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This is the manual for teachers instructing them HOW to observe and collect the data on our children.
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1
A Guide to Using the The Pennsylvania Kindergarten Entry Inventory
2
PAGE
I Purpose ……………………………………………………3
II History …………………………………………………….4
II Components ………………………………………………6
III Definitions for Skill Levels ………………………………9
IV Materials and Resources …………………………………11
V Directions for Completing the Kindergarten
Entry Inventory …………………………………………..13
VIII Frequently Asked Questions …………………………….14
Table of Contents
3
Public schools in Pennsylvania do not have a standard tool to assess the status of children at
kindergarten entry across a broad range of domains. Pennsylvania teachers, school
administrators, and state policy makers are in need of an inventory of student skills and
competencies that addresses a broad range of cognitive and non-cognitive domains, is aligned to
the Pennsylvania Learning Standards for Early Childhood, the Pennsylvania Core and SAS
Student Interpersonal Skills Standards, and can be easily administered by teachers at the
beginning of the school year.
The Kindergarten Entry Inventory is intended to be used by kindergarten teachers to record
students’ demonstration of skills within the first 45 days of the Kindergarten year.
It is essential that the Kindergarten Entry Inventory be used for its intended purposes and that it
is not used for other ends. The Pennsylvania Kindergarten Entry Inventory is intended to be used
by kindergarten teachers to record a students’ demonstration of skills and serve as an indicator of
individual student needs in the cognitive and non-cognitive key learning areas of: social and
emotional development; language and literacy; mathematics; approaches to learning; and health,
wellness and physical development. This tool will serve to report to parents, guide teacher
instruction, and inform policy by providing a picture of student outcomes upon entry into the
kindergarten classroom and across the commonwealth. The Pennsylvania Kindergarten Entry
Inventory is an observational snapshot of children entering kindergarten and should not be
administered in pull-out sessions, used as an assessment of children, or for placement of
children.
It is important to note what the Kindergarten Entry Inventory is not intended for:
• The Kindergarten Entry Inventory is not a screening tool.
• The Kindergarten Entry Inventory is completed during the first 45 days of school and is
not designed to be completed prior to the start of school, therefore, the KEI should never
be used to deny or exclude children access/entry to Kindergarten. Any child who meets
the age requirements established by your district should be admitted to Kindergarten.
• The Kindergarten Entry Inventory is not a diagnostic tool and therefore, cannot be used to
place a child into a program, class or special education.
• The Kindergarten Entry Inventory is not designed to replace existing assessments which
have been designed for a specific purpose such as a diagnostic or screener.
• The Kindergarten Entry Inventory is in no means designed as a high stakes assessment of
comparison among early childhood programs.
I. Purpose
4
In March of 2011, Pennsylvania’s Office of Child Development and Early Learning convened
stakeholder workgroups to develop recommendations for an instrument that could be used in a
pilot study to determine the status of children as they enter kindergarten. In phase one; the
workgroup developed the first version of the Kindergarten Entry Inventory known as 1“SELMA”. Phase two was conducted in April 2011, and included both pre-pilot use of tool with
feedback survey, as well as, focus groups interviews.
Pre-pilot use of the tool consisted of 27 Kindergarten teachers using the tool without formal
training and completing a feedback survey on the process of using the tool. In addition, focus
group interviews were conducted with a separate group of administrators and teachers who were
invited to attend one of three focus groups held throughout the commonwealth over a two-day
period. These focus group participants were, asked to review the inventory, the guide, and
optional forms, and provide their feedback without formal use of the tools. Phase two culminated
in further refinements to the inventory prior to officially piloting the tool in the fall of 2011.
PILOT YEAR ONE
The 2011 “SELMA” pilot consisted of seven participating school districts including 51
Kindergarten teachers. Over 1,000 student outcomes were reported. The overall feedback
included extensive commendations, concerns (length of the tool, length of time to complete), and
additional questions.
A copy of the 2011 SELMA Kindergarten Entry Inventory pilot report can be found on
OCDEL’s research page http://www.ocdelresearch.org/Reports/Forms/AllItems.aspx.
REVISIONS TO TOOL
The tool was revised based on 2011 pilot participant feedback and a statistical analysis of the
reported outcomes. Revisions to SELMA Kindergarten Entry Inventory included five targeted
changes.
1. Reduce the number of indicators.
2. Include explicit details for the specific populations of English Language Learners and
children with special needs.
3. Include an “unable to observe” option.
4. Include a Health, Wellness and Physical Development Domain
1 SELMA standards for the domains included in the original inventory: SE=Social Emotional Development;
L=Language and Literacy; M=Mathematics; and A=Approaches to Learning.
II. History
5
5. Change the reporting deadline to earlier in the school year.
PILOT YEAR TWO
The 2012 Kindergarten Entry Inventory pilot consisted of 66 school districts (including cyber
and charter schools) and 17 private licensed kindergartens. A total of 219 teachers reported
outcomes on 4,030 students (30 extended day; 3,339 full-day; and 661 half day) through use of
the electronic database. Full-day teachers were asked to complete the Kindergarten Entry
Inventory for all of their students; half-day teachers were given the option to report outcomes on
one or both classes. Once approved, a copy of the 2012 Kindergarten Entry Inventory pilot report
will be posted on OCDEL’s research page
http://www.ocdelresearch.org/Reports/Forms/AllItems.aspx.
PILOT YEAR THREE
A 2013 pilot of the Pennsylvania Kindergarten Entry Inventory was conducted to field test and
establish usability of a web-based data system. In addition, the 2013 pilot year was used to field
test and establish reliability of the health and wellness domain. An invitation to participate was
disseminated through PENN*LINK and through a BUILD announcement. The Office of Child
Development and Early Learning also targeted recruitment of private licensed kindergarten
programs as PENN*LINK does not reach this audience.
Twenty-seven school districts (including charter schools) and one private license kindergarten
participated in pilot year three. A total of 85 teachers reported outcomes on 1,461 students
through use of a web-based data system.
Student outcomes, collected during the first 45 days of the school year, were reported through
the use of a web-based data system. Central Susquehanna Intermediate Unit developed and
managed this database, and also developed a series of reports that can be:
Used by teachers to inform and adapt instruction;
Shared with families to engage them in goal planning; and
Shared with administrators and community stakeholders.
6
Pennsylvania has adopted a holistic view of children’s learning and has designed a tool that
offers a broad view of children’s knowledge and skills covering both cognitive and non-
cognitive domains. In order to ensure that the Pennsylvania Kindergarten Entry Inventory
measures a sufficient range of skills without being cumbersome or lengthy, thirty (30) Standard
Indicators were chosen to collect outcomes in the following domains of learning: Mathematics,
English Language Arts, Social and Emotional Development, Health Wellness and Physical
Development, and Approaches to Learning. The 30 Standard Indicators chosen were identified as
salient indicators for determining kindergarten readiness, a predictor of later school success. An
additional four indicators relating to health and wellness factors that influence a student’s
readiness to learn were added to the inventory.
DOMAINS, STANDARD INDICATORS, and STANDARDS
Social and Emotional Development o Indicator 1: Emotional Regulation
Standard: Student expresses emotions appropriately to adults and peers.
o Indicator 2: Self-Awareness
Standard: Student demonstrates awareness of self and one’s own preferences.
o Indicator 3: Conflict Resolution
Standard: Student distinguishes between appropriate and inappropriate ways to
resolve conflict.
o Indicator 4: Behavior Regulation
Standard: Student is aware of limits and expectations and adjusts behavior
accordingly.
Language and Literacy Development Standards o Indicator 5: Print Concepts/Letters
Standard: Student recognizes and names some upper and lower case letters of the
alphabet.
o Indicator 6: Print Concepts/Words
Standard: Student recognizes that letters make words and that words convey
meaning.
o Indicator 7: Phonological Awareness
Standard: Student demonstrates understanding of spoken words, syllables, and
sounds.
o Indicator 8: Phonics
Standard: Student associates letters with their sounds.
o Indicator 9: Text Analysis
Standard: Student demonstrates comprehension of text, both informational and
literature.
III. Kindergarten Entry Inventory Components
7
o Indicator 10: Text Structure
Standard: Student demonstrates knowledge of text structure.
o Indicator 11: Stages of Writing
Standard: Student demonstrates age appropriate writing skills.
o Indicator 12: Writing Process
Standard: Student engages in the writing process by choosing a topic of focus and
then dictates, draws or writes a related story.
o Indicator 13: Expressive Language
Standard: Student expresses thoughts, feelings and ideas; speaking clearly enough
to be understood by most audiences.
o Indicator 14: Receptive Language
Standard: Student acts upon or responds to dominant spoken language showing
understanding of intent.
o Indicator 15: Collaborative Communication
Standard: Student participates in collaborative conversations with peers and
adults.
o Indicator 16: Conventions of English Language
Standard: Student demonstrates command of the conventions of Standard English
when speaking.
Mathematics Standards o Indicator 17: Counting
Standard: Student knows the count sequence.
o Indicator 18: Naming Numbers
Standard: Student knows number names.
o Indicator 19: Operations and Algebraic Thinking
Standard: Student understands addition as putting together and adding to, and
understands subtraction as taking apart and taking from.
o Indicator 20: Identifying Shapes
Standard: Student identifies shapes.
o Indicator 21: Positional Words
Standard: Student shows understanding of the relative position of objects.
o Indicator 22: Measurement
Standard: Student uses measurable attributes to compare objects.
o Indicator 23: Data
Standard: Student classifies, counts and compares quantities.
Approaches to Learning Standards o Indicator 24: Curiosity and Initiative
Standard: Student shows interest in a growing range of topics, ideas, and tasks.
o Indicator 25: Stages of Play
Standard: Student uses play to construct knowledge, plan and meet goals, and
negotiate interactions with others.
o Indicator 26: Engagement, Attention and Persistence
Standard: Student attends to tasks, activities, projects and experiences for an
extended period of time, even if challenging and despite interruptions.
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o Indicator 27: Task Analysis
Standard: Student organizes complex information and thought into small steps
and goals.
o Indicator 28: Reasoning and Problem Solving
Standard: Student attempts to accomplish challenging tasks by employing
different strategies as needed.
Health, Wellness and Physical Development o Indicator 29: Control and Coordination – Fine Motor
Standard: Student demonstrates coordination, strength and muscle control when
manipulating small objects or tools.
o Indicator 30: Control and Coordination – Gross Motor
Standard: Student demonstrates coordination of body movements.
Health and Wellness Indicators How many days has this student been:
o Over- or underdressed for school-related activities
o Sent to the nurse for illness
o Absent
o Late (following school policy)
9
SKILL LEVEL DETERMINATION
SKILL LEVELS
The Pennsylvania Kindergarten Entry Inventory consists of four skill levels: Not Yet Evident;
Emerging, Evident and Exceeds. Not Yet Evident always reads the same “the child rarely or
never exhibits the behaviors listed under the other scoring areas or needs significant support.” A
child would be given the skill level of Not Yet Evident if there has been opportunity to observe
the behaviors yet the child does not exhibit the behaviors listed under Emerging, Evident and
Exceeds.
Observable behavioral descriptors are listed under the skill levels of Emerging, Evident and
Exceeds. It is important to read the descriptions under each of these skill levels to make a
determination. A child will always score the highest skill level demonstrated. A student who
demonstrates knowledge of a skill or concept shows the use of the skill or concept as noted
through observation. Mastery implies a skill level beyond proficiency or evident. A student who
has mastered a skill shows full command of that concept or skill. Teachers have a limited amount
of time (45 days) to observe students’ mastery of a particular skill, therefore, observations and
data are analyzed and students receive credit for a particular skill level once the observable
behavior listed is demonstrated.
Examples are provided under the skill levels of Emerging, Evident and Exceeds. These are only
examples. The examples are provided as a sampling of behaviors you may see. There will be
many other observable behaviors demonstrated by your students that will relate directly to the
behaviors listed under each specific indicator to help inform skill level determination.
UNABLE TO DETERMINE SKILL LEVEL
During the first 45 days of school, there may be some indicators that you are not able to observe.
An unable to determine a skill level was added to the inventory for this reason. The “unable to
determine a skill level” category is distinct from the “not yet evident” category. If you have not
had the opportunity to look for this skill you would choose unable to observe and record as such.
There may be other reasons that you have not been able to observe a skill such as the behavior
would not be expected due to a student’s disability. You would choose unable to observe, mark
other and provide an explanation.
Individualized Education Program or 504 plan
Students receiving accommodations provided as part of his or her IEP/504 plan should be scored
under the scoring category which reflects the student’s behavior with this necessary, documented
supports.
Accommodations for students with special needs are permissible and expected as teachers
complete the Pennsylvania Kindergarten Entry Inventory.
IV. Definitions for Skill Levels
10
LIMITED ENGLISH PROFICIENT/ENGLISH LANGUAGE LEARNER
Accommodations for students with who are English Language Learners are permissible and
expected as teachers complete the Pennsylvania Kindergarten Entry Inventory.
Use of native language is encouraged in all indicators with the exception of one. Limited English
Proficient/English Language Learners should be scored on their English proficiency on the
Conventions of English Language standard indicator.
HEALTH AND WELLNESS DETERMINATIONS
The four health and wellness indicators are scored differently from the 30 standard indicators.
The score determinations for these are: don’t know; always (45 days); often (15-44 days);
sometimes (3-14 days); rarely (1-2 days); and never (0 days).
11
1. Pennsylvania’s Learning Standards for Early Childhood: Pre-Kindergarten
Pennsylvania Learning Standards for Early Childhood
The Pennsylvania Learning Standards for Early Childhood state the expectations for what
children should know and do as they leave prekindergarten and enter kindergarten.
The Pre-kindergarten Pennsylvania Learning Standard for Early Childhood can be found
at:
http://www.pakeys.org/pages/get.aspx?page=Career_Standards
The Pre-kindergarten Common Core Standards for English Language Arts and
Mathematics can be found at:
http://www.pdesas.org/Standard/CommonCore
The Pre-kindergarten Student Interpersonal Skill Standards on the Standards Aligned
System Portal can be found at:
http://www.pdesas.org/SafeSchools/Main/Standard/0/
2. Pennsylvania’s Pre-kindergarten Core Standards – English Language Arts, Mathematics
The Pennsylvania Core Standards ensure that all students, no matter where they live, are
prepared for success in postsecondary education and the workforce. The Pennsylvania
State Board adopted the Pennsylvania Core Standards and the standards were included
into Chapter 4 on March 1, 2014. The Pennsylvania Core Standards start in Pre-
Kindergarten and continue through 12th grade.
3. Standards on the Standards Aligned System Portal
The Standards Aligned System (SAS) is a collective body of research that identifies six
elements which when utilized together provides a framework for continuous school
improvement and student achievement. The six identified elements are: standards;
assessment; curriculum framework, instruction including interventions, materials and
resources; and safe and supportive schools. The Standards Aligned System is a repository
for resources available to teachers and schools at no cost. Resources include lesson and
unit plans, web-based instructional activities and strategies, and curriculum frameworks.
The Standards Aligned System Portal can be accessed at www.pdesas.org .
4. Pennsylvania’s Kindergarten Entry Inventory
The Pennsylvania Kindergarten Entry Inventory is a tool that records student’s
demonstration of skills within the first 45days of the Kindergarten year. It assesses the
status of children on 30 standard indicators across five domains (cognitive and non-
cognitive). The Pennsylvania Kindergarten Entry Inventory can be used to report to
parents and inform policy by providing a picture of student outcomes in the classroom
and across the Commonwealth.
V. The PA KEI Materials and Resources
12
1. ACCESS MATERIALS
Familiarize yourself with the components, standard indicators, standards and skill level
descriptions for each of the indicators found within the Inventory. The Kindergarten Entry
Inventory is an observation-based tool. The best way to assure a reliable observation is become
familiar with the inventory. Familiarity with the inventory and what behaviors it collects
information on is vital to the ease of the collection process.
2. GATHER INFORMATION
The Pennsylvania Kindergarten Entry Inventory is intended to be used by kindergarten teachers
to record student’s demonstration of skills within the first 45 days of the kindergarten year. It is a
snapshot of skills upon entry into kindergarten. Skill levels will be determined by multiple
sources of evidence.
Sources of Evidence
Typically administered testing
Certain standard indicators within the Kindergarten Entry Inventory align with skills measured
on standardized tests typically given within the first weeks of kindergarten. These tests should be
used to directly inform the Kindergarten Entry Inventory. Results from beginning of the year
standardized test (such as DIBELS), should not be changed as outcomes are reported on
children’s skill level in these indicators at entry into kindergarten. Other skills reported on the
Kindergarten Entry Inventory cannot be tested in a standardized way and will require teacher
observation.
Observation
Observation is a reliable, authentic strategy to gather the information needed to make sound
decisions about children’s skill levels for the Kindergarten Entry Inventory.
Teachers constantly observe the children in their classroom to gauge their skill level and the
consistency of which levels are demonstrated. The first few weeks of school teachers familiarize
themselves with each child. Once teachers have established relationships with each student, more
formal observations begin.
Focused observations including note taking and assigning skill levels occurs during the period
prior to the designated submission date for the Kindergarten Entry Inventory Entry outcomes
reporting.
An observation may integrate multiple skills and knowledge for different areas of learning within
a single activity. Many teachers find it helpful to plan their curriculum and schedule so that the
VI. Directions for Completing the PA KEI
13
daily activities will assist the teacher in observing children as they demonstrate their skills,
knowledge and behaviors relative to the standard indicators in the Pennsylvania Kindergarten
Entry Inventory.
Additional sources
Other adults such as classroom Para-professionals or learning support staff, in addition to the
specials teachers (physical education or art, for example) may provide information about
individual children’s accomplishments or learning style. Family members, who conference
formally or informally with teachers, may also share important information that can be used for a
final determination of skill levels.
3. DETERMINE SKILL LEVELS
After observation of behaviors, teachers’ record a child’s skill level based upon the descriptions
found under the skill levels of emerging, evident and exceeds. It is important to read the
descriptions under each of these skill levels to make a determination. A child will always score
the highest skill level demonstrated through observable behavior or through other collected
evidence such as work samples. A student who demonstrates knowledge of a skill or concept
shows the use of the skill or concept as noted through observation. Mastery implies a skill level
beyond proficiency or evident. A student who has mastered a skill shows full command of that
concept or skill. Teachers have a limited amount of time (45 days) to observe students’ mastery
of a particular skill, therefore, observations and data are analyzed and students receive credit for
a particular skill level once the observable behavior listed is demonstrated. Teachers can enter a
child’s skill level determination into the Kindergarten Entry Inventory electronic database at any
point. The information will be saved and can be accessed at a later time.
4. ENTER OUTCOMES INTO KINDERGARTEN ENTRY INVENTORY ELECTRONIC
DATABASE
Teachers will enter children’s skill levels at any point during the collection period.
5. SUBMIT OUTCOMES USING KINDERGARTEN ENTRY INVENTORY
ELECTRONIC DATABASE
Outcomes will be submitted to the Office of Child Development and Early Learning during the
Pilot Phase of the Kindergarten Entry Inventory seven days after evidence collection ends.
14
1. Why are we administering a kindergarten entry inventory and what are the benefits?
Public and private schools in Pennsylvania do not have a standard tool to assess the status of
children at kindergarten entry across a broad range of domains. Pennsylvania teachers, school
administrators, and state policy makers are in need of an inventory of student skills that
address a broad range of cognitive and non-cognitive domains and is aligned to standards.
Additionally, kindergarten is the first opportunity to compare the experiences and capabilities
of children who have participated in state early learning programs. The inventory provides us
a retrospective opportunity to look back at early childhood programming and further provides
a prospective look at instructional purposes in kindergarten. A long term goal for the
Kindergarten Entry Inventory is its linkage to the Standards Aligned System (SAS) Materials
and Resources. The Materials and Resources found on SAS include many types: lesson or
unit plans, instructional or web-based content, educational resources, assessments, and
videos. The Standards Aligned System (SAS) Portal is a repository, and the Materials and
Resources found on SAS can be easily referenced for daily instructional planning.
2. Who will administer Pennsylvania Kindergarten Entry Inventory?
Kindergarten teachers are the best persons to complete the Kindergarten Entry Inventory for the
children in their classrooms. They are “familiar faces” to the students and have had the
opportunity to conduct assessments in authentic environments, and are most familiar with
each child’s development and learning expectations.
3. Will all children in kindergarten have outcomes reported through the Pennsylvania
Kindergarten Entry Inventory?
All children in kindergarten, including children with special needs and those identified as
English Language Learners, will have outcomes recorded and reported using the
Pennsylvania Kindergarten Entry Inventory. Adaptations and accommodations determined
by the Individual Education Program Plan should be utilized. There are specific references
within the Inventory that address special populations. English Language proficiency level
(WIDA level) will be requested for children identified as English Language Learners. The
use of home language is strongly encouraged for all indicators except those that specify the
use of English Language.
4. When must the Pennsylvania Kindergarten Entry Inventory be completed?
Evidence collection must be completed on each child in the classroom within the first 45
days of school. This date will vary among pilot participants depending on when individual
School Districts begin their school year.
5. When will child outcomes be reported?
The 2013 Pilot will report student outcomes through use of an electronic database developed
by Central Susquehanna Intermediate Unit. Outcomes are due seven days after the evidence
collection ends (the first 45 days of the school year).
VII. Frequently Asked Questions
15
6. Can the tool be used for other purposes?
The Pennsylvania Kindergarten Entry Inventory is intended to be used by kindergarten
teachers to record student’s demonstration of skills within the first 45 days of the
kindergarten year. Child outcomes can be shared with family members and may be used to
inform the first quarter report card.
The Kindergarten Entry Inventory is not a screening tool. It is completed in the first 45 days
of school and is not designed to be completed prior to the start of school, therefore, the
Pennsylvania Kindergarten Entry Inventory should never be used to deny or exclude children
access/entry into kindergarten. The Pennsylvania Kindergarten Entry Inventory is not a
diagnostic tool and therefore, cannot be used to place a child into a program, class or special
education. The Pennsylvania Kindergarten Entry Inventory is not designed to replace existing
assessments and is in no means designed as a high stakes assessment of comparison among
early childhood programs or a measure of teacher effectiveness.
7. What is the latest date for reporting child outcomes?
Inventory implementation is to begin at the start of the school year. Teachers have 45 days to
complete the inventory for each student in the class. Teachers are to report outcomes through
use of the web-based system seven days after the 45 day end date. NOTE: Teachers are
encouraged to upload and submit outcomes as they are completed for each student. If the
Kindergarten Entry Inventory is complete for students prior to the 45 day end date, outcomes
may be submitted.
8. When is the latest date a student can enter my classroom and have outcomes reported?
If a student enters the classroom on the 16th day of school (less than 30 days to the inventory
end date) do NOT complete an inventory on the student. If a student enters the classroom
between day 1 and day 15 of the start date, DO complete an inventory on the student.
.