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,emailOCDELstaffatRA-PWOCDELKEI@pa.gov.

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:OCDELstaffatRA-PWOCDELKEI@pa.gov.• Databasetechnicalsupport:LindaSultatlsult@csiu.orgorphone(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)