1. Division of Early Learning Services
Bobbie Burnham, Director
February 2019

2. Ten Minnesota Commitments to Equity
Prioritize equity.
Start from within.
Measure what matters.
Go local.
Follow the money.
Start early.
Monitor implementation of standards.
Value people.
Improve conditions for learning.
Give students options.
Ten Minnesota Commitments to Equity
[INSTRUCTIONS – DELETE THESE NOTES WHEN USING SLIDE]
This slide can be used as a foundation for talking about equity during presentations. The green “highlight” shape can be used to indicate which commitments are directly connected to your work, or you can remove the green highlight and talk about the commitments generally.

4. Today’s Agenda Program overviews will be given for:
Early Childhood Indicators of Progress (ECIPs)
School Readiness
Early Childhood Family Education (ECFE)
Early Childhood Health and Developmental Screening
Kindergarten Entry Profile
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5. Early Childhood Indicators of Progress (ECIPs)
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6. = + Standards Alignment
Revised the Early Childhood Indicators of Progress + =
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7. Why are the ECIPs Important? Coherence and Equity
All programs share generally accepted expectations of what all children should know and be able to do, informed by research.
Creates coherence for all children and families as they move from program to program.
All programs work with the latest research on brain development and what children can learn and do.
All programs share this foundational documents for curriculum, instruction and assessment selection or development.
As part of RttT, Revised
Revised by eight committees of 120+ teachers, directors, researchers, coaches, trainers and higher ed faculty.
Minnesota’s 3-5 ECIPs were first published in 2000, a revision in 2005 and know a more current revision. The birth – K entrance standards were first published in 2007 and revised in the current version.
Are a continuum of increasingly complex learning for children from birth to kindergarten entrance
2/5/2019
Add something

8. The Early Childhood Indicators of Progress (ECIPs) Lay the Foundation
Parent Information
Curriculum
Assessment
Instruction
Professional Development
ECIPs
Child Care
School-based
Head Start
Early Childhood Special Education
The picture of an equitable system that brings coherence to children’s experiences and supports their growth and development. In addition, this system brings coherence to an adult’s experience with the system, regardless of where they are in the system. Universally rigorous expectations for children and the experiences that support those expectations do more to bring coherence and equity to children in PreK-3 than any method of financing, any program shape, any rating program rating or governance structure.
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9. ECIPs
The ECIPs The ECIPs define what all students are expected to know and be able to do, not how teachers should teach. For instance, the play-based learning with young children is not specified by the ECIPs, but it’s considered a developmentally appropriate approach to teaching, which encourages children to be active learners and construct their knowledge.
Programs and Teachers should decide the best way to teach and support development of the children in their classroom. Providing classrooms and instruction using culturally supportive and sustaining materials and approaches are very important in early learning. In addition, teachers quickly learn which children best using different instructional strategies and can adjust their planning in the classroom for each child.
Are not an all-inclusive resource about children’s development. The standards reflect a selection of important developmental expectations that highlight the learning and skills children need in order to be successful in school and continue as life-long learners.
Are not intended to be used as a curriculum. Curriculum content must be reviewed/developed using the ECIPs so the classroom design and content support the acquisition of the skills and knowledge in the ECIPs.
Are not an assessment tool. However, assessment selection should be based on the ECIPs to ensure consistency between the expectations for children (ECIPs) and what is being measured (assessment).
2/5/2019
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10. ECIPs Learning Domains
Social and Emotional
Approaches to Learning
Physical and Movement Development
Language, Literacy, and Communications
The Arts
Mathematics
Scientific Inquiry
Social Systems
To print by domain and access resources
To print as a booklet:
7596A-ENG
These are the content area in the ECIPs. The three areas that are in addition to the kindergarten academic standards are Physical Development (different by districts for K-12) Social and Emotional Development – (MDE was working on these for K-12, voluntary; unclear if the final docs were ever posted), Approached to Learning (engagement in learning, self regulation regarding learning – persistence, planning, etc)
2/5/2019
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11. ECIPs Alignment with K-12 Standards
Language, Literacy and Communications Standards for Birth to Kindergarten Entrance
Emergent Reading
Writing
Listening and Understanding
Communicating and Speaking
The charts of the ECIPs Subcomponents with the K-5 standards demonstrates the alignment of ECIPs and Academic Standards. (Note: Communication is used in the title of ECIPs language and literacy area to reflect the inclusion of infants and toddlers in the standards and their necessary ways of communicating.
K-12 picture is from the K-12 standards documents
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12. ECIPs Displayed, Demonstrate Increasing Complexity of Learning
Continuum of complex expectations and outcomes
Aligned to kindergarten academic standards
The way the standards are displayed in the core document supports the planning of teachers across age ranges, especially given the unpredictability of development.
2/5/2019
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13. Resources for the ECIPS
(Scroll down page for all resources)
ECIPs by learning domain
Practice Briefs (14 for teachers/coaches)
Parent Guides for Minnesota Early Learning Standards available in six languages
Booklet version available through DHS:
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14. Early Childhood Family Education (ECFE)
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15. Early Childhood Family Education
Purpose: To provide parenting education to support children's learning and development.
Eligibility:
Children birth to kindergarten and their parents, expectant parents and relatives. Program is not targeted, but programs should prioritize families and parents identified in the community needs assessment, particularly those families and parents with children with the most risk factors birth to age three. Parents with children up to grade three, if the district has a PreK-3rd grade initiative.
Children Served:
20,814 children in ongoing classes
Funding:
State General Fund: $30.8 million (FY 2019)
State General Fund: $29.8 million (FY2018)
Key Program Components:
Provides parenting education, early childhood education and opportunities for parent-child interaction. Most classes meet weekly for two hours during the school year. Parents, children and teachers are together in the classroom for the first hour followed by parent discussion and child-only time. Also provides targeted programming to address needs identified in needs assessment.
Outcome Measure:
Participation numbers are reported to MDE
Mike:
Talk about how ECFE and SR are in Fund 4 verses Fund 1
Parents Served?
Number of Programs?
2/5/2019
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16. ECFE – Key Program Requirements
ECFE Programs Must:
Educate parents about child development and enhance the skills of parents and other relatives in providing for their children's learning and development;
Structure learning activities requiring interaction between children and their parents or relatives;
Structure learning activities for children that promote children's development and positive interaction with peers, which are held while parents or relatives attend parent education classes;
Provide information, materials, and activities that support the safety of children, including prevention of child abuse and neglect;
Conduct a community needs assessment.
2/5/2019
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17. ECFE – Community Needs Assessment
ECFE Program are required to conduct a community needs assessment that:
Identifies new and underserved populations.
Identifies child and family risk factors, particularly those that impact children's learning and development.
Assesses family and parenting education needs in the community.
Mike:
Talk about what MDE does with the Needs Assessment information we collect…
2/5/2019
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18. ECFE – Tailored to meet local needs
Once the Community Needs Assessment is complete, ECFE programs provide:
Programming and services that are tailored to the needs of families and parents prioritized in the community needs assessment.
Parenting education programming or services to anyone identified in the community needs assessment.
Parenting education programming for parents of children birth to grade three in districts in which there is a PreK-3rd grade initiative.
Work to develop partnerships to provide a parenting education liaison to other public and nonpublic early learning programs, such as Head Start, School Readiness, child care, ECSE, local public health programs, and health care providers.
Mike
2/5/2019
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19. ECFE – Family Risk Factors Identified through CNA
Mike
2/5/2019
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20. ECFE – Support (to other district EC programs)
Early Childhood Screening ECFE must provide information about and, if needed, assist in making arrangements for an early childhood health and developmental screening. School Readiness Involve parents in program planning and decision making. Voluntary Prekindergarten Involve parents in program planning and transition planning by implementing parent engagement strategies that include culturally and linguistically responsive activities in prekindergarten through third grade that are aligned with ECFE.
Mike
2/5/2019
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21. Professional Development Support
Family Engagement Institute and/or Parenting Education Symposium
Held every year with a specific focus/theme (January 2019 was homelessness).
Average 150 participants from a variety of fields.
Mike
Talk about the number of participants, who you partner with, the feedback you received…
2/5/2019
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22. School Readiness Mike 2/5/2019
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23. School Readiness Program
Purpose: To prepare children, ages 3-5 years, who meet certain eligibility factors to enter kindergarten.
Eligibility
Children three years to kindergarten entrance.
Children Served
19,845 children (FY2018)
Funding
State General Fund: $33.6 million per year (FY 2018).
State General Fund: $33.6 million (FY 2017).
Key Program Components
A School Readiness program must include a biennial plan in the district's World's Best Workforce plan, describing how the program meets School Readiness program requirements.
Programs must assess each child's cognitive and language skills with a comprehensive child assessment when the child enters and again before the child leaves the program to inform program planning and promote kindergarten readiness.
Most school districts offer half-day preschool programs from one day to five days per week. Program supervisors are required to be licensed early childhood teachers or licensed parent educators. School districts may operate their own programs or contract with community early childhood programs or charter schools.
Outcome Measure
Participation numbers are reported to MDE.
2/5/2019
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24. School Readiness
School readiness is Minnesota’s first and most common public school preschool program.
All Minnesota school districts have a school readiness program.
May be significant program design variability among districts.
Significant focus on better alignment with K-12
A school readiness program must include a biennial plan in the district's World's Best Workforce plan, describing how the program meets school readiness program requirements.
2/5/2019
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25. School Readiness – Program Requirements
Assess each child's cognitive and language skills with a comprehensive child assessment instrument when the child enters and again before the child leaves the program.
Provide comprehensive program content and intentional instructional practice aligned with the state early childhood learning guidelines and kindergarten standards.
Coordinate appropriate kindergarten transition with parents and kindergarten teachers.
Involve parents in program planning and decision making.
Coordinate with relevant community-based services.
Cooperate with adult basic education programs and other adult literacy programs.
Ensure staff-child ratios of 1-to-10 and maximum group size of 20 children with the first staff required to be a teacher.
Have teachers knowledgeable in early childhood curriculum content, assessment, native and English language development programs, and instruction.
Mike: What about the program plans and report they are required to submit?
2/5/2019
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26. School Readiness - Eligibility
A child is eligible to participate in a school readiness program if the child:
(1) is at least three years old on September 1;
(2) has completed health and developmental screening within 90 days of program enrollment; and,
(3) Has one or more of the following risk factors:
(i) qualifies for free or reduced-price lunch;
(ii) is an English learner;
(iii) is homeless;
(iv) has an individualized education program (IEP) or standardized written plan;
(v) is identified, through health and developmental screenings, with a potential risk factor that may influence learning; or,
(vi) is defined as at risk by the school district.
2/5/2019
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27. School Readiness – Fees and Open to All
A district must adopt a sliding fee schedule based on a family's income but must waive a fee for a participant unable to pay. Children who do not meet the eligibility requirements may participate on a fee- for-service basis.
2/5/2019
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28. MDE Support for ECFE and School Readiness
The department must assist districts, upon request, with programs under this section (124D.15, subdivision 14).
Technical assistance, guidance and professional development
Regional networking groups
Practice committees
Statewide and regional professional development
Partnerships with MNAFEE to provide training and professional development
2/5/2019
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29. Regional Networking Groups
Mike
Talk abut WHY you started these groups and how they have informed our wok
2/5/2019
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30. Practice Committees
Early Childhood Administration Practice Committee The purpose of the Early Childhood Administration Practice Committee (ECAPC) is to work to advance the leadership and administration of early childhood and family programs. Parenting Education Practice Committee The purpose of the Parenting Education Practice Committee (PEPC) is the enhance the practice and effectiveness of parenting education. The committee focuses on issues relevant to practitioners, programs, and the field of parenting education.
2/5/2019
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31. Health and Developmental Screening
Bobbie
2/5/2019
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32. Early Childhood Health and Development Screening
Purpose: Assists parents and communities in improving the educational readiness and health of young children through the early detection of factors that may impede children’s learning, growth, and development.
Eligibility
Children between the ages of three and kindergarten entrance; target age between 3 and 4 years.
Children Serve
60,712 (SFY 2018)
Funding
State General Fund: $3.6 million (SFY 2018)
Districts report spending an additional $1,649,146 to meet required components of the screening.
Key Program Components
Required components of a screening program: hearing, vision and developmental screening, immunization review, height and weight, identification of risk factors that may influence learning, health care coverage, parent interview, referral and follow up when potential needs are identified.
Outcome Measure
Thirty-eight (38) percent of all Minnesota 3-year-old children receiving health and developmental screening.
Referrals for further assistance made for 14,774 children identified as having possible health and/or developmental problems or needs.
Margo…I am not sure what this is…
We just held our 6th event (dating back to 2015) on January 10. The symposia are always cross-sector efforts, focusing on professionals who work with families/parents. Our last two symposia have focused on adversity, risk, trauma (this year, entire event focused on homelessness). We had 150+ last year and 125+ this year. We always partner with our Title folks, and this year with UM Extension. Part of the symposia efforts always focus on supporting ECFE to enhance their ability to reach out to and serve families with risk factors.
2/5/2019
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33. Child Health and Developmental Screening Training
Interagency training is provided by both in-person, full-day sessions three times annually statewide and as online training modules, on topics including:
Equitable outreach to diverse populations.
Program administration, leadership and continuous quality improvement.
Developmental and social-emotional screening and effective follow up on referrals.
Dual Language Learners and screening.
In addition, technical assistance is provided to districts as needed.
Dual language learners include screening in English and home language whenever possible.
Background information you may or may not wish to share:
-Capacity for training limited due to:
-ECS statewide program is supported by a 0.5 FTE staff
-Child and Teen CheckUps – MDH co-trainers are paid out of DHS and limited funding
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34. Child Health and Developmental Screening Outreach
Minnesota Statutes, section 121A.17, subdivision 5: The board must inform each resident family with a child eligible to participate in the developmental screening program, and a charter school that provides screening must inform families that apply for admission to the charter school about the availability of the program…
Videos and brochures for parents in multiple languages.
Hire diverse staff, interpreters as available, and collaborations to reach all children.
Outreach and screen in locations most accessible to families including libraries, child care centers, homeless shelters, public housing, faith-based locations or community centers.
Evening and Saturday screening options.
Send letters or postcards to each residence and advertise in local communities through newspapers, ethnic radio, cable television, websites, community events, and other means.
Margo…what statute are you including here???
What Charters are not required to provide screening.
Charters may choose to provide screening and in that case would follow all statutes and rules related to screening.
Collaborations include Head Start, Child and Teen Check Ups, public health, clinics, letting families know they may complete the screening requirement through these other partners.
Head Start uses the tools required by ECS and some of the others do, if they have the capacity to coordinate screening together at the local level.

35. Minnesota Interagency Early Childhood Screening Taskforce
Vision All children in Minnesota are at their optimal health and development and are ready to learn. Mission All children in Minnesota birth through age 5 will receive equitable, high-quality, family- centered, culturally and linguistically sensitive, routine and periodic developmental and social-emotional screening in a coordinated, non-duplicative system that ensures linkage to services and resources that support healthy child development and family well-being.
The Task Force is an ongoing interagency working group, engaging lead staff from Minnesota Departments of Health and Human Services (DHS), Education (MDE), and Health (MDH) to support the following public programs providing developmental and social-emotional screening and referral.
Child and Teen Check Ups clinics and providers
Early Childhood Screening
Head Start and Early Head Start
Local public health screening programs (Family Home Visiting, follow Along)
Adult and early childhood mental health providers
Child Welfare
Do these entities share screening data? 
There are formal agreements between some districts and some Head Start locations, whereby a year’s worth of screens are shared from Head Start to districts through a consent/release of information parents sign at Head Start.
For the other programs it is on a case by case basis with consent/releases for each party due to HIPPA and FERPA.
How do we avoid duplication?
Districts can pull a MARSS Web Edit System 52 report to look up if a child was ever previously screened by their district or by another district.
Other programs may ask the parent if a screening was previously done and determine based on their program requirements whether they can accept it or screen a child a second time.
Some programs serve different age ranges, so they are not actually duplicating
Other notes on differences in programs:
Head Start follows a Federal mandate to screen all of their children, regardless of whether they were previously screened.
Different requirements: Some programs are only required to do a social emotional screening; Some programs are only required to do a developmental screening depending on their Statutes, Rules, Federal requirements, etc.
Only ECS requires an observational developmental tool by MN Rules. (optional for Head Start, Child and Teen Check Ups)
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36. Minnesota Interagency Early Childhood Screening Taskforce
Purpose Ensure statewide coordination and interagency alignment of screening efforts including instrument recommendations, outreach, and follow up on referrals. Key Strategies Review and recommend screening instruments that meet evidence-based criteria and are culturally and linguistically appropriate to ensure an equitable and accurate screening system; and, Serve as an advisory group to provide resources, consultation and training to make appropriate referrals in order to improve outcomes for children ages birth to 5 years.
The task force works to coordinate and align the statewide system as a whole, even though the various public screening programs must follow their own particular statutes.
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37. Minnesota Interagency Early Childhood Screening Taskforce
Instrument Review Criteria
Instrument review criteria are based on nationally accepted psychometric standards. Developmental and social-emotional screening instruments that sufficiently meet the criteria outlined below are considered for recommendation/approval:
Instrument purpose
Developmental domains
Reliability
Validity
Recent standardization
Additional considerations: Practicality, population and age span, cultural, ethnic, and linguistic sensitivity, minimum expertise of screeners, cost.
Instrument purpose: The taskforce evaluates the purpose of the instrument to ensure it is focused on screening, rather than assessment or diagnostic evaluation, and whether it is designed to screen for developmental and social-emotional health rather than to predict the future academic success of the child.
Developmental Domains: The following domains must be included in developmental screening: fine and gross motor, communication, cognitive, and social-emotional. Currently the social-emotional domains embedded within the developmental screening instruments do not demonstrate adequate reliability and validity to determine if a child needs further assessment. Therefore, the Task Force also reviews and recommends separate instruments specifically for the social-emotional domain.
Reliability: Reliability is an indicator of how consistently or how often identical results can be obtained with the same screening instrument. A reliable instrument is one in which differences in test results are attributable less to chance and more to systematic factors such as lasting and general characteristics of the child (Meisels and Atkins-Burnett, 2005).
The task force expects reliability scores of approximately 0.70 or above.
Each instrument is evaluated on the actual reliability scores and the methods used to obtain these scores, such as scores by age, test-retest, inter-rater and intra-rater reliability.
Validity: Validity of a screening instrument indicates how accurately it distinguishes between those children who are at risk and those not at risk for developmental or social delays or concerns. There are various measures of validity. The following are the key measures of validity for screening instruments:
Sensitivity: Accuracy of the instrument in identifying delayed development.
Specificity: Accuracy of the instrument in identifying individuals who are not delayed.
Other validity measures include: content validity, construct validity, concurrent validity, and positive predictive value.
Criteria:
The Task Force expects sensitivity and specificity scores of approximately 0.70 or above (AAP, 2015).
Each instrument is evaluated on the actual validity scores, sufficient sample size representative of the US population, and the methods used to obtain these scores.
Recent Standardization: Expectations for child development change over time as new research emerges, and as changes occur in population demographics, technology, and curriculum. According to national standards, screening instrument normative data should be updated every years to account for these changes (Emmons and Alfonso, 2005; Head Start, 2011; Glascoe, 2014).
The Task Force recommends instruments that have been developed or re-normed within the last 15 years, unless no other equivalent instrument is available that better meets the screening need for the given population.
Other considerations may include whether the instrument has had recent or ongoing research that demonstrates its effectiveness in identifying children who need further evaluation for developmental or social-emotional concerns.
Additional Considerations:
Practicality
Population and age span targeted by the instrument
Cultural, ethnic, and linguistic sensitivity
Minimum expertise of screeners
Cost

38. Kindergarten Entry Profile
Bobbie
2/5/2019
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39. P3 Comprehensive Assessment System
Redesigned the school readiness study to include a menu of tools that align to Minnesota’s standards now known as the Kindergarten Entry Profile (KEP).
Desired Results Developmental Profile (DRDP)
Teaching Strategies Gold (TSG)
Work Sampling System (WSS)
VPK Impact Measure—
Programs must implement and measure the impact of voluntary prekindergarten by using a self-designed or MDE designed plan and provide results in their world’s best workforce annual summary to the commissioner of education.
P3 Comprehensive Assessment System also includes Screening and the ECSE Outcome Data
2/5/2019
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40. Kindergarten Entry Profile (KEP) An MDE Initiative
The Kindergarten Entry Profile (KEP) Initiative is:
A voluntary standards based assessment system that supports the use of high-quality, comprehensive, and developmentally appropriate assessment tools that help teachers and administrators understand what students know and are able to do at the start of kindergarten to support their success in school and beyond.
2/5/2019
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41. A Short History of the KEP
Five years ago, MDE received a grant to pilot a standards-based assessment system (Race to the Top).
This system is based on the latest research in child development, assessment, and brain development.
“Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children.”
- Committee on Developmental Outcomes & Assessments for Young Children, 2008
The goal was to develop a comprehensive PreK-3 assessment system (i.e., across programs and settings) for all children.
Do we revisit the purpose of assessment? these assessments allow us to meet/achieve multiple purposes… (policy/program/teaching/families/COSF/WBWF)…
2/5/2019
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42. KEP – Participation School Year SY 2013-14 SY 2014-15 SY 2015-16
State Fiscal Year
FY 2014
FY 2015
FY 2016
FY 2017
FY 2018
FY 2019
FY 2020
Program Status
KEP Pilot
KEP Full
% of Kindergarteners Participating in the KEP
1.6%
448 students
1.2%
503 students
3.1%
715 students
5.8%
3,590 students
7.3%
4,673 students
5.0%
~3,200 students
TBD
% of Participants with Usable Data
0.7%
0.8%
1.1%
5.7%
3590 students
4673 students
# of Districts/Charter Schools Participating 20 15 18 34 37 22
Tools
(green = piloted tools that were not approved)
BKA
Brigance
Early Learning Scale - K
DRDP
WSSS
GOLD
DevMilestones
WSS
2/5/2019
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43. Criteria for KEP Assessments
All KEP approved assessment tools:
Are valid and reliable to use with kindergartners.
Are aligned to the ECIPs and Minnesota Academic Standards.
Represent a whole-child view of development and education.
They cover all eight domains of learning.
Provide real-time formative data that can be used to individualize instruction.
Rely on authentic assessment, which is more accessible and appropriate for culturally, linguistically, and developmentally diverse children, including children with disabilities.
Authentic assessment does not require changes to the instructional day or curriculum.
2/5/2019
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44. High Quality, Comprehensive, and Developmentally Appropriate
Authentic assessment:
is observation based.
occurs within the educational routine (centers, whole-group instruction, recess, music).
can include work samples, videos, or photos.
conducted over time.
incorporates verbal and non-verbal responses.
These assessments do not rely on:
direct (1:1) assessment.
question and answer (only verbal or written response).
one-moment-in-time answers (more high-stakes).
Name
Many child development and assessment experts view authentic assessment as a more culturally and linguistically appropriate way to assess students.
2/5/2019
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45. KEP-Approved Assessments For SY 2019-2020
WestEd - Desired Results Developmental Profile (DRDP)
Pearson - Work Sampling System (WSS)
Teaching Strategies - GOLD
2/5/2019
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46. KEP Initiative Individual District/School Profile
Since each assessment is aligned to and covers the ECIPs, MDE is able to demonstrate whether students are meeting or exceeding expectation by ECIP domain.
No matter the tool you select, MDE will produce a profile of your district (i.e., students who were assessed) that shows the percentage of students who were meeting or exceeding age expectations, by domain, at kindergarten entry.
District data is only shared with the district (we do not share district data with others).
2/5/2019
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47. Results of the KEP are not representative
NOTE: A greater participation rate does not mean that the sample is more representative.
= 0.7%
= 0..8%
= 1.1%
= 5.7%
The voluntary nature of the initiative necessarily results in a sample that is not representative of kindergartners across the state. Subsequently, statewide generalizations regarding the data should not be made, and results should not be compared from year to year because the sample is not representative of the state.
2/5/2019
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48. KEP-Approved Assessment Tools:
KEP-Approved Assessments: Supported/Used Across Early Learning Settings
KEP-Approved Assessment Tools:
Can be used for all children across programs, settings, and ages/grades.
Early Head Start & Head Start*
Child Care: Parent Aware (3 or 4 Star)*
Early Childhood Special Education (ESCE) Part B and Part C
Voluntary Pre-Kindergarten Programs*
School Readiness Plus Programs*
Striving Readers (literacy only)*
Kindergarten*
90% of Head Start Programs are using one tool (GOLD).
Programs that are 3 or 4 star rated (of the highest quality) must use a Parent Aware approved curricula (3 out of 4 KEP tools are approved via Parent Aware)
World’s Best Workforce Reporting
ECSE Child Outcome Summary Form (COSF) Reporting
Reading Well by Third Grade Reporting
*including students with disabilities
2/5/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

49. Kindergarten KEP – The Basics
Participation is voluntary (all - or some - schools or teachers can participate).
Participants select one of the three KEP approved assessment tools.
MDE covers the cost of the assessment (which typically cost $5 - $11).
Teachers attend a free 1-2 day training (attendance of administrators is strongly encouraged).
Teachers document data on their students during the first 8-10 weeks of school.
Administrators provide MDE with their fall data.
MDE provides participants with a profile that shows what portion of students are meeting or exceeding age expectations.
Participants may choose to use the assessment tool to continue to collect formative data on an ongoing basis (fall, winter, and spring). This is encouraged, but not required.
We are also exploring the idea of providing coaching throughout the year.
2/5/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

50. KEP Assessment Data Use #1
provide teachers and other educators with a holistic view of a child’s strengths and areas of growth based on their own unique identities, experiences, and development to individualize instruction (including IEPs)
KEP data can be used to provide teachers and other educators with a holistic view of a child’s strengths and areas of growth based on their own unique identities, experiences, and development.
2/5/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

51. KEP Assessment Data Use #2
inform practice and programming (e.g. lesson plans, curriculum, resources, and supports)
KEP data can be used to provide teachers and other educators with a holistic view of a child’s strengths and areas of growth based on their own unique identities, experiences, and development.
2/5/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

52. KEP Assessment Data Use #3
build coherence in Pre-k to 3rd grade teaching and learning (e.g., strengthening transitions to kindergarten and professional development)
KEP data can be used to provide teachers and other educators with a holistic view of a child’s strengths and areas of growth based on their own unique identities, experiences, and development.
2/5/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

53. KEP Assessment Data Use #4
guide efforts to close the achievement gap or prevent one from opening (i.e., reporting on a district/charter school’s World’s Best Workforce Goal #1: All children are ready for school)
KEP data can be used to provide teachers and other educators with a holistic view of a child’s strengths and areas of growth based on their own unique identities, experiences, and development.
2/5/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

54. To make high stakes decisions about children, teachers, or programs.
How not to Use KEP Data
To determine whether a student should start kindergarten or not (eligibility).
To make high stakes decisions about children, teachers, or programs.
KEP-Approved Assessments ≠ Traditional K-12 Assessments
KEP-approved assessments reflect that children:
Have brains that are developing rapidly and at different rates.
Will vary in their progress within learning domains.
Are not always able to demonstrate knowledge or a skill ‘on demand.’
Are best understood and supported within the context of their family, culture, and community.
Additionally, data from a KEP assessment is just one piece of data and should always be combined with other information when looking at the whole child
2/5/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

55. PreK-3 Implementation Series – Phase I
Purpose: To provide professional development and support so that Minnesota schools, communities, and districts implement effective and comprehensive PreK-3 systems.
Eligibility
School districts (K-12 and early childhood) and their community partners
Served
1078, includes 237 school districts and 229 principals
Funding
RTT and McKnight
Key Program Components
Partnered with the Minnesota Elementary School Principals’ Association on three main professional development offerings:
PreK-3 Principal Leadership Series
Building Rigorous and Robust P3 Learning Environments: The Art of Communication in Classrooms for Young Children (online course).
Building PreK-3 Systems: From Alignment to Coherence
Outcome Measure
Session evaluations
2/5/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

56. PreK-3 Implementation Series – Phase II
Purpose: To provide professional development and support so that Minnesota schools, communities, and districts implement effective and comprehensive PreK-3 systems.
Eligibility
School districts (K-12 and early childhood) and their community partners
Served
Ongoing for school year. Offered regionally in six locations plus metro area.
Funding
Key Program Components
Partnering with the Minnesota Initiative Foundations to provide a series of three sessions focusing on PreK-3 implementation:
Day 1 - Elements of High-Performing PreK-3 Systems: Community partnerships, transitions, and data-driven improvement Day 2 - Teaching and instructional quality in your preK-3 system: Aligning curriculum, assessments and instruction; and ensuring high-quality learning environments for all students Day 3 - Blending and braiding: Maximizing your federal, state, and local resources to support your preK-3 system
Outcome Measure
Session evaluations
2/5/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

57. Bobbie Burnham Mike Brown
Thank you!
Bobbie Burnham Mike Brown
2/5/2019