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AGuidetoUsingThePennsylvaniaKindergartenEntryInventory
Revised2018
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PAGE
I Purpose………………………………………………..………………………..…3II Components………………………………………………………..……...……4 III DefinitionsforSkillLevels…………….………………………..…………4IV DirectionsforCompletingtheKindergarten
EntryInventory…………………………………………….…..……….……..6VRequirementsforImplementation……………….……………..…….9VI MaterialsandResources…………………………….………………..…..10 VIIFrequentlyAskedQuestions…………………………..…………....….10 AppendixA………………………………….………………..……….…………………13
TableofContents
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ThePennsylvaniaKindergartenEntryInventory(KEI)wasdevelopedthroughathreeyearprocess,whichincludedthreedistinctpilotsoftheinventoryandtheKEIprocess.Forinformationonthesepilots,visithttp://www.ocdelresearch.org/Reports/Forms/AllItems.aspx.Pennsylvania’sKEIisareliablereportingtoolthatoffersteachersaninstructionalstrategyforunderstandingandtrackingstudents’proficiencyatkindergartenentry.Thetoolprovidesaconsistentsetofkindergartenoutcomesacrossthecommonwealth.TheinventoryisbasedonPennsylvania’sLearningStandardsforEarlyChildhoodandincludes30standards-basedindicatorsandreportsdatainthedomainsof:SocialandEmotionalDevelopment;EnglishLanguageArts;Mathematics;ApproachestoLearningthroughPlay;andHealth,WellnessandPhysicalDevelopment.TheKindergartenEntryInventoryisintendedtobeusedbykindergartenteacherstorecordstudents’demonstrationofskillswithinthefirst45calendardaysofthekindergartenyear.ThePennsylvaniaKindergartenEntryInventoryisintendedtobeusedbykindergartenteacherstorecordastudents’demonstrationofskillsandserveasanindicatorofindividualstudentstrengthsandneedsinthecognitiveandnon-cognitivekeylearningareasof:socialandemotionaldevelopment;languageandliteracy;mathematics;ApproachestoLearningthroughPlay;andhealth,wellnessandphysicaldevelopment.Thistoolcanbeusedtoreporttofamilies,guideteacherinstruction,andinformcontinuousprogramimprovementsbyprovidingapictureofstudentoutcomesuponentryintothekindergartenclassroomandacrossthecommonwealth.ThePennsylvaniaKindergartenEntryInventoryisanobservationalsnapshotofchildrenenteringkindergartenandshouldnotbeadministeredinpull-outsessions;usedasahighstakesassessmentofstudents,teachers,orprograms;orforplacementofstudents.ItisimportanttonotewhattheKindergartenEntryInventoryisnotintendedfor:
• TheKindergartenEntryInventoryisnotascreeningtool.• TheKindergartenEntryInventoryiscompletedduringthefirst45daysofschoolandis
notdesignedtobecompletedpriortothestartofschool,therefore,theKindergartenEntryInventoryshouldneverbeusedtodenyorexcludechildrenaccess/entrytokindergarten.Anychildwhomeetstheagerequirementsestablishedbyyourdistrictshouldbeadmittedtokindergarten.
• TheKindergartenEntryInventoryisnotadiagnostictoolandtherefore,cannotbeusedtoplaceachildintoaprogram,classorspecialeducation.
• TheKindergartenEntryInventoryisnotdesignedtoreplaceexistingassessmentswhichhavebeendesignedforaspecificpurposesuchasadiagnosticorscreener.
I.Purpose
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• TheKindergartenEntryInventoryisinnomeansdesignedasahighstakesassessmentofcomparisonamongearlychildhoodprograms,usedforteacherevaluation,orasahighstakesassessmentofstudents.
Pennsylvaniahasadoptedaholisticviewofchildren’slearningandhasdesignedatoolthatoffersabroadviewofchildren’sknowledgeandskillscoveringbothcognitiveandnon-cognitivedomains.RatherthanreportingstudentprogressonallofthePennsylvanialearningstandards,30standards-basedindicatorsfromfivekeylearningareas(Mathematics,EnglishLanguageArts,SocialandEmotionalDevelopment,Health,WellnessandPhysicalDevelopment,andApproachestoLearningthroughPlay)wereidentifiedasbenchmarks(SeeAppendixA).Thesethirtystandards-basedindicatorswerechosenbaseduponmultiplefactorssuchas1)thosemostpredicativeoflaterschoolsuccess,2)feedbackfromeducatorsand3)thosemosteasilyobservedandmeasuredwithinthefirst45calendardaysonthekindergartenyear.
SKILLLEVELDETERMINATION
SKILLLEVELS
ThePennsylvaniaKindergartenEntryInventoryconsistsoffourskilllevels:notyetevident,emerging,evident,andexceeds.Notyetevidentalwaysreadsthesame“thechildrarelyorneverexhibitsthebehaviorslistedundertheotherscoringareasorneedssignificantsupport.”Astudentwouldbegiventheskilllevelofnotyetevidentiftherehasbeenopportunitytoobservethebehaviorsyetthestudentdoesnotexhibitthebehaviorslistedunderemerging,evidentandexceeds.
Observablebehavioraldescriptorsarelistedundertheskilllevelsofemerging,evident,andexceeds.Itisimportanttoreadthedescriptionsundereachoftheseskilllevelstomakeadetermination.Teacherswilldeterminestudents’skilllevelthroughobservation.Astudentshouldbescoredatthehighestskillleveldemonstrated.Masteryimpliesaskilllevelbeyondproficiencyorevident.Astudentwhohasmasteredaskillshowsfullcommandofthatconceptorskill.Teachershavealimitedamountoftime(45calendardays)toobservestudents’masteryofaparticularskill;therefore,observationsanddataareanalyzedandstudentsreceivecreditforaparticularskillleveloncetheteacherisconfidentthattheobservablebehaviorlistedhasbeendemonstrated.
II. Kindergarten Entry Inventory Components
III. Definitions for Skill Levels
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Ontheinventory,examplesareprovidedundertheskilllevelsofemerging,evident,andexceeds.Theseareonlyexamples.Theexamplesareprovidedasasamplingofbehaviorsyoumaysee.Therewillbemanyotherobservablebehaviorsdemonstratedbyyourstudentsthatwillrelatedirectlytothebehaviorslistedundereachspecificindicatortohelpinformskillleveldetermination.UNABLETODETERMINEASKILLLEVEL
Duringthefirst45calendardaysofschool,theremaybesomeindicatorsthatyouarenotabletoobserve.An“unabletodetermineaskilllevel”wasaddedtotheinventoryforthisreason.The“unabletodetermineaskilllevel”categoryisdistinctfromthe“notyetevident”category.Ifyouchoose“unabletodetermineaskilllevel,youwillneedtoidentifyoneofthefollowingreasons:o Ihavenothadtheopportunitytoobserveforthisskillo ½dayprogramlimitstimeo Notcoveredincurriculumduringobservationperiodo Studenttransferredo Studentisnon-Englishspeakingo Freechoiceplayisnotofferedo Studenthadsignificantabsencesduringobservationperiodo Studentnotinmyclasso Latestudententryintoclassroomo Other,pleaseaddspecificexplanationINDIVIDUALIZEDEDUCATIONPROGRAMOR504PLAN
Studentsreceivingaccommodations,modifications,and/oradaptationsaspartofhisorherIEP/504planshouldbescoredundertheskilllevelwhichbestreflectsthestudent’sdemonstrationofaskillorconcept.
Accommodations,modifications,and/oradaptationsforstudentswithspecialneedsarepermissibleandexpectedasteacherscompletethePennsylvaniaKindergartenEntryInventory.Incaseswhereteachersdonotfeelconfidentscoringastudentwithspecialneedsforaparticularindicator,“unabletodetermineaskilllevel”shouldbemarked,choosedropdownoption“other”,andprovideaspecificexplanation.ENGLISHLANGUAGELEARNERS/DUALLANGUAGELEARNERSAccommodationsforstudentswhoareEnglishLanguageLearnersarepermissibleandexpectedasteacherscompletethePennsylvaniaKindergartenEntryInventory.
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SpecificguidanceisprovidedwithintheinventoryundereachindicatorregardingthescoringanduseofhomelanguageorotherwaysELL/DLLstudentsmightexhibitcompetence.Therearethreeindicators(#5,#8,and#16)inwhichstudentsmustbescoredbasedupontheirproficiencywiththeEnglishlanguage.Inaddition,additionalresourcesareprovidedatEarlyLearningStandardsWIDAexamplestosupportteachersinassessingELL/DLLstudents.IncaseswhereteachersdonotfeelconfidentscoringanELL/DLLstudentforaparticularindicator,“unabletodetermineaskilllevel”shouldbemarked,choosethedropdownoption“Studentisnon-Englishspeaking.”1.ACCESSANDREVIEWMATERIALSCentralSusquehannaIntermediateUnitinpartnershipwiththeOfficeofChildDevelopmentandEarlyLearningprovidesaKindergartenEntryInventorylandingpagethatcanbeaccessedathttp://kei-pa.org.Allmaterialsincludingtheinventory,asynchronousprofessionaldevelopment,proficientuserassignment,resources,KEIdataentrysystem,anddatasystemtrainingsnippetsarehousedonthelandingpage.TeachersareencouragedtodownloadandprinttheInventoryfromthelandingpage.Familiarizeyourselfwiththecomponents,standards-basedindicators,standardsandskillleveldescriptionsforeachoftheindicatorsfoundwithintheinventory.TheKindergartenEntryInventoryisanobservation-basedtool.Thebestwaytoensureareliableobservationistobecomefamiliarwiththeinventory.Familiaritywiththeinventoryandwhatinformationitgathersisvitaltotheeaseofthecollectionprocess.2.GATHERINFORMATIONTheKEIisanobservation-basedassessment,designedtobeimplementedinconjunctionwithtypicalclassroomactivities.
Twosharplycontrastingmeasurementapproachescanbeusedwithchildrenunderage5:directassessmentsandobservation-based(oftencalledauthentic)measures.Adirectassessmentinvolvesanadult,possiblyafamiliaradultbutsometimesastranger,sittingwithachildandaskinghimorhertorespondtoanumberofrequests,suchaspointingtoapictureorcountingobjects.Theconditionsforadministration,suchasthedirectionsandhowthematerialsarepresented,arestandardizedtoensurethateachchildisbeingpresentedwithidenticaltestingconditions.Observation-basedmeasures…useregularlyoccurringclassroomactivitiesandproductsasevidenceforwhatchildrenknowandcando.Observation-basedmeasuresencompassavarietyoftools,includingchecklists…classroom-basedobservationtools…samplesofchildren’swork…Teachersandcaregiverscollectdataoveravarietyofcontextsandovertimeto
IV. Directions for Completing the PENNSYLVANIA KINDERGARTEN ENTRY INVENTORY
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gainamorevalidandreliablepictureofwhatchildrenknowanddo.Observation-basedassessmentapproachesalsoareconsistentwithrecommendedpracticesfortheassessmentofyoungchildren(NationalResearchCounciloftheNationalAcademies(2008),EarlyChildhoodAssessment:Why,What,andHow?Page7-11and7-12).
Asanobservation-basedassessment,theKEIisdesignedtobeimplementedhand-in-handwiththeinstructionalandroutineactivitiesthatoccuronadailybasiswithinqualitykindergartenclassrooms.TeachersareencouragedtoutilizemultiplesourcesofevidenceinordertocompletetheKEI.Sourcesofevidencemightinclude,butarenotlimitedtothefollowing:
1. resultsfromtypicallyadministeredassessments2. familyinput3. worksamples4. observations5. checklists6. inputfromotheradultsworkingwiththestudent
Theevidencecollectionperiodlastsfromthefirstdayastudententersthekindergartenclassroomuntilthe45thcalendardayofthekindergartenyear.SourcesofEvidenceTypicallyadministeredtesting
Certainstandards-basedindicatorswithintheKindergartenEntryInventoryalignwithskillsmeasuredonstandardizedtests(i.e.DIBELS)typicallygivenwithinthefirstweeksofkindergarten.ThesetestsshouldbeusedtodirectlyinformtheKindergartenEntryInventory.OtherskillsreportedontheKindergartenEntryInventorycannotbeassessedinastandardizedwayandwillrequireteacherobservation.FamilyInputTeachersareencouragedtosolicitanduseinformationfromthechild’sfamilywhenscoringtheKEI.WhencommunicatingwithfamiliesinordertogaininformationitisimportanttoaskquestionsusinglanguagethatisspecifictotheKEIbehavioraldefinitions.Itisimportanttorememberthateachsourceofevidenceshouldbeusedtogetherwhenmakingafinalscoringdetermination.WorkSamplesCollectionofworksamplesprovidetangibleevidencethatrepresentsstudentlearning.Worksamplesprovidenotonlyinformationtoassistwithscoringvariousindicators,butalsoitemsthatcanbesharedwhendiscussingtheresultsoftheKEI.Videosand/orphotographsarealsomethodsofcollectingdemonstrationsofskills.
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Observations
Teachersconstantlyobservethestudentsintheirclassroomtogaugetheirskilllevelandtheconsistencyofwhichlevelsaredemonstrated.Duringthefirstfewweeksofschool,teachersfamiliarizethemselveswitheachstudent.Onceteachershaveestablishedrelationshipswitheachstudent,moreformalobservationsbegin.FocusedobservationsincludingnotetakingandassigningskilllevelsoccursduringtheperiodpriortothedesignatedsubmissiondatefortheKindergartenEntryInventoryoutcomesreporting.Anobservationmayintegratemultipleskillsandknowledgefordifferentareasoflearningwithinasingleactivity.Manyteachersfindithelpfultoplantheircurriculumandschedulesothatthedailyactivitieswillassisttheteacherinobservingstudentsastheydemonstratetheirskills,knowledgeandbehaviorsrelativetothestandards-basedindicatorsinthePennsylvaniaKindergartenEntryInventory.ChecklistsChecklistsoftheskillsandbehaviorscapturedwithintheKEIcanbedevelopedandusedtoquicklycaptureinformation.Checklistsaremoreusefulforcertainindicatorsthanforothers,andteachersareremindedthatthecollectionofmultiplesourcesofevidencewillprovidethemostcompletesnapshotofastudent’sskilllevel.Inputfromotheradultsworkingwithstudents
Otheradultssuchasclassroompara-professionalsorlearningsupportstaff,inadditiontothespecialsteachers(physicaleducationorart,forexample)mayprovideinformationaboutindividualstudent’saccomplishmentsorlearningstyle.3.DETERMINESKILLLEVELSAfterobservationofbehaviors,teachers’recordastudent’sskilllevelbaseduponthedescriptionsfoundundertheskilllevelsofemerging,evidentandexceeds.Itisimportanttoreadthedescriptionsundereachoftheseskilllevelstomakeadetermination.Astudentshouldbescoredatthehighestskillleveldemonstrated.Masteryimpliesaskilllevelbeyondproficiencyorevident.Astudentwhohasmasteredaskillshowsfullcommandofthatconceptorskill.Teachershavealimitedamountoftime(45calendardays)toobservestudents’masteryofaparticularskill;therefore,observationsanddataareanalyzedandstudentsreceivecreditforaparticularskillleveloncetheteacherisconfidentthattheobservablebehaviorlistedisdemonstrated.Teacherscanenterastudent’sskillleveldeterminationintotheKindergartenEntryInventoryweb-baseddatasystematanypoint.Theinformationwillbesavedandcanbeaccessedatalatertime.
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4.KINDERGARTENENTRYINVENTORYWEBBASEDDATASYSTEMANDENTERINGOUTCOMESTeachersaccesstheKEIdatabasethroughtheKEIlandingpage.TeachersMUSThavecompletedthetrainingprotocolandobtainedacertificateofcompletionbeforetheywillbeprovidedaccesstotheKEIdatabase.CentralSusquehannaIntermediateUnitstaffareavailablefortechnicalassistanceandsupport.Teachersmayenterstudent’sskilllevelsatanypointduringthecollectionperiod.TheKindergartenEntryInventorywebbasedsoftwareisalive,interactivesystemthusreportsareimmediatelyavailabletotheimplementingteacher.Techsupportcontactisavailableatcsiutghelp@csiu.org.5.FINALIZETOSUBMITOUTCOMESUSINGKINDERGARTENENTRYINVENTORYDATABASEStudentoutcomesshouldbefinalizednolaterthan60calendardaysfromthestartoftheschoolyear.Studentoutcomesaresubmittedandfinalizedthroughuseoftheweb-baseddatasystem.Onceoutcomesarefinalized,buildingleveland/ordistrictlevelreportswillbeavailable.StudentdemographicinformationshouldalsobereviewedforaccuracyBEFOREfinalizingoutcomes.On-lineProfessionalDevelopmentCourseParticipation.Allimplementingteachersarerequiredtocompleteaprofessionaldevelopmentprotocolandobtainacertificateofcompletioninordertogainaccesstotheweb-baseddatasystem.Teacherswithaproficientusercertificateofcompletiondonotneedtorepeattheprofessionaldevelopmentprotocol.
ALLteachers,regardlessofproficiencystatusshouldreviewupdatedmaterials(InventoryandUserManualatminimum)eachyear.AllresourcesincludingthoseforEnglishLanguageLearnerscanbefoundatwww.kei-pa.org.
Therearetwooptionstocompletetheprofessionaldevelopmentprotocol.
1. Option1:Teachersmayparticipateinanasynchronouson-linecourse.Teachersareabletoself-registerfortheon-lineprofessionaldevelopmentcoursebyaccessingthelinkfoundatwww.kei-pa.org.Theon-lineasynchronousmoduleincludesafinalknowledgecheck.Successfulcompletionofthefinalknowledgecheckisrequiredforteacherstoearnproficientuserstatusthatisgoodforfiveyears.
2. Option2(recommended):Aface-to-faceprofessionaldevelopmentsessionwithOCDELstaffmaybescheduled.OCDELstaffisavailabletoconducton-sitesessionswithlarger
V. Requirements for Implementation
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groupsofimplementingteachers.Tocheckavailabilityandscheduleasession,[email protected].
SubmissionofStudentOutcomesThedatacollectionperiodbeginsthefirstdayofkindergartenclassesandcontinuesforuptoforty-fivecalendardays.Studentoutcomesarefinalizedandsubmittednomorethansixtydaysforthestartofthekindergartenschoolyear.Teachersmustelectronicallysubmitallstudentoutcomesusingaweb-baseddatasystemdevelopedbyCentralSusquehannaIntermediateUnit.CentralSusquehannaIntermediateUnithostsahelplineandstaffareavailablefortechnicalassistanceandsupport.
InadditiontodocumentsandresourcespostedontheKEIlandingpagetosupportsuccessfulimplementationofthePennsylvaniaKindergartenEntryInventory,teachersareencouragedtoinvestigateandmakeuseofthefollowingmaterials.Pennsylvania’sLearningStandardsforEarlyChildhood:Pre-KindergartenPennsylvaniaLearningStandardsforEarlyChildhood
ThePennsylvaniaLearningStandardsforEarlyChildhoodstatetheexpectationsforwhatchildrenshouldknowanddoastheyleavepre-kindergartenandenterkindergarten.ThePre-KindergartenPennsylvaniaLearningStandardsforEarlyChildhoodcanbefoundat:
http://www.pakeys.org/pa-early-learning-initiatives/early-learning-standards/
1. Whyareweadministeringakindergartenentryinventoryandwhatarethebenefits?PublicandprivateschoolsinPennsylvaniadonothaveastandardtooltoassessthestatusofchildrenatkindergartenentryacrossabroadrangeofdomains.Pennsylvaniateachers,schooladministrators,andstatepolicymakersareinneedofaninventoryofstudentskillsthataddressabroadrangeofcognitiveandnon-cognitivedomainsandarealignedtostandards.Kindergartenisthefirstopportunitytocomparetheexperiencesandcapabilitiesofchildrenwhohaveparticipatedinstateearlylearningprograms.Theinventoryprovidesusaretrospectiveopportunitytolookbackatearlychildhoodprogrammingforthepurposeofcontinuousprogramimprovementandfurtherprovidesaprospectivelookatinstructionalpurposesinkindergarten.Along-termgoalfortheKindergartenEntryInventoryisitslinkagetotargetedinstructionalandprogramresources,suchasthosefound
VI. The Pennsylvania KINDERGARTEN ENTRY INVENTORY Materials and Resources
VII. Frequently Asked Questions
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withintheStandardsAlignedSystem(SAS)MaterialsandResourcessection.TheMaterialsandResourcesfoundonSASincludemanytypes:lessonorunitplans,instructionalorweb-basedcontent,educationalresources,assessments,andvideos.TheSASPortalisarepository,andthematerialsandresourcesfoundonSAScanbeeasilyreferencedfordailyinstructionalplanning.
2. WhowilladministerPennsylvaniaKindergartenEntryInventory?KindergartenteachersarethebestpersonstocompletetheKindergartenEntryInventoryforthechildrenintheirclassrooms.Theyare“familiarfaces”tothestudents,havehadtheopportunitytoconductassessmentsinauthenticenvironments,andaremostfamiliarwitheachchild’sdevelopmentandlearningexpectations.3. WillKindergartenEntryInventoryparticipatingschoolsberequiredtocompleteand
submitallstudentoutcomesusingthetool?Allkindergartenstudentsthatspendamajorityoftheirclassroomtimeinatypicalkindergartenclassroom,includingstudentswithspecialneedsandthoseidentifiedasEnglishLanguageLearners,willhaveoutcomesrecordedandreportedusingthePennsylvaniaKindergartenEntryInventory.AdaptationsandaccommodationsdeterminedbytheIndividualEducationProgramPlanshouldbeutilized.TherearespecificreferenceswithintheInventorythataddressspecialpopulations.EnglishLanguageproficiencylevel(WIDAlevel)willberequestedforchildrenidentifiedasEnglishLanguageLearners.TheuseofhomelanguageisstronglyencouragedforallindicatorsexceptthosethatspecifytheuseofEnglishLanguage.4. WhenmustthePennsylvaniaKindergartenEntryInventorybecompleted?Evidencecollectionmustbecompletedoneachstudentintheclassroomwithinthefirst45calendardaysofschool.Finalizationofoutcomesisrequirednomorethan60calendardaysfromthestartofkindergarten.Thisdatewillvaryamongparticipantsdependingonwhenindividualschooldistrictsbegintheirschoolyear.Teachersareencouragedtoenteroutcomesastheyarecompletedforeachstudent.IftheKindergartenEntryInventoryiscompleteforstudentspriortothe45thcalendarday,outcomesmaybefinalized.
5. Canthetoolbeusedforotherpurposes?ThePennsylvaniaKindergartenEntryInventoryisintendedtobeusedbykindergartenteacherstorecordstudent’sdemonstrationofskillswithinthefirst45daysofthekindergartenyear.Studentoutcomescanbesharedwithfamilymembersandmaybeusedtoinformthefirstquarterreportcard.TheKindergartenEntryInventoryisnotascreeningtool.Itiscompletedinthefirst45calendardaysofschoolandisnotdesignedtobecompletedpriortothestartofschool,therefore,thePennsylvaniaKindergartenEntryInventoryshouldneverbeusedtodenyorexcludechildrenaccess/entryintokindergarten.ThePennsylvaniaKindergartenEntryInventoryisnotadiagnostictoolandtherefore,cannotbeusedtoplaceachildintoa
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program,classorspecialeducation.ThePennsylvaniaKindergartenEntryInventoryisnotdesignedtoreplaceexistingassessmentsandisinnomeansdesignedasahighstakesassessmentofcomparisonamongearlychildhoodprogramsorameasureofteachereffectiveness.
6. Whatisthelatestdateastudentcanentermyclassroomandstillhaveoutcomesreported?
Ifastudententerstheclassroomonthe16thcalendardayofschool(lessthan30calendardaystotheinventoryenddate)doNOTcompleteaninventoryonthestudent.Ifastudententerstheclassroombetweenday1andday15ofthestartdate,completeaninventoryonthestudent.7. Ifachildisconsistentlyscoring“notyetevident”willIbescoredloweronateacher
evaluation?TheKEIisameasureoftheskillsachildENTERSkindergartenwithandshouldnotbeusedtomakedeterminationsabouttheeffectivenessofthekindergartenteacher.
8. IfIfeelconfidentinachild’sskilllevelearlyinthekindergartenyear,andthenlaternoticethechildhasmadeprogress,shouldIchangemyrating?
No,TheKEIisdesignedasa“snapshot”ofthekindergartenentryskills.Theteacher’sratingsshouldreflecttheskillsachildhasenteredkindergartenwithandshouldnotbechangedasachildprogressesthroughoutthekindergartenyear.9. WherecanfindadditionalinformationabouttheKEI?AdditionalinformationabouttheKEIcanbefoundathttp://www.portal.state.pa.us/portal/server.pt/community/departmental_offices/7235/p/1852080.10. WheredoIgoforhelp?Eachimplementingschooland/ordistricthasdesignatedaschoolordistrictpointofcontact(POC).ImplementingteachersshouldrequestcontactinformationforthedesignatedPOCinyourschoolordistrict.Inaddition,thefollowingsupportsareavailable:• GeneralquestionsabouttheKEI:[email protected].• Databasetechnicalsupport:[email protected](570)523-1155X2293
(PLEASENOTE:ifstrugglingmorethan5minuteswithadatasystemissue,usethistechnicalsupportcontact).
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KINDERGARTENENTRYINVENTORYCOMPONENTSDOMAINS,STANDARDS-BASEDINDICATORS,STANDARDS,andHEALTHANDWELLNESSINDICATORS
Ø Domain:SocialandEmotionalDevelopmento Indicator1:EmotionalRegulation
Standard:Studentexpressesemotionsappropriatelytoadultsandpeers.o Indicator2:Self-Awareness
Standard:Studentdemonstratesawarenessofselfandone’sownpreferences.o Indicator3:ConflictResolution
Standard:Studentdistinguishesbetweenappropriateandinappropriatewaystoresolveconflict.
o Indicator4:BehaviorRegulationStandard:Studentisawareoflimitsandexpectationsandadjustsbehavioraccordingly.
Ø Domain:LanguageandLiteracyDevelopmento Indicator5:PrintConcepts/Letters
Standard:Studentrecognizesandnamessomeupperandlowercaselettersofthealphabet.
o Indicator6:PrintConcepts/WordsStandard:Studentrecognizesthatlettersmakewordsandthatwordsconveymeaning.
o Indicator7:PhonologicalAwarenessStandard:Studentdemonstratesunderstandingofspokenwords,syllables,andsounds.
o Indicator8:PhonicsStandard:Studentassociatesletterswiththeirsounds.
o Indicator9:TextAnalysisStandard:Studentdemonstratescomprehensionoftext,bothinformationalandliterature.
o Indicator10:TextStructureStandard:Studentdemonstratesknowledgeoftextstructure.
o Indicator11:StagesofWritingStandard:Studentdemonstratesageappropriatewritingskills.
o Indicator12:WritingProcessStandard:Studentengagesinthewritingprocessbychoosingatopicoffocusandthendictates,drawsorwritesarelatedstory.
o Indicator13:ExpressiveLanguage
Appendix A
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Standard:Studentexpressesthoughts,feelingsandideas;speakingclearlyenoughtobeunderstoodbymostaudiences.
o Indicator14:ReceptiveLanguageStandard:Studentactsuponorrespondstodominantspokenlanguageshowingunderstandingofintent.
o Indicator15:CollaborativeCommunicationStandard:Studentparticipatesincollaborativeconversationswithpeersandadults.
o Indicator16:ConventionsofEnglishLanguageStandard:StudentdemonstratescommandoftheconventionsofStandardEnglishwhenspeaking.
Ø Domain:Mathematicso Indicator17:Counting
Standard:Studentknowsthecountsequence.o Indicator18:NamingNumbers
Standard:Studentknowsnumbernames.o Indicator19:OperationsandAlgebraicThinking
Standard:Studentunderstandsadditionasputtingtogetherandaddingto,andunderstandssubtractionastakingapartandtakingfrom.
o Indicator20:IdentifyingShapesStandard:Studentidentifiesshapes.
o Indicator21:PositionalWordsStandard:Studentshowsunderstandingoftherelativepositionofobjects.
o Indicator22:MeasurementStandard:Studentusesmeasurableattributestocompareobjects.
o Indicator23:DataStandard:Studentclassifies,countsandcomparesquantities.
Ø Domain:ApproachestoLearningthroughPlayo Indicator24:CuriosityandInitiative
Standard:Studentshowsinterestinagrowingrangeoftopics,ideas,andtasks.o Indicator25:StagesofPlay
Standard:Studentusesplaytoconstructknowledge,planandmeetgoals,andnegotiateinteractionswithothers.
o Indicator26:Engagement,AttentionandPersistenceStandard:Studentattendstotasks,activities,projectsandexperiencesforanextendedperiodoftime,evenifchallenginganddespiteinterruptions.
o Indicator27:TaskAnalysisStandard:Studentorganizescomplexinformationandthoughtintosmallstepsandgoals.
o Indicator28:ReasoningandProblemSolvingStandard:Studentattemptstoaccomplishchallengingtasksbyemployingdifferentstrategiesasneeded.
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Ø Domain:Health,WellnessandPhysicalDevelopment
o Indicator29:ControlandCoordination–FineMotorStandard:Studentdemonstratescoordination,strengthandmusclecontrolwhenmanipulatingsmallobjectsortools.
o Indicator30:ControlandCoordination–GrossMotorStandard:Studentdemonstratescoordinationofbodymovements.
Ø HealthandWellnessIndicators
Howmanydayshasthisstudentbeen:o Over-orunderdressedforschool-relatedactivitieso Senttothenurseforillnesso Absento Late(followingschoolpolicy)