[kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results

Wed Feb 5 08:23:03 PST 2014

Sorry if I shared this before, but it fits the discussion of reaching out to find ways of offering storytime in other languages.

This story is from The Emporia Gazette about staff from the Emporia Public Library working with staff and students from the Emporia Unified School District to offer bilingual storytime in English and Spanish.

http://www.emporiagazette.com/news/article_340f00b4-5947-11e3-ab07-10604b9f6eda.html

Here are a few points that stood out to me:

·         The school district’s migrant student & family resource specialist, approached her [public librarian] about the program.

·         Bilingual story time [takes place] at Emporia Public Library.

·         Each story time begins with a song, followed by a story, which is followed by an activity related to the story. Ibarra, a senior at Emporia High School, reads a page in English and Reyes translates the page into Spanish. [I wonder if they ever choose any Spanish stories that are translated into English?]

·         The program’s primary goals are to invite Latino families into the library and to spark enthusiasm for reading.

·         “Many Latino parents are a little bit nervous about coming to the library,” Mendez said. “Almost all the books are in English. They might feel a bit intimidated.”

·         This concern echoes a pattern that researchers have noted about educational facilities and Spanish-speaking students in general. John Schweiter, an associate professor of Spanish and linguistics at Wilfrid Laurier University in Waterloo, Canada, reported that some Latino students avoid school libraries because there seem to be so few Spanish materials.

FYI,
Jen

Jennifer Maurer
School Library Consultant
Oregon State Library
250 Winter St NE
Salem, OR 97301
503.378.5011
jennifer.maurer at state.or.us

________________________________
From: Kids-lib [kids-lib-bounces at listsmart.osl.state.or.us] on behalf of Martín Blasco [MartinB at wccls.org]
Sent: Wednesday, February 05, 2014 8:16 AM
To: 'tanenz at comcast.net'; Katie Anderson; kids-lib at listsmart.osl.state.or.us
Subject: Re: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results

Buenos días Hope:

This is a great point.  Many Latino families have members that speak English and can be a great resource by communicating with the community in general. Libraries, for lack of moneys, in many cases, cannot hire more staff. Volunteers can be of great help. Of course, inquiring to all the organizations and agencies that you mentioned it’s an important part, if not the most,  of outreach.

Martín

From: tanenz at comcast.net [mailto:tanenz at comcast.net]
Sent: Tuesday, February 04, 2014 7:59 PM
To: 'Katie Anderson'; Martín Blasco; kids-lib at listsmart.osl.state.or.us
Subject: RE: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results

Hi Katie,
Inquire at the elementary schools, Head Starts, churches, middle and high school Latino cultural clubs, and the like.  Cultivate possible Spanish-speaking volunteers to be involved in the library’s services to Latino families. This takes persistence, creativity, and open-mindedness.

Buena suerte,
Hope Crandall

From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson
Sent: Tuesday, February 04, 2014 3:56 PM
To: Martín Blasco; (kids-lib at listsmart.osl.state.or.us<mailto:kids-lib at listsmart.osl.state.or.us>)
Subject: Re: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results

Martín,

That’s a great point. Yes, we should also consider reaching out more to Spanish families with young children because there is a huge gap between their results compared with other populations—this is not to say others don’t need services too, it’s just to say Spanish speaking families may need a little extra support to catch up.

Does anyone have ideas for small libraries (1-3 staff members, none bilingual) for improving services to the Spanish speaking community?

Thanks,
Katie

Katie Anderson, Library 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<mailto:katie.anderson at state.or.us>, 503-378-2528

From: Martín Blasco [mailto:MartinB at wccls.org]
Sent: Tuesday, February 04, 2014 3:05 PM
To: Katie Anderson; (kids-lib at listsmart.osl.state.or.us<mailto:kids-lib at listsmart.osl.state.or.us>)
Subject: RE: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results

Hi Katie:

Thank you so much for this info.  No doubt there’s a deficit among Latino children. Libraries should put more emphasis in storytimes in Spanish, especially considering that is the largest growing minority in the country.
Again, thank you so much,

Martín Blasco
Outreach Librarian for Latino and Multicultural Services
Washington County Cooperative Library Services
503-648-9785 x 3#
martinb at wccls.org<mailto:martinb at wccls.org>
www.facebook.org/bibliotecaswccls<http://www.facebook.org/bibliotecaswccls>

“Siempre imaginé que el Paraíso sería algún tipo de biblioteca”.
“I have always imagined that Paradise will be a kind of library.”
Jorge Luis Borges

From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson
Sent: Tuesday, February 04, 2014 12:26 PM
To: (kids-lib at listsmart.osl.state.or.us<mailto:kids-lib at listsmart.osl.state.or.us>)
Subject: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results

On Friday, the Governor released the first statewide Kindergarten Readiness Assessment results. Below is the official press release or you can go to http://www.oregon.gov/gov/media_room/Pages/press_releases/press_013114.aspx to read it online.

Here are a few things I thought you might be most interested in if you don’t have time to read the full press release. These are cut and paste directly from the press release:

over 95% of all entering kindergarteners [participated] in the assessment

Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn’t name a single letter.

Students were shown a chart with 100 letters – both lower case and upper case – and were asked to identify as many letter names as they could within 60 seconds.  They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer.  The numbers below show the average number of questions a student got correct.  This assessment was not timed but generally took 5 to 9 minutes.
[cid:image001.jpg at 01CF224A.40380090]

Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below.
[cid:image002.jpg at 01CF224A.40380090]

What might this mean to libraries? The most important thing to remember is to keep storytimes fun! Young children learn best through interation and play, not flash cards and worksheets. We should not “teach to the test”, we should continue to talk about all six early literacy skills and do all five early literacy practices. However when we are planning to talk about letter knowledge and phonological awarness, we may try to be more intentional about how we do it and we may include a few more books and activities about numbers and simple math with preschoolers.

·         For example, Crook County Library is using Ready to Read Grant funds to purchas metalic paint to create a letter magnet wall in their children’s room. This will provide children opportunities to play with letters and adults to name them and talk about their shapes. What fun ways do you explore letter knowledge?

·         I don’t know about any real examples about including letters in phonological awareness activities, but perhaps when singing a nonsense rhyme like the name game song (http://www.youtube.com/watch?v=4s1safp44V4) we could put up flannel letters of the kids names before we start. Does anyone else have fun ideas for showing preschoolers letters while working on phonological awareness?

·         The Doorbell Rang by Pat Hutchins springs to my mind right away when I think about adding simple math to preschool storytimes! One could read the book and retell the story with actual cookies:) Any other ideas?

·         Include songs and activities in stortyimes that help kids develop self-regulation. For example, Washington County Cooperative Library System had a training on this presented by Jim Gill (http://www.jimgill.com/). While you may not be able to get trained, you can use Jim Gill’s CDs in storytimes to get started. Does anyone else have fun activities to help children develop self-regulation skills?

·         Include activities in which children have the opportunity to interact with each other, with you, and with their adults. For example, many Oregon libraries now have imaginative toys such as puppets and puppet stages in their children’s section that children can use any time. This provides children an opportunity to talk to each other about what story they are going to act out with the puppets and how they are going to share or take turns through imaginative play. What are you doing to encourage the development of interpersonal skills?

Katie Anderson, Library 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<mailto:katie.anderson at state.or.us>, 503-378-2528

From: DALTON Nicole [mailto:nicole.dalton at state.or.us]
Sent: Friday, January 31, 2014 12:54 PM
To: Katie Anderson
Subject: FW: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results

Katie,

I’m pretty sure you will have seen this, but just in case you haven’t—pretty interesting results!

Nicole

Nicole Dalton
Education Specialist

Office of Learning | Instruction, Standards, Assessment, & Accountability Unit | Oregon Department of Education
É 503.947.5603 | Fax: 503.378.5156 | •nicole.dalton at state.or.us

From: Super [mailto:super-bounces at listsmart.osl.state.or.us] On Behalf Of ODE Communications
Sent: Friday, January 31, 2014 10:11 AM
To: super at listsmart.osl.state.or.us<mailto:super at listsmart.osl.state.or.us>
Subject: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results

Governor Kitzhaber Releases Statewide Kindergarten Assessment Results, Reinforces Need for Early Childhood Investment and Community Participation

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[Image removed by sender. John A. Kitzhaber, M.D.]

NEWS RELEASE

JANUARY 31, 2014

Media Contact:
Rachel Wray, 503-559-1277

Governor Kitzhaber Releases Statewide Kindergarten Assessment Results
Reinforces Need for Early Childhood Investment and Community Participation

(Salem, OR) — Today, Governor Kitzhaber and the Oregon Department of Education released the results of Oregon’s statewide Kindergarten Assessment. The assessment was called for by Governor Kitzhaber and passed by the Legislature in 2012, and is a key aspect of the Governor’s early childhood reform efforts. With over 95% of all entering kindergarteners participating in the assessment, the results provide an unprecedented and sobering look at the readiness of Oregon’s youngest learners.

“Today’s results validate our focus on reforming Oregon’s historically scattershot approach to early learning,” said Governor Kitzhaber. “This assessment will help drive our current early learning reforms and accountability for results, and should serve as a challenge to all our communities to focus on kindergarten readiness with a true sense of urgency.”

The assessment was designed to focus on the areas that are most strongly linked to 3rd grade reading, which is one of the strongest predictors of future academic success. These results will be used by schools, districts, early learning hubs, and providers of early learning services to focus resources and proven programs on the areas of greatest need. Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn’t name a single letter.

“The Kindergarten Assessment information will provide us critical baseline data so that educators can ensure students are poised to read at grade level by 3rd grade,” said Chief Education Officer Nancy Golden.  “We know that early education plays a profound role in a student's trajectory, and the ability to provide concrete feedback to early education providers creates tremendous system alignment and focus towards the third grade reading benchmark.”

By highlighting gaps in student knowledge and skill – and gaps between student subgroups and underserved communities – these results provide direction and urgency for early action. In addition, results provide a baseline for tracking trends over time, measuring progress and increasing accountability.

The Results
The test was comprised of three main elements: two 60 second literacy measures, an early math measure, and a teacher observation component which assessed the student’s approaches to learning including interpersonal skills and self-regulation.

Early Literacy and Math
These measures were designed to assess some of the skills entering kindergarteners had in early literacy and math. Students build on these early skills as they start learning to read, write, and do simple math problems, and this early assessment provides teachers and parents with information about students’ strengths and areas that could use additional focus and development.

The early literacy measures were designed to assess fluency in the identification of letter names and letter sounds. Early letter fluency is a key contributor to later reading development and academic success. Students were shown a chart with 100 letters – both lower case and upper case – and were asked to identify as many letter names as they could within 60 seconds.  They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments.

For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer.  The numbers below show the average number of questions a student got correct.  This assessment was not timed but generally took 5 to 9 minutes.

Student Group

Early Literacy:
Letter Names

Early Literacy:
Letter Sounds

Early Math:
Numbers & Operations

All Students

18.5

6.7

8.0

Asian

29.9

12.3

9.4

African American

19.1

6.2

7.2

Hispanic

9.8

2.9

6.8

Native American

14.5

4.7

7.2

Multi-Ethnic

21.3

7.9

8.4

Pacific Islander

14.7

4.2

7.0

White

20.9

7.8

8.4

Female

19.2

7.1

8.0

Male

17.8

6.4

8.0

Approaches to Learning
How a student approaches learning and his or her ability to focus, persevere at a task, and work with others are also critical skills which must be developed and practiced.  Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below.

Student Group

Self-Regulation

Interpersonal
Skills

All Students

3.5

3.9

Asian

3.8

4.1

African American

3.3

3.7

Hispanic

3.4

3.9

Native American

3.3

3.8

Multi-Ethnic

3.6

3.9

Pacific Islander

3.4

3.8

White

3.6

3.9

Female

3.7

4.1

Male

3.3

3.7

To learn more about the kindergarten assessment, please visit: http://oregonearlylearning.com/kindergarten-assessment/<http://oregon.us2.list-manage.com/track/click?u=41b11f32beefba0380ee8ecb5&id=90b011e24c&e=51ad4eedcd>

For kindergarten assessment results by school and district, please visit: http://www.ode.state.or.us/go/KA<http://oregon.us2.list-manage1.com/track/click?u=41b11f32beefba0380ee8ecb5&id=2d6e794901&e=51ad4eedcd>

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