Kindergarten Entry Assessments
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Transcript of Kindergarten Entry Assessments
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Catherine Scott-Little, Ph.D.Human Development and Family Studies
UNC-Greensboro
September 12, 2012Virginia Early Childhood Foundation
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What is a Kindergarten Entry Assessment (KEA)?A systematic process for collecting data related to
children around the time that they enter kindergartenStates 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
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Common Purposes of Kindergarten Entry AssessmentsTo 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
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Common Purposes of Kindergarten Entry AssessmentsTo 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 childQuick assessment of where children areTool to engage families early in their child’s
transition to kindergarten
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KEAs are increasingly common43 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)
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Examples of State-Level KEAsTeacher 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 assessmentsOhio: 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/PortfoliosWashington: Washington Kindergarten Inventory of
Developing Skills (WA KIDS) (http://www.k12.wa.us/wakids/)
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Recent Trends in KEAKEAs that address multiple domains of children’s learning and
developmentIowa and Ohio moved/moving from language and literacy to
comprehensive assessmentKEAs that include commercially available instruments
Colorado, Delaware, Wasington: Teaching Strategies GOLDKEA as part of a transition process
Washington Kindergarten Inventory of Developing Skills KEA with a combination of assessment approaches
Maryland and Ohio
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Considerations re: Planning ProcessExtensive amount of time and information gathering neededMultiple perspectives should be represented
Early childhood & K-12Practioner and Researcher/Assessment ExpertsAdministrators and TeachersExperts in all domains/areas of children’s development that will be
assessedProfessional development providersPolicy makersParents
Careful planning and piloting process is essentialSupport from different constituencies/stakeholders is
critical
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Planning Process Should Address Several ComponentsInstrumentation/data sources
Technically challengingNo perfect instrument
Initial roll outBuy-in and general awareness
ImplementationProfessional development and quality control
Data systemsCollection, storage and analyses
Long-term support and implementation
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Limitations of KEAs to Keep In MindKEAs 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
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Why develop a KEA?Provide information that public and policy makers
want—some indication that investments matterDocument trends over timeAid in data-based decision making and efficient
use of resourcesStimulate common understanding and dialogue
between early childhood community and K-12 education system
Provide useful information for teachersPromote parent engagement
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ReferencesBruner, 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
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