs the year prior to starting school. 100% of PreK students participate in full-day programs, receiving, on average, three more hours of instruction per day than children in half-day programs. Advantages of Early Learning KRA, 2015-2016 * Prior Care Enrollment denotes the early care & education setting of children, as reported by parents, the year prior to kindergarten (i.e. school year 2014-2015); it does not reflect multiple prior care settings. Some prior care settings have enrollment criteria. For example, Head Start and public PreK serve children from low-income households and children with disabilities—two subgroups that are at risk of low school readiness.
Jurisdictional Results 69% of kindergarteners previously attending a PreK program demonstrate readiness and outperform their Kent County peers (63%). Kindergarteners who attended PreK are better prepared for school than those at home or in informal care (0% ready). Advantages of Early Learning KRA, 2015-2016 * Fewer than 5 students * * *
PreK Addresses Achievement Gap Public PreK programs serve a high percentage of children from low income households. 69% of children enrolled in PreK classrooms the year before kindergarten demonstrate readiness and outperform their low-income peers (58%). PreK eliminates the achievement gap for children from low-income households and their countywide peers (63%): no gap for kindergarteners attending PreK, compared with a 5-point gap for low-income children.. Advantages of Early Learning KRA, 2015-2016 5 point gap outperform no gap
DomainDemonstrating Readiness: Language & Literacy 57%All Kindergarteners 62%PreK 49%Children from Low-Income Households 0%Children At Home/Informal Care Mathematics59%All Kindergarteners 64%PreK 53%Children from Low-Income Households 0%Children At Home/Informal Care PreK Addresses Academic Achievement Gaps KRA, 2015-2016 Children attending PreK programs the year before kindergarten outperform their peers at the same income level, as well as those who were at home or in informal care in Language & Literacy and Mathematics : no gap 8 pt gap no gap 6 pt gap 59 pt gap 57 pt gap
DomainDemonstrating Readiness: Social Foundations 58%All Kindergarteners 63%PreK 51%Children from Low-Income Households 0%Children At Home/Informal Care Physical Well Being & Motor Development 67%All Kindergarteners 69%PreK 66%Children from Low-Income Households 25%Children At Home/Informal Care PreK Addresses Non-Academic Achievement Gaps KRA, 2015-2016 Children attending PreK programs the year before kindergarten outperform their peers at the same income level, as well as those who were at home or in informal care in Social Foundations and Physical Development: no gap 7 pt gap no gap 1 pt gap 42 pt gap 58 pt gap
Significant Distance to Go 51 kindergarteners (37%) started school without the foundational skills needed to succeed and require support to do kindergarten work. 17 of these kindergarteners (12%) were assessed as “emerging” readiness, possessing minimal foundational skills and behaviors and require substantial assistance. The Time Is Now Too Many Children Are Underprepared 51 kindergarteners are underprepared for school 12% need substantial assistance
Maryland is maximizing the use of its growing collection of data, broad policy guidelines, and dynamic statewide birth to 12th grade education system to advance the school readiness of young children. Ready for Kindergarten R4K is only one of the many strategic investments Maryland is making to eliminate the achievement gaps that begin before children enter kindergarten. Maryland’s Additional Strategic Investments Increasing Access to PreK Offering Comprehensive Services (“Judy Center” Expansion) Improving Curricula Launching the Early Learning Assessment Strengthening the Early Care & Education Workforce Engaging Families & Communities Success is Achievable Laying the Groundwork
KRA data, as well as the use of the Results Based Accountability (RBA) framework, can be used to inform Maryland’s actions and indicate areas of focus for improving the outcomes for all children. Ask the following : How are we doing with respect to school readiness? What does the KRA data show? What explains our current school readiness levels? What will it take to improve the status of children’s readiness for school? What happens if we do nothing? How can we accelerate our good trends and improve our results? Success is Achievable Results Based Accountability
www.readyatfive.org Visit now! Success is Achievable Using the Kindergarten Readiness Data Readiness Matters 2016 Resources The following materials are available to help jurisdictions and key stakeholders use the KRA 2015-2016 data: Readiness Matters 2016 Statewide Report Statewide Issue Brief Statewide PowerPoint Presentation Jurisdictional Data Jurisdiction-specific Issue Briefs Customized PowerPoint Presentations Business Leaders Brief Parent / Family Information (English & Spanish)