Kindergarten Entry Assessments

1. Kindergarten Entry Assessments 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

5. Trends in Kindergarten Entry Assessments

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&ContentID=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

9. Considerations When Developing KEAs

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