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Kansas Kindergarten Readiness Screener Pilot 2016-17 Kansas Kindergarten Readiness Screener Pilot 2016-17

Kansas Kindergarten Readiness Screener Pilot 2016-17 - PowerPoint Presentation

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Kansas Kindergarten Readiness Screener Pilot 2016-17 - PPT Presentation

Kansas Kindergarten Readiness Screener Pilot 201617 Kindergarten Readiness and the Ages amp Stages Questionnaires Why Kindergarten Readiness ASQ3 Ages and Stages Questionnaire Lunch ASQSE2 Ages and Stages Questionnaire Social Emotional ID: 769300

training asq agesandstages www asq training www agesandstages materials publishing 2015 squires yockelson twombly potter copyright brookes clifford reserved

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Kansas Kindergarten Readiness Screener Pilot 2016-17 Kindergarten Readiness and the Ages & Stages Questionnaires

Why Kindergarten Readiness? ASQ:3 Ages and Stages Questionnaire Lunch ASQ:SE-2 Ages and Stages Questionnaire: Social Emotional Online Access Webinar by Brooke Publishing Agenda for the Day

Dr. Randy Watson, Commissioner of Education Kindergarten Readiness

Kindergarten Readiness Workgroup Amy Blosser, Early Childhood Director, Children’s Cabinet and Trust Fund Barbara Dayal , Preschool and Special Education, KSDE Julie Ewing, English Learners & Title III, KSDE Emily Fleming, KCK ECC Assistant Principal, KCK Public SchoolsBeth Fultz, Career Standards and Assessments, KSDE Tracie Kalic , Migrant Education GOSOSY Director Kim Kennedy , Head Start Collaboration Office, DCF Barbara Kramer, Part C Program Analyst, KDHE Richard 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, Chair

Existing Work in Early Childhood School Readiness Framework Early Learning Standards Family Engagement Standards Kansas’ Current Landscape in Getting Kids Ready for Kindergarten

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

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 .

A Hinge – Not a Gate Swings back to inform regarding prior experiences Swings forward to inform effective classroom practices Informs Communities regarding early childhood opportunities Not a gate keeper to “screen” five year olds out of Kindergarten A Kindergarten Readiness Screener

Kindergarten Readiness Screener Timeline June 2016 Participants in the fall 2016 pilot will be determined August 2016 Small team Trainer of Trainers receive official training September 2016 Every Kindergarten teacher involved in pilot will be trained by the training team September – December 2016 **ASQ-3 and ASQ:SE-2 will be piloted in various districts and schools across Kansas Winter 2017 Pilot cohort will provide feedback to KSDE to help inform planning of a state-wide roll out of a Kindergarten Readiness screening tool RFP process for state-wide screening tool Develop training plan *Spring/Summer/Fall 2017 Implement training plan*Fall 2017 State-wide data collection begins *Fall 2017 Approximately 37,000 Kindergarten children, their families, and teachers will collect information using the approved screening tool

Districts Participating in 2016 Pilot

Spring 2017 Survey and meet with focus group of pilot participants to collect feedback and recommendations A Request for Proposal will be initiated (as per state law) for a screening tool Work with the approved vendor on a training plan Work with KSDE on a funding plan Begin state-wide data collection 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? Beyond the Pilot

A Screener is Not a Test Screening Tool Looks at developmental milestones Provides a snapshot Brief to administer Largely observational in nature

Ages and Stages Questionnaires

Used during regular home and/or classroom activities Based on families’/teachers’ observations of children’s skills and abilities Addresses communication, motor, problem solving, personal and social-emotional skills Aligns with tools already used in early childhood settings Considerations Ages and Stages Questionnaires Are...

Parent Report: Research Parent’s are highly reliable when reporting on their child's development ( Dinnebeil & Rule 1994) ASQ-3 research found 93% agreement between parents and professionalsMany other studies agree that parents are reliable reporters Parents ARE the experts on their child! ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com 16

The family is the primary force in preparing children for school and life (Henderson & Berla, 1995) Children benefit when all the adults who care for them work together (Bronfenbrenner, 2004) Why Engage Families? ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com 17

Parents and Family Members Bring: Child’s temperament; health history; behavior; emerging skills Family expectations; fears and hopes Culturally-specific beliefs about child-rearing Parents experiences with school Parents beliefs about role with professionals Parents sense of control and authority Source: The National Center on Parent, Family and Community Engagement

Providers/Professionals Bring: Child educational, behavioral or health information Personal observations and assessments of child Knowledge about resources & future educational environments Personality, family history/ culture and professional culture Training, experience, philosophy Source: The National Center on Parent, Family and Community Engagement

Differences in Parent & Professional Report Research Indicates : Professionals may underestimate a child’s skills Higher agreement for easily observed behaviors Parents report more emerging skills Children do different things in different settings ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com 20

Parental Characteristics that may Affect Accuracy Low literacy Cultural and language differences Impaired mental functioning Mental health issues Involvement with child protective agencies Parents with these characteristics will need different levels of support. ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com 21

Creates the expectation that parents will be involvedConveys the value for and importance of the parent’s expertise True collaboration involves the reciprocal sharing of information between parents and providers Using Parent Completed Tools ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com 22

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 support 23 Collecting ASQ/ASQ:SE Data

Children who come to school dirty are…. Parents who smoke are… Parents who sleep with their kids… Parents who ‘do’ for their children all the time… Families who don’t read to their kids are… Children who don’t look adults in the eye… Dads who don’t support their families are… Children who are overweight are… Angry, distrustful family members are… 24 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com Activity: Be Aware of Your Thoughts

25 Features of the ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Administration window indicated on ASQ-3 cover page 60 month "window" is for children ages 57 months 0 days through 66 months 0 days 72 month “window” covers 66 months 1 day to 77 months 30 days. Add talking points regarding 72 month form. Features: ASQ-3 Cover Page 26 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Features: ASQ-3 Cover Page Gathers information to choose correct ASQ-3 interval Date ASQ Completed Child’s Date of Birth Compare with Administration window 27 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

www.agesandstages.com Download ASQ Calculator App on phone or tablet 28 Online Calculator Enter Date of Completion and Date of Birth for correct interval to use.

Features of the ASQ-3 29 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Features of the ASQ-3 ASQ-3 is organized with: 5 developmental areas 6 questions in each area Response options: Yes, Sometimes, Not Yet Forms are written at a 4th to 6th grade reading level. 30

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) 31 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.

Preparations to Consider Determine level of assistance needed, if any (first language, reading level, motivation, capability) Explain purpose of the pilot, screening and review questionnaire content Schedule time to talk with the parent Select correct ASQ-3 interval If possible, provide parent with ASQ-3 prior to having them complete it electronically Assemble materials, if assisting parents with completion 32 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Consider the following Total ASQ-3 Area Scores Parent Concerns Local procedures If based on multiple data points you are concerned, the child may have a delay.. Follow your school’s SIT process/protocol ASQ-3 Recommendations for Follow-up 33

How might culture or values influence these activities? Feeding and Dressing Reading and Writing Tools Playing with Toys Blocks, stuffed animals, shopping carts Sports (e.g., balls) *Adapted from Cross-Cultural Lessons: Early Childhood Developmental Screening and Approaches to Research and Practice. CUP Partnership, Alberta Canada. ASQ-3 Other Contributing Factors 34 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson , E Twombly , and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

ASQ-3 Score Interpretation for the Classroom 35 This is what the report would look like formatted, or you can export into a spreadsheet

36 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 . Discussing Results with all families….

Follow-Up to Screening: Intervention and Learning Activities ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com 37

Next on the agenda is the Ages and Stages Questionnaire 2: Social Emotional 38 Break

39 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Why Screen Social-Emotional Behaviors? 40 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Video: Early Childhood Mental Health From Center on the Developing Child at Harvard University http://developingchild.harvard.edu/resources/multimedia/videos/inbrief_series/inbrief_mental_health https://www.youtube.com/watch?v=tLiP4b-TPCA 41 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Complexities of Assessing Social-Emotional Development 42 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Ability to develop good relationships with peers and adults/make friends/get along with others Ability to persist at tasks Ability to follow directions Ability to identify, understand, and communicate own feelings/emotions Ability to constructively manage strong emotions Empathy Social Emotional Development for Young Child is the Growing Capacity to Develop:

Challenge: Understanding Social-Emotional Development and Assessing it is Complex It needs to be viewed through 3 important lenses. Appropriateness of behaviors depends on: Child’s developmental age or stage. Context of setting Family and community values and expectations

Typically Early Kindergarten children may W hine, make demands, grab, push, hit. Pout or have a tantrum when they don’t get their way. Resist following directions. Behavioral experimentation helps children learn consequences, builds a working memory for future problem solving and regulate themselves! They are developing impulse control and executive functioning! Challenge: Many Anti-Social Behaviors are Normal! 45 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

2 Crucial features Frequency Intensity of behaviors 2 Dimensions Externalizing Internalizing Challenge: Understanding the Characteristics of Problem Behaviors 46 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Social Emotional Challenges Externalizing: Severe tantrums Kicking, hitting, biting Throwing toys and materials Difficulty accepting guidance Disregulation : Hard to recognize emotional state Shifts quickly to inconsolable crying Difficulty being calmed or calming self Difficulty with routines: Falling asleep, staying awake Feeding / Mealtime problems Internalizing: Withdrawn Unengaged with people or materials Sad, anxious, irritable

48 Features of the ASQ:SE-2 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Parent-completed questionnaires that accurately identify young children at risk for social or emotional difficulties 7 key behavioral areas: self-regulation, compliance, adaptive functioning, autonomy, affect, social-communication, and interaction with people What is ASQ:SE-2? ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com 49

50 Areas of ASQ:SE-2 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Features of ASQ:SE-2 All questionnaires are written at 4 th - to 6 th - grade reading level All questionnaires include open-ended questions related to:eating, sleeping, and toileting concerns Any additional worries What caregivers enjoy about their child 51 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Administration window indicated on ASQ:SE-2 cover page 18-month "window” for children ages 54 months 0 days through 72 months 0 days Programs can personalize the cover page by replacing the logo of the mother and child (on the top left) ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com 52

Date ASQ:SE-2 Completed Child’s Date of Birth Prematurity question (up to 24 months) Calculate Age at administration or Adjusted age Compare with administration window 53 Family Information Page ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com 54

Flexible administration Ability to reframe/omit items Balance of strengths as well as problem behaviors Subjectivity is a critical part of assessment data Adaptations in multiple languages Features of ASQ:SE-2 that Support Cultural Sensitivity    55 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

www.agesandstages.com Download ASQ Calculator App 56 Choose the Correct ASQ-SE:2 for child’s age Enter Date of Completion and Date of Birth for correct interval to use.

Introducing ASQ:SE-2 to Parents Provides a quick check of your child’s social-emotional development Information you share is confidential Answers show your child’s social-emotional strengths and if there is information or resources in the community I may be able to share with you 57 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Introducing ASQ:SE-2 to Parents Often or Always Child is performing behavior too often or always Sometimes Child is performing behavior occasionally, but not consistently Rarely or Never Child is not or is rarely performing behavior Discuss the "concerns" option 58 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

Administering ASQ:SE-2 Have parents complete the questionnaires as independentl y as possible Some questions on ASQ:SE-2, such as those regarding eating problems (for all intervals) may require clarification 59 ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

ASQ:SE-2 Omitted Item? 60 Contact parent or omit item if inappropriate 1-2 Missing Items: adjusting the total score will not change results 3 Items missing: see ASQ:SE-2 User’s Guide or use the Adjusted Score Calculator ( www.agesandstages.com ) It is not recommended to omit more than 3 items ASQ-3™ and ASQ:SE-2™ Training Materials by J Squires, J Farrell, J Clifford, S Yockelson, E Twombly, and L Potter Copyright © 2015 Brookes Publishing Co. All rights reserved. www.agesandstages.com

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. 61

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. 62

Logistics Preview the Dear Teacher letter from Dr. Watson Preview the Dear Parent letter from KSDE, including the parent consent portion 63

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. 64

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. 65

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 considered 66

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. 67

In Summary This 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. 68

In Summary Work with your team or brainstorm with your group to create an action plan and timeline for your Kindergarten Readiness pilot work. 69

ASQ Online Brooke 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. 70

Questions? Tammy Mitchell tmitchell@ksde.org 785.296.7929