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2016-2017 Kindergarten Readiness Assessment ... 2016-2017 Kindergarten Readiness Assessment Results Carey M. Wright, Ed.D. State Superintendent of Education August 2017 Mississippi

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  • 2016-2017

    Kindergarten Readiness

    Assessment Results

    Carey M. Wright, Ed.D.

    State Superintendent of Education

    August 2017

  • Mississippi Department of Education Office of Student Assessment Page 2 of 28

    2016-2017 Kindergarten Readiness Assessment Results: August 2017

    A Joint Publication

    Office of Accountability

    • Dr. Paula Vanderford, Chief Accountability Officer

    • Walt Drane, Executive Director of Student Assessment and Accountability

    • Vincent Segalini, State Assessment Director

    • Jennifer Robinson, MKAS2 Program Coordinator

    Office of Academic Education

    • Dr. Kim Benton, Chief Academic Officer • Dr. Nathan Oakley, Executive Director of Elementary Education and Reading

    • Dr. Tenette Smith, Director of Elementary Education and Reading • Dr. Kymyona Burk, State Literacy Director (K-12) • Dr. Jill Dent, Early Childhood Director • Robin Lemonis, Director of Student Intervention Services

    For questions related to the administration of the Kindergarten Readiness Assessment please

    contact:

    Jennifer Robinson, MKAS2 Coordinator

    Office of Student Assessment

    601-359-1244

    [email protected]

    The Mississippi State Board of Education, the Mississippi Department of Education, the

    Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for

    the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the

    basis of race, sex, color, religion, national origin, age, or disability in the provision of

    educational programs and services or employment opportunities and benefits. The following

    office has been designated to handle inquiries and complaints regarding the non-discrimination

    policies of the above-mentioned entities:

    Director, Office of Human Resources

    Mississippi Department of Education

    359 North West Street

    Suite 203

    Jackson, Mississippi 39201

    (601) 359-3511

    mailto:[email protected]

  • Mississippi Department of Education Office of Student Assessment Page 3 of 28

    Scale Score Explanation and Kindergarten Readiness Performance Levels

    The Kindergarten Readiness Assessment will provide parents, teachers, and early childhood

    providers with a common understanding of what children know and are able to do upon entering

    school. The primary purpose of the Kindergarten Readiness Assessment is to improve the quality

    of classroom instruction and other services provided to students from birth to 3rd grade. STAR

    Early Literacy developed by Renaissance Learning, Inc. is the assessment administered to

    provide educators with this information.

    530 Cut Score Explanation

    Seventy percent mastery of knowledge and skills in early literacy and numeracy at the beginning

    of kindergarten was selected as the level of mastery for the kindergarten readiness benchmark.

    Data shows it provides both a measurable distinction between Pre-K and kindergarten skills on

    STAR Early Literacy and a strong prediction to proficiency as measured by STAR Reading in

    Grade 3. The minimum scale score associated with 70 percent mastery, which is 530, was thus

    identified to be the beginning of year kindergarten readiness benchmark (Renaissance Learning

    2014). A spring scale score of 681 places students on a trajectory toward mastery of grade 3

    reading standards. For more information on reading proficiency indicators based on Renaissance

    assessments, please visit

    https://resources.renlearnrp.com/us/learningprogressions/g3readingindcpr.pdf.

    STAR Early Literacy Achievement Standards

    Performance

    Level

    Scale Score Range

    Descriptors

    Early Emergent

    Reader 300-487

    Student is beginning to understand that printed text has meaning.

    The student is learning that reading involves printed words and

    sentences, and that print flows from left to right and from the top

    to the bottom of the page. The student is also beginning to

    identify colors, shapes, numbers, and letters.

    Late Emergent

    Reader 488-674

    Student can identify most of the letters of the alphabet and can

    match most of the letters to their sounds. The student is also

    beginning to “read” picture books and familiar words around the

    home. Through repeated reading of favorite books with an adult,

    students at this stage are building their vocabularies, listening

    skills, and understandings of print.

    Transitional Reader 675-774

    Student has mastered alphabet skills and letter-sound

    relationships. The student can identify many beginning and

    ending consonant sounds and long and short vowel sounds, and is

    probably able to blend sounds and word parts to read simple

    words. The student is also likely using a variety of strategies to

    figure out words, such as pictures, story patterns, and phonics.

    Probable Reader 775-900

    Student is becoming proficient at recognizing many words, both

    in and out of context. The student spends less time identifying

    and sounding out words, and more time understanding what was

    read. Probable readers can blend sounds and word parts to read

    words and sentences more quickly, smoothly, and independently

    than students in the other stages of development.

    https://resources.renlearnrp.com/us/learningprogressions/g3readingindcpr.pdf

  • Mississippi Department of Education Office of Student Assessment Page 4 of 28

    2016-2017 Kindergarten Readiness: Summary Results

    Table 1. Kindergarten Readiness Assessment Results

    Aggregate Scale Score

    Analysis Spring 2015 Spring 2016 Spring 2017

    K-Readiness Benchmark

    Score 681 681 681

    State Scale Score (Average) 680 703 710

    Students Scoring Below

    Benchmark Score (681) 18,552 45.69% 14,064 37.31% 12,788 34.75%

    Students Scoring At or Above

    Benchmark Score (681) 22,053 54.31% 23,627 62.69% 24,011 65.25%

    Total Test-Takers 40,605 100% 37,691 100% 36,799 100%

    Table 2. State Level Results

    Classification Level Spring 2015 Spring 2016 Spring 2017

    Early Emergent 2,417 5.95% 1,803 4.78% 1,586 4.31%

    Late Emergent 15,275 37.62% 11,566 30.69% 10,468 28.45%

    Transitional Reader 13,921 34.28% 12,688 33.66% 12,379 33.64%

    Probable Reader 8,992 22.15% 11,634 30.87% 12,366 33.60%

    Total Test-Takers 40,605 100% 37,691 100% 36,799 100%

    Table 3. District Level Results

    Classification Level Number of Districts

    (Spring 2015)

    Number of Districts

    (Spring 2016)

    Number of Districts

    (Spring 2017)

    Early Emergent Reader 0 0 0

    Late Emergent Reader 64 26 17

    Transitional Reader

    (Below 681) 9 4 6

    Transitional Reader

    (At or Above 681) 71 112 118

    Probable Reader 0 0 1

    Total Districts 144 142 142

    Table 4. School Level Results

    Classification Level Number of Schools

    (Spring 2015)

    Number of Schools

    (Spring 2016)

    Number of Schools

    (Spring 2017)

    Early Emergent Reader 0 0 1

    Late Emergent Reader 196 107 77

    Transitional Reader

    (Below 681) 28 28 20

    Transitional Reader

    (At or Above 681) 201 285 303

    Probable Reader 2 5 15

    Total Schools 427Δ 426Δ 416Δ ΔSchool total reflects suppressed data for Dubard School for Language Disorders, Trigg Elementary, and West Clay

    Elementary.

    NOTE: District and School Level Results do not include School 500 (Non-Public Special Education School). Students enrolled

    as School 500 are being provided special education services by the district (Head Start, Private School, Home School, etc.) but

    are not enrolled in a regular public school.

  • Mississippi Department of Education Office of Student Assessment Page 5 of 28

    Table 5. 2016-2017 Highest Performing Districts

    School District Scale Score Average

    Neshoba County School District 782

    Stone County School District 770

    Oxford School District 770

    Union Public School District 769

    Kosciusko School District 758

    Choctaw County School District 756

    Western Line School District 755

    Petal School District 754

    Hollandale School District 754

    Clinton Public School District 753

    New Albany Public School District 753

    Attala County School District 753

    Table 6. 2016-2017 Highest Performing Schools

    School Scale Score Average

    POPE ELEMENTARY SCHOOL

    South Panola School District 811

    PERKINSTON ELEMENTARY SCHOOL

    Stone County School District 795

    LINWOOD ELEMENTARY SCHOOL

    Yazoo County School District 793

    BEACH ELEMENTARY SCHOOL

    Pascagoula School District 790

    SOUTH FORREST ATTENDANCE CENTER

    Forrest County School District 787

    SEBASTOPOL ATTENDANCE CENTER

    Scott County School District 786

    SALTILLO PRI

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