WinnesctinGeoarinentct World’s Best Workforce Goal #1: E d U catién Ail Children Ready for School Measuring and Reporting Progress ‘The Minnesota Department of Education (MDE) is committed to ensuring that every child enters Kindergarten ready to learn. We have focused efforts on building and supporting districts, schools and teachers in implementing high-quality learning experiences that are meaningful to the children they serve, fit within their curriculum and align to the state's early learning and kindergarten academic standards. This document is designed to assist district administrators in choosing early learning measures for use with young children as they enter kindergarten. This brief highlights findings from Minnesota's Kindergarten Entry Profile (KEP), formerly the School Readiness Study Pilot. Measures mentioned in this brief have been piloted with Minnesota kindergarten students and are appropriate for use in reporting World's Best Workforce Goal #1 results as well as being used as a formative assessment in early learning-and kindergarten classrooms. The assessments listed in this brief show alignment to the Early Childhood Indicators of Progress (ECIP) - Minnesota's early learning standards — and kindergarten academic standards across multiple academic and social domains. ‘As your district continues to identify and refine your school readiness goals within World's Best ‘Workforce plans, you may consider the following questions: © Hows the district defining readiness?" © What data are you currently collecting to measure readiness? © Can you use the same assessment tool across early learning and kindergarten settings «Are assessment scores being used in the classroom to inform instruction? MDE has created specific guidance relating to Goal #1. Itis best practice to use a tool that has ‘evidence of validity and reliability, uses standard data collection procedures, is collected by @ trained teacher and provides’ valuable data for its intended purpose. This brief will outline selected evidence on four tools that are included in the KEP. The purpose of this illustration is not to endorse any one tool, but to provide districts with information on selecting tools and evidence from the pilot of the study. “The following table outlines a summary of the evidence gathered for each early leaming measure that has acceptable alignment to the ECIP and kindergarten academic standards. "The Minnesota Department of Education has @ refined definition of children's expectations at kindergarten entry that can be found here: htt uSue/EaryLearn/SchR