1. Catherine Scott-Little, Ph.D. Human Development and Family Studies UNC-Greensboro September 12, 2012 Virginia Early Childhood Foundation

2. What is a Kindergarten Entry Assessment (KEA)? A systematic process for collecting data related to children around the time that they enter kindergarten States with KEAs vary on the timeframe for data collection Just prior to kindergarten entry Within approximately the first 60 days of kindergarten entry Over the course of the kindergarten year States vary in terms of what and how data are collected Parent surveys/reports Teacher surveys/reports Teacher observations and portfolios Direct assessment

3. Common Purposes of Kindergarten Entry Assessments To provide data on children’s experiences and characteristics that can be used to look back at the early childhood systems Data-based approach to identify strengths and gaps in services for children before kindergarten entry Improved use of resources to support children and families before kindergarten entry

4. Common Purposes of Kindergarten Entry Assessments To provide data on children’s experiences and characteristics that can be used to look back at the early childhood systems To give kindergarten teachers a “starting point” that they can use to guide their work with the children in their classroom/an individual child Quick assessment of where children are Tool to engage families early in their child’s transition to kindergarten

6. KEAs are increasingly common 43 states have a KEA or have plans for a KEA 34 states described plans for a KEA in their RTT-ELC applications 9 states that did not submit a RTT-ELC application have some type of KEA There is variability in the assessment instruments used, how data are used, and areas of children’s learning that are assessed One commonality: the person responsible for collecting the data is typically the kindergarten teacher Bruner, & Hanus (2012); Stedron & Berger (2010); Scott-Little (2012)

7. Examples of State-Level KEAs Teacher survey/rating Kansas Early Learning Inventory (http://www.ksde.org/LinkClick.aspx?fileticket=aEpXmmRLZhA%3D&tabid=3293&mid=11881) Vermont Ready Kindergarteners Survey (http://education.vermont.gov/new/html/pgm_earlyed/kindergarten_readiness.html) Direct assessments Ohio: Kindergarten Readiness Assessment-Literacy (http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1366&Conte ntID=3930&Content=127742) Teacher Observations/Portfolios Washington: Washington Kindergarten Inventory of Developing Skills (WA KIDS) (http://www.k12.wa.us/wakids/)

8. Recent Trends in KEA KEAs that address multiple domains of children’s learning and development Iowa and Ohio moved/moving from language and literacy to comprehensive assessment KEAs that include commercially available instruments Colorado, Delaware, Wasington: Teaching Strategies GOLD KEA as part of a transition process Washington Kindergarten Inventory of Developing Skills KEA with a combination of assessment approaches Maryland and Ohio

10. Considerations re: Planning Process Extensive amount of time and information gathering needed Multiple perspectives should be represented Early childhood & K-12 Practioner and Researcher/Assessment Experts Administrators and Teachers Experts in all domains/areas of children’s development that will be assessed Professional development providers Policy makers Parents Careful planning and piloting process is essential Support from different constituencies/stakeholders is critical

11. Planning Process Should Address Several Components Instrumentation/data sources Technically challenging No perfect instrument Initial roll out Buy-in and general awareness Implementation Professional development and quality control Data systems Collection, storage and analyses Long-term support and implementation

12. Limitations of KEAs to Keep In Mind KEAs are not Screening to identify children with potential disabilities Used to make decisions about individual children’s entry to kindergarten Tools to evaluate individual programs or services

13. Why develop a KEA? Provide information that public and policy makers want—some indication that investments matter Document trends over time Aid in data-based decision making and efficient use of resources Stimulate common understanding and dialogue between early childhood community and K-12 education system Provide useful information for teachers Promote parent engagement

14. References Bruner, C., & Hanus, A. (2012). Kindergarten Entry Assessment (KEA) Race to the Top Early Learning Challenge Fund Information (E1). Draft working paper. Scott-Little, C. (February, 2012). The state of state KEAs: Past, present and future. Presentation at the BUILD/CCSSO Kindergarten Entry Assessment Conference. San Antonio, TX. Stedron, J. M., & Berger, A. (2010). State approaches to school readiness assessment. NCSL Technical Report. Available at http://www.ncsl.org/documents/Educ/KindergartenAssessment.pdf http://www.ncsl.org/documents/Educ/KindergartenAssessment.pdf 14