+ Michael Bates Michael Furlong Mosaic Network, Inc. QRIS - - PowerPoint PPT Presentation
+ Michael Bates Michael Furlong Mosaic Network, Inc. QRIS National Meeting July 23, 2014 Denver, Colorado Improve. Perform. Achieve. Kindergarten Student Entrance Profile Improve. Perform. Achieve. + 1. Need and Rationale for School
Michael Bates Michael Furlong Mosaic Network, Inc.
QRIS National Meeting July 23, 2014 Denver, Colorado
Readiness in QRIS
Profile (KSEP)
n Participants will learn about tools and
procedures for school readiness assessment and their place within broader early childhood QRIS
n Participants will increase their increase
knowledge of approaches be in used to assess school readiness with children from diverse backgrounds
KSEP Development, Validation, and Application
UCSB—Matt Quirk UCSB—Erika Felix UCSB—Karen Nylund-Gibson First 5 Santa Barbara Santa Maria-Bonita USD First 5 Fresno Fresno County Fresno County Office of Education Central, Clovis, Fresno, and Sanger, School Districts Fresno Area Strive Storyteller Children’s Center Center for School-Based Youth Development
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Source: ECLS-K, Kindergarten Class of 2010-2011 (National Center for Educational Statistics)
Rumberger & Arellano, 2007, p. 71
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n
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Number, Depth, Context Gap starts early
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n Operationalization of “school
readiness”
n Use of data n Planning and instruction n Student status at K entry n Systems for reporting and
using data
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Ongoing state efforts and challenges Universal adoption
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n Are our children “ready” for
school?
n Which children need additional
educational supports?
n What is the path forward for K
teachers to support children?
n How to provide guidance and
participation of parents?
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Guiding KEA principles
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n Match with its intended uses and decisions n Used as intended n High quality psychometric properties n Appropriate for all sociocultural and socioeconomic backgrounds n Within data-based decision making structure n Within a system of planned support and services n Professional development is ongoing n Linked with progress monitoring and case management n Implemented and sustained with fidelity
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n Observation based tool in a
naturalistic setting
n Produces a “rating” not a
“score”
n Sampling key indicators:
physical, social-emotional, and school-ready knowledge
n Screener n Informs follow-up action—linked
with district assessment process
n A test or judgment tool
(no-blame approach)
n An ability measure n A tracking screener n Once-and-out n Perfect predictor n Disconnected from other
assessments/instructional strategies Is Is not
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n Not Yet
Child doesn’t appear to notice
n Emerging
No talking, child shows teacher button or shoe
n Almost Mastered
Child tries to button, generally asks for teacher “Help”
n Mastered
Child asks specifically, “Tie my shoe,” “Please help me,” “I want to know how to…”
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n Not Yet
Unable to do
n Emerging
Scribble-write first name with some letter-like forms
n Almost Mastered
Writes first name with letters and some phonetically appropriate letter/sounds (e.g., first letter)
n Mastered
Writes first name phonetically
letters not required
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Immediate Follow-up Monthly Monitoring Quarterly Monitoring Ready to Go
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n Immediate Follow-up
All students were rated 1 (not yet) or 2 (emerging) on a majority of items
n Monthly Monitor
All students were rated a 3 (almost mastered) on at least 1 item
n Quarterly Monitor
All students were rated as mastering (rating of 4) fewer than 7 items
n Ready to Go
All students were rated as mastering 7 or more items
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Weeks 1-3
Enter student information
(paper or data portal) Periodically make notes of
each student
End of Week 4
Complete and record final KSEP ratings for each student
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Evidence Base 23
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First 5 Santa Santa Barbara in 2000s UCSB and Santa Maria-Bonita School District (SMBSD)
n Ongoing, successive cohorts of
incoming K students in SMBSD
n K-8 district in mostly low SES,
agricultural community of ~100k
n First 5 Santa Barbara County
n Core psychometrics and
covariates
n Predict reading fluency and
academic achievement
n Path modeling n Closing the gap analysis n Profiles of KSEP strengths and
weaknesses
n Linking KSEP profiles to latent
growth trajectories
Initial development KSEP studies
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Source: Quirk et al. (2011)
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B B B B B B
J J J J J J H H H H H H
F F F F F F
Ñ Ñ Ñ Ñ Ñ Ñ Ö Ö Ö Ö Ö Ö
H H H H H H 1 1 1 1 1
Gr1–F G1–W G1–S G2–F G2–W G2–S 10 20 30 40 50 60 70 80 90 100 110 Average Words per Minute over 2 Probes Benchmark Measurements
B
J 1-3 H 4-6
F
7-9 Ñ 10-12 Ö 13-15
H
16
1
Norm
!
End-Grade 2-Goal
KSEP ITEMS MASTERED Source: Lilles et al. (2009)
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Percent Proficient or Advanced
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Percent Proficient or Advanced
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12 16 19 21 22 30 25 30 37 40 47 47 43 51 57 72 75 82 83 88 89 102 111 116
26 30 38 50 52 66 61 73 73 92 98 110
24 48 72 96 120 144 Fall Winter Spring Fall Winter Spring
Words Per Minute
Low KSEP , Low WPM High KSEP , High WPM Low KSEP , Catching Up
GRADE 1 GRADE 2
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n Purpose
n School r eadiness is a
multifaceted construct, likely students have different patterns of strengths and weaknesses
n Profiles can enhance
precision of screening, inform early and/or targeted interventions
n Analysis
n Latent Class Analysis (LCA)
to identify commonly
strengths and weaknesses
n Inclusion of predictor
variables to understand who comprises emergent classes
n Odds ratios identifying
characteristics of class membership
Purpose Analysis
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Source: Quirk, Nylund-Gibson, & Furlong (2013)
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Source: Quirk, Nylund-Gibson, & Furlong (2013)
n Balanced High Class 14.0 (Higher Achievement) n Mod SE, Mod Cog
9.4 (Higher Achievement)
n Mod SE, Low Cog
8.2 (Lower Achievement)
n Low SE, Low Cog
3.8 (Lower Achievement)
n Extremely Low
0.9 (Lower Achievement)
Source: Quirk, Nylund-Gibson, & Furlong (2013)
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Source: Quirk, Nylund-Gibson, & Furlong (2013)
n Patterns emerged that were consistent with previous research
n Preschool experience + English proficiency differentiate top and
bottom classes
n Extremely Low vs. Balanced High: significantly younger n Extremely Low vs. Balanced High: 50 times less likely to have
preschool experience
n Some KSEP items (e.g., identifying shapes) did not discriminate
between groups
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Source: Quirk, Nylund-Gibson, & Furlong (2013)
n The KSEP brief and cost-effective school readiness screener n Has been used universally at the school and district levels n Has shown it can be sustained n Multiple studies demonstrate that the KSEP predicts:
n phonological awareness in mid-kindergarten n reading fluency in Grades 1 and 2 n English language arts and mathematics achievement in Grades 2 through 4
n Additional analyses have introduced that different KSEP rating profiles
may have value in refining how school readiness is related to later
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n Quirk, M., Mayworm, A., Rebelez, J., & Furlong, M. J. (2014). Examining the dimensionality
and measurement invariance of a school readiness screener by gender and parent education
n Nylund-Gibson, K., Grimm, R., Quirk, M., & Furlong, M. J. (2014). A latent transition mixture
model using the three-step specification. Structural Equation Modeling, 21, 1–16.
n Quirk, M., Rebelez, J., & Furlong, M. J. (2014). Exploring the dimensionality of a brief school
readiness screener for use with Latino/a children. Journal of Psychoeducational Assessment, 32, 259–264.
n Quirk, M., Nylund-Gibson, K., & Furlong, M. J. (2013). Exploring patterns of Latino/a
children’s school readiness at kindergarten entry and their relations with grade 2
n Quirk, M., Nylund-Gibson, & Furlong, M. J., (2012). It isn’t as simple as ready or not: A latent
class analysis of children’s school readiness profiles. Unpublished manuscript, Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, Santa Barbara, CA.
n Furlong, M. J., & Quirk, M. (2011). The relative effects of chronological age on Hispanic
students’ school readiness and grade 2 academic achievement. Contemporary School Psychology, 14, 81–92. 41
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n Quirk, M., Furlong, M. J., Lilles, E., Felix, E., & Chin, J. (2011) Preliminary development of a
kindergarten school readiness assessment for Latino students. Journal of Applied School Psychology, 27, 77–102.
n Quirk, M., & Furlong, M. J. (2011) Getting a head start on closing the achievement gap:
universal screening of children’s school readiness at kindergarten entry. California Association of School Psychologists Today, 61, 5–10.
n Lilles, E., Furlong, M. J., Quirk, M., Felix, E., Dominguez, K., & Anderson, M. (2009).
Preliminary development of the kindergarten student entrance profile. California School Psychologist, 14, 71–80.
n Bates, M. P., Greif, J. L., & Furlong, M. F. (2005). School readiness needs of Latino
preschoolers: a focus on parents’ comfort with homeschool collaboration. California School Psychologist, 10, 105–116.
n Pyle, R. P. (2002). Best practices in assessing kindergarten readiness. California School
Psychologist, 7, 63–73.
n Abstracts available from http://www.michaelfurlong.info/KSEP/research/ksep-research/
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7/23/14
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48 Serena Lopez
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