The Maryland/Ohio Early Childhood Comprehensive Assessment System: A State Collaboration to Bridge the Transition Between Early Childhood and Elementary Education

Friday, June 21, 2013: 3:30 PM-5:00 PM
Chesapeake D-E (Gaylord National Resort and Convention Center)
Presentations
  • ECCAS PP - CCSSO version 6-21-13 final final.pdf (1.1 MB)
  • Content Strands:
    1. Transitioning assessment systems
    2. Balancing new assessment systems within a state
    ABSTRACT:
    This session presents the work of a progressive partnership between the Maryland State Department of Education (MSDE) and the Ohio Department of Education (ODE).  Consistent with the efforts of the Smarter Balanced Assessment Consortium and the Partnership for Assessment of Readiness for College and Careers, MSDE and ODE are in the process of developing a new comprehensive early childhood assessment system for all students from 36 months through 72 months.  The system is supported by a robust online professional development system as well as the technology infrastructure to collect student-level data and provide linkages to statewide longitudinal data systems. 

    This system, funded through the Federal Race to the Top Early Learning Challenge grants awarded to both Maryland and Ohio, is designed to support early childhood development in all essential domains and foster school readiness for all students.  The state collaboration is bolstered by partnerships with the Johns Hopkins University Center for Technology in Education, WestEd, State Advisory Councils in each state, and a national Technical Advisory Committee facilitated by the Council of Chief State School Officers. 

    Project partners will discuss the benefits as well as challenges associated with aspects of this ground-breaking effort.  Topics presented in this session will focus on: State collaboration to transition to a new kindergarten readiness assessment for all children, including children with disabilities and English language learners; building bridges between state standards as a foundation for a common assessment aligned to the common core; the movement toward personalized learning through the use of student-level data to inform instruction; the transition to a technology-based assessment system that uses multiple measures to determine a child’s progress along developmental continua (in seven domains of development); and the support of children and their families through the transition from early childhood programs to elementary school.