[kids-lib] Statistics/In the News: Statewide Kindergarten Assessment Results Released
tanenz at comcast.net
tanenz at comcast.net
Thu Jan 15 19:48:39 PST 2015
See below in red for another "storytime connections" focus to add to the
ones Katie poses.
What are we all doing to provide our children with culturally and
linguistically responsive opportunities?
Hope Crandall
From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf
Of Katie Anderson
Sent: Thursday, January 15, 2015 4:14 PM
To: kids-lib at listsmart.osl.state.or.us;
reading-for-healthy-families at listsmart.osl.state.or.us
Subject: [kids-lib] Statistics/In the News: Statewide Kindergarten
Assessment Results Released
Hi! Oregon 2014-2015 Kindergarten Assessment Results have been released.
Read the press release below and go to the Oregon Kindergarten Assessment
Report Overview
<http://www.ode.state.or.us/gradelevel/pre_k/kasdoverviewfinal.pdf> webpage
for the full story.
Here are a few things that stand out to me:
. The assessment is not a comprehensive look at what children know,
but rather focuses on a few of the skills that have been shown to be
predictive of success in later learning.
. The Kindergarten Assessment includes three components: Approaches
to Learning, which includes teacher observations of self-regulation and
interpersonal skills, and direct assessments in Early Literacy and Early
Mathematics.
. "We know that our Latino students need more access to culturally
responsive early learning opportunities in general and more bi-lingual early
learning opportunities specifically," said David Bautista, Assistant
Superintendent of the Equity Unit at the Oregon Department of Education.
"Developing a child's language of origin is a key strategy in developing
early literacy."
Approaches to Learning
Early Mathematics
Early Literacy
Self-Regulation
Interpersonal Skills
Total
Numbers & Operations
English Letter Names
English Letter Sounds
SubGroup
Average Rating
(1 - 5)
Average Rating
(1 - 5)
Average Rating
(1 - 5)
Average Num Correct
(0- 16)
Average Num Correct
(0- 100)
Average Num Correct
(0- 100)
Total Population
3.6
3.9
3.7
8.0
17.7
6.6
Here are a few storytime connections:
. Storytimes provide young children a great opportunity to learn
self-regulation. What opportunities are we providing children to practice
these skills?
. Storytiems provide young children the opportunity to interact with
other children and adults. What activities are we implementing that
facilitate developmentally appropriate interpersonal skills?
. Naming letters and numbers is easy to integrate into storytimes
(letter knowledge). How can we be more strategic about identifying letters
and numbers by name during storytimes?
. We do a great job of engaging kids in rhymes and word play that
develops phonological awareness. Should we take the next step and provide
more opportunities for kids to connect the sounds with their corresponding
written letters? If so, how can we integrate those types of activities into
storytimes that are focused on making reading and learning fun (print
motivation)?
Katie Anderson, Library Support and Development Services
* Youth Services Consultant * Oregon Center for the Book Coordinator *
Oregon State Library, 250 Winter St. NE, Salem, OR 97301
katie.anderson at state.or.us, 503-378-2528
<http://www.olaweb.org/index.php?option=com_content&view=article&id=289>
OYAN_logo_clr.JPG
Talk about new teen books, teen programming ideas, and more at
OLA's Oregon Young Adult Network winter meeting
<http://www.olaweb.org/index.php?option=com_content&view=article&id=174>
Friday, January 16, 2015 at Woodburn Public Library
From: Super
[mailto:super-bounces+jennifer.maurer=state.or.us at listsmart.osl.state.or.us]
On Behalf Of ODE Communications
Sent: Wednesday, January 14, 2015 9:15 AM
To: super at listsmart.osl.state.or.us
Subject: [Super] Press Release: Statewide Kindergarten Assessment Results
Released
Media Contacts:
Aimee Craig, 503-930-1434
Statewide Kindergarten Assessment Results Released
A Statewide Snapshot of Early Skills, An Opportunity to Focus on Equity
Salem, OR (January 14, 2015)-The results of the 2014-2015 Oregon
Kindergarten Assessment were released today. This is the second year the
state has collected a snapshot of children's skills and knowledge when they
first enter kindergarten.
The state of Oregon wants to ensure that student success starts early.
Children currently enter kindergarten having had a wide variety of informal
and formal early childhood experiences. The Kindergarten Assessment provides
a means by which to honor the diverse early experiences children have before
they enter school while highlighting areas where resources can be targeted
to better serve families and children. The Kindergarten Assessment also
gives schools additional information that can inform how they invest their
limited resources in supporting the social, emotional, and academic
development of students in the early elementary grades.
The assessment is not a comprehensive look at what children know, but rather
focuses on a few of the skills that have been shown to be predictive of
success in later learning. The Kindergarten Assessment results provide a
snapshot of the extent to which children are starting school with the skills
that will allow them to engage in and benefit from the opportunities and
experiences provided to them.
"Research is clear that the experiences children have in their earliest
years set the stage for future learning and success," said Megan Irwin,
Acting Early Learning System Director. "We know that supporting all young
children and families to learn and thrive will not only benefit children and
families in the short term, but the investment will benefit our schools, our
communities and our state's future prosperity. This data elevates the need
for that investment and the need to make sure equity is front and center in
all of our early learning strategies."
It is the State's priority to ensure that students enter kindergarten ready
to learn and are reading to learn by third grade. The Governor's Requested
Budget includes a $135 million investment in early learning. This investment
is targeted toward strategies designed to close opportunity gaps and
eliminate disparities for students, age three through grade three. The
total package of investments includes funding for child care subsidy, early
intervention and special education, family coaching and support, early
literacy strategies, preschool, and early learning hubs.
Districts such as the Roseburg School District are using their Kindergarten
Assessment data to evaluate the needs and opportunities in each of their
elementary schools and make sure resource allocations match the needs.
"The Kindergarten Assessment data provides a more nuanced look at the
strengths and opportunities in our incoming kindergarten class than we have
ever had before," said Jill Weber, Teaching and Learning Administrator,
Roseburg School District. "We can start to evaluate how the investments we
are making in preschool and parent engagement are making a difference for
our students."
The Assessment
The Kindergarten Assessment includes three components: Approaches to
Learning, which includes teacher observations of self-regulation and
interpersonal skills, and direct assessments in Early Literacy and Early
Mathematics.
The child-friendly assessment is a combination of teacher observations and
one-on-one sessions during which a child is asked to complete tasks such as
identifying letters or counting the number of objects in a picture. Children
are never asked to write down responses during any portion of the
assessment.
The Approaches to Learning segment is based on teacher observations and
perceptions of skills and children's behavior. Teachers observe their
students in the classroom during regular classroom activities and routines
and rate students' self-regulation behaviors and interpersonal skills such
as the ability to focus, persevere at a task, and work with others. For each
item, students are rated on a scale ranging from 1 (the child never exhibits
the behavior described by the item) to 5 (the child always exhibits the
behavior described by the item).
The Early Literacy segment includes a letter names and a letter sounds
direct assessment that are timed to measure fluency, meaning that they
provide information about how quickly and accurately entering kindergarten
students can produce letter names and letter sounds.
The Early Mathematics segment is an untimed direct assessment in numbers and
operations including counting, simple addition, simple subtraction, and
recognizing number patterns.
For more information about the content of the assessment, see the Oregon
Kindergarten Assessment Report Overview
<http://www.ode.state.or.us/gradelevel/pre_k/kasdoverviewfinal.pdf> .
The Results
Approaches to Learning
Early Mathematics
Early Literacy
Self-Regulation
Interpersonal Skills
Total
Numbers & Operations
English Letter Names
English Letter Sounds
SubGroup
Average Rating
(1 - 5)
Average Rating
(1 - 5)
Average Rating
(1 - 5)
Average Num Correct
(0- 16)
Average Num Correct
(0- 100)
Average Num Correct
(0- 100)
Total Population
3.6
3.9
3.7
8.0
17.7
6.6
Asian
3.7
4.1
3.9
9.2
28.7
11.5
African American
3.4
3.7
3.5
7.2
18.5
5.9
Hispanic
3.5
3.9
3.6
6.9
8.9
2.8
American Indian/Alaskan Native
3.5
3.8
3.6
7.3
14.3
4.5
Multi-Ethnic
3.6
3.9
3.7
8.3
21.1
7.8
Pacific Islander
3.5
3.8
3.6
7.1
13.3
3.8
White
3.6
3.9
3.7
8.4
20.2
7.7
Female
3.8
4.1
3.9
7.9
18.4
6.9
Male
3.4
3.8
3.5
8.1
17.1
6.3
The results overall are fairly similar to last year's Kindergarten
Assessment results. For 2013-2014 results, click here
<http://www.ode.state.or.us/gradelevel/pre_k/ka_2013-14_lookback_report.xlsx
> . For 2014-2015 statewide results, click here
<http://www.ode.state.or.us/search/page/?id=3908> .
The field of kindergarten assessment nationwide is very dynamic and rapidly
developing. Oregon has used a thoughtful, research-based approach to
recommend and use the components of the assessment. The state continues to
engage researchers and stakeholders to refine those components.
"Historically underserved communities represent Oregon's best opportunity to
improve educational outcomes," Irwin said. "In order for each and every
child and family to learn and thrive, early learning services have to be
differentiated and focused on the assets of each of our communities. The
Kindergarten Assessment data gives us valuable insight into how well the
early learning system is responding to community needs and we fully expect
greater, equitable investments in early learning to help close the
opportunity gaps that show up in this data."
Results of the Spanish Letter Names Operational Field Test
This is the first year the state administered the Spanish Letter Names
component of the assessment. The Oregon Department of Education and Early
Learning Division will continue to engage researchers, educators and other
stakeholders in a conversation about the evolution of each component of the
Kindergarten Assessment, including this measure. The intention of the
Spanish Letter Names assessment is to honor and support the diverse language
experiences children bring into kindergarten classrooms while at the same
time considering the resources needed to continuously develop proficiency in
English.
The Spanish Letter Names assessment is only available to students who have
been identified as English Learners and whose native language is Spanish.
The Spanish Letter Names segment is intended to measure students' accuracy
and speed in naming upper and lowercase letters in Spanish. Spanish Letter
Names scores represent the number of specified letters a student is able to
correctly identify in one minute.
Below are the statewide results from the Spanish Letter Names measure. The
chart below shows the results from the 4,369 students who were assessed with
both the Spanish Letter Names measure and the English Letter Names measure.
These students were more proficient with English Letter Names than Spanish
Letter Names.
Early Literacy
English Letter Names
Spanish Letter Names
Average Num Correct
(0- 100)
Average Num Correct
(0- 100)
Students who took both the English Letter Names and Spanish Letter Names
Assessment
4.71
2.94
"We know that our Latino students need more access to culturally responsive
early learning opportunities in general and more bi-lingual early learning
opportunities specifically," said David Bautista, Assistant Superintendent
of the Equity Unit at the Oregon Department of Education. "Developing a
child's language of origin is a key strategy in developing early literacy."
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