Transition to Kindergarten: Mathematical Thinking Development of Kindergarten Students Receiving Preschool Special Education at Age 4

Preschool Programs & Services

As Expected

Needs Development

Related Services Only

92%

8%

Special Education Itinerant Teacher Services Only (SEIT)

81%

19%

SEIT and Related Services

82%

8%

Special Class in an Integrated Setting

86%

14%

Special Class

72%

28%

Total for Preschool Cohort

83%

17%

Scores reflect Kindergarten students with disabilities performing As Expected or Needing Development in comparison to typical kindergarteners, as measured by the Work Sampling System ®

Notes:

The Work Sampling System is an authentic performance assessment that was developed by Sam Meisels at the University of Michigan. It relies on teacher observation of students academic, personal and social progress over the school year from preschool through 5th grade. It has been used with more than 300,000 students nationally to establish how students compare developmentally on seven domains with their same graded peers.

The domains included in the NYS study included Personal and Social Development, Language and Literacy and Mathematical Thinking.

A Mathematical Thinking item at Kindergarten, for example, would be demonstrated by a child showing beginning understanding of number and quantity, while at 3rd grade, the child would show understanding of numbers, quantities and relationships.

The scale for each item within each domain is "not yet", "in process" or "proficient". The scoring process translates each child performance on all the items within a domain into "As Expected" or "Needs Development".

It was intended as a classroom tool to help teachers target instruction. Several states have used the aggregated data it as part of their statewide evaluations of student performance and progress (e.g., Maryland, Virginia, Florida, Illinois).

Preliminary summary of findings
Source: independent research by MGT of America, Inc.

NYSED VESID, DVJ
Oct. 3, 2007