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Maryland’s Result Area, Children Entering School Ready to Learn RBA Australia Summit, Sidney September 30, 2015.

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Presentation on theme: "Maryland’s Result Area, Children Entering School Ready to Learn RBA Australia Summit, Sidney September 30, 2015."— Presentation transcript:

1 Maryland’s Result Area, Children Entering School Ready to Learn RBA Australia Summit, Sidney September 30, 2015

2 Who is the Customer?

3 Early Childhood Learning Environment

4 Maryland, USA

5 Maryland Profile of Kindergarten

6 Achieving Measurable Impact Maryland Leaders and School Readiness Maryland Legislators Annie E. Casey Foundation Maryland Department of Education Maryland State Agencies

7 Achieving Measurable Impact Maryland Leaders and School Readiness Maryland Legislators Annie E. Casey Foundation Maryland Department of Education Maryland State Agencies

8 Achieving Measurable Impact Maryland Leaders and School Readiness Maryland Legislators Annie E. Casey Foundation Maryland Department of Education Maryland State Agencies

9 Achieving Measurable Impact Maryland Leaders and School Readiness Maryland Legislators Annie E. Casey Foundation Maryland Department of Education Maryland State Agencies

10 Assembling the Right Team Creation of a Joint Committee on Children, Youth, and Families Senate Budget and Taxation Committee Secretary of Education Secretary of Budget and Management Leadership Development (supported by Annie E. Casey Foundation)

11 Assembling the Right Team Creation of a Joint Committee on Children, Youth, and Families Senate Budget and Taxation Committee Secretary of Education Secretary of Budget and Management Leadership Development (supported by Annie E. Casey Foundation)

12 Assembling the Right Team Creation of a Joint Committee on Children, Youth, and Families Senate Budget and Taxation Committee Secretary of Education Secretary of Budget and Management Leadership Development (supported by Annie E. Casey Foundation)

13 Assembling the Right Team Creation of a Joint Committee on Children, Youth, and Families Senate Budget and Taxation Committee Secretary of Education Secretary of Budget and Management Leadership Development (supported by Annie E. Casey Foundation)

14 Assembling the Right Team Creation of a Joint Committee on Children, Youth, and Families Senate Budget and Taxation Committee Secretary of Education Secretary of Budget and Management Leadership Development (supported by Annie E. Casey Foundation)

15 Selecting Performance Measures Assessment Instrument in Kindergarten (Work Sampling System) Alignment with State Standards and Customization Establishing infrastructure of resources and support Legislative Requirement

16 Selecting Performance Measures Assessment Instrument in Kindergarten (Work Sampling System) Alignment with State Standards and Customization Establishing infrastructure of resources and support Legislative Requirement

17 Selecting Performance Measures Assessment Instrument in Kindergarten (Work Sampling System) Alignment with State Standards and Customization Establishing infrastructure of resources and support Legislative Requirement

18 Selecting Performance Measures Assessment Instrument in Kindergarten (Work Sampling System) Alignment with State Standards and Customization Establishing infrastructure of resources and support Legislative Requiremen t

19 Measuring School Readiness Skills of Incoming Kindergarteners Social and Personal Language and Literacy Mathematical Thinking Scientific Thinking Social Studies Physical Development 30 indicators of learning Results by State, County, and School Subgroups Race Gender Prior Care Disability Dual Language Income

20 Measuring School Readiness Skills of Incoming Kindergarteners Social and Personal Language and Literacy Mathematical Thinking Scientific Thinking Social Studies Physical Development 30 indicators of learning Results by State, County, and School Subgroups Race Gender Prior Care Disability Dual Language Income

21 Measuring School Readiness Skills of Incoming Kindergarteners Social and Personal Language and Literacy Mathematical Thinking Scientific Thinking Social Studies Physical Development 30 indicators of learning Results by State, County, and School Subgroups Race Gender Prior Care Disability Dual Language Income

22 Measuring School Readiness Skills of Incoming Kindergarteners Social and Personal Language and Literacy Mathematical Thinking Scientific Thinking Social Studies Physical Development 30 indicators of learning Results by State, County, and School Subgroups Race Gender Prior Care Disability Dual Language Income

23 Defining Headline Performance Measures (Is Customer Better Off?) Developing Descriptors of Performance (i.e., school readiness) Determining use of Performance Measures Establishing valid and reliable results Creating Headline Performance Measures in Early Childhood Programs (e.g., Judy Centers)

24 Defining Headline Performance Measures (Is Customer Better Off?) Developing Descriptors of Performance (i.e., school readiness) Determining use of Performance Measures Establishing valid and reliable results Creating Headline Performance Measures in Early Childhood Programs (e.g., Judy Centers)

25 Defining Headline Performance Measures (Is Customer Better Off?) Developing Descriptors of Performance (i.e., school readiness) Determining use of Performance Measures Establishing valid and reliable results Creating Headline Performance Measures in Early Childhood Programs (e.g., Judy Centers)

26 Defining Headline Performance Measures (Is Customer Better Off?) Developing Descriptors of Performance (i.e., school readiness) Determining use of Performance Measures Establishing valid and reliable results Creating Headline Performance Measures in Early Childhood Programs (e.g., Judy Centers)

27 Kindergarten Readiness Assessment Preschool/ Early Childhood Family SupportHealth Services Family Engagement Improving Services to Impact Performance Measures

28 Measurable Impact – The Case of Maryland’s Early Childhood Education Reform

29 Analysis of Data

30

31

32 The Paradigm Shift – Reframing the Work Already Done Transparency of data Annually releasing data before State Board of Education Presenting before the Joint Committee and Budget Committees Informing stakeholder groups (e.g., school districts, early childhood community, business leaders, foundations) Publishing resources on the data

33 The Paradigm Shift Use of data and clarity of analysis Identifying early learning issues (e.g., poor performance on domains, emerging achievement gap) Adapting the process by types of programs or committees (e.g., Judy Centers, local early childhood councils)

34 The Paradigm Shift Execution of action plan Establishing collaborative approach to action Using the data to examine the “story behind the curve” Developing comprehensive strategic plans based on data

35 Reforming the System Expanding access to early childhood programs Improving quality of early childhood programs Universal full-day Kindergarten (5 yrs.) Preschool for all disadvantaged 4-year olds Establishing accreditation process Improving teacher qualifications Creating quality rating system

36 Epilogue Introduction of the Common Core Standards which are more rigorous and create advanced school readiness benchmarks (2013) Award of Federal funds (Race to the Top) to develop comprehensive assessment system, including a new Kindergarten Readiness Assessment as the new performance measure (2012-16) Alignment of new assessment with more rigorous standards (2012- 14) First administration of the KRA in 2014-15

37 Epilogue Introduction of the Common Core Standards which are more rigorous and create advanced school readiness benchmarks (2013) Award of Federal funds (Race to the Top) to develop comprehensive assessment system, including a new Kindergarten Readiness Assessment as the new performance measure (2012-16) Alignment of new assessment with more rigorous standards (2012- 14) First administration of the KRA in 2014-15

38 Epilogue Introduction of the Common Core Standards which are more rigorous and create advanced school readiness benchmarks (2013) Award of Federal funds (Race to the Top) to develop comprehensive assessment system, including a new Kindergarten Readiness Assessment as the new performance measure (2012-16) Alignment of new assessment with more rigorous standards (2012- 14) First administration of the KRA in 2014-15

39 Epilogue Introduction of the Common Core Standards which are more rigorous and create advanced school readiness benchmarks (2013) Award of Federal funds (Race to the Top) to develop comprehensive assessment system, including a new Kindergarten Readiness Assessment as the new performance measure (2012-16) Alignment of new assessment with more rigorous standards (2012- 14) First administration of the KRA in 2014-15

40 New School Readiness Baseline

41 Achievement Gaps – New Baselines

42 Switching Course Realignment of performance targets Communication strategies with stakeholders and public/press Renewed engagement Stay Tuned!

43 Switching Course Realignment of performance targets Communication strategies with stakeholders and public/press Renewed engagement Stay Tuned!

44 Switching Course Realignment of performance targets Communication strategies with stakeholders and public/press Renewed engagement Stay Tuned!

45 Switching Course Realignment of performance targets Communication strategies with stakeholders and public/press Renewed engagement Stay Tuned!

46 RBA – Children Entering School Ready to Learn For more information: www.readyatfive.org Maryland State Department of Education Division of Early Childhood Development Rolf Grafwallner, Ph.D. rolf.grafwallner@maryland.gov

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