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A Guide to Using the The Pennsylvania Kindergarten Entry Inventory

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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

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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

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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

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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.

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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

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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)

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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

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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).

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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

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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

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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.

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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

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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.

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