READINESS MATTERS - 2018 Illinois Kindergarten Individual Development Survey (KIDS) Report - Ounce of Prevention ...
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READINESS MATTERS
2018 Illinois Kindergarten Individual
Development Survey (KIDS) Report
OVERVIEW
Kindergarten is the first critical mile- WHO BENEFITS FROM KIDS?
stone in a child’s long-term educational
trajectory. Children with higher levels of We all do. Over time, KIDS
school readiness at age five are gen- data will surface learning
erally more successful in grade school, trends to help state, district,
are less likely to drop out of high school, community and school leaders
and even earn more as adults.1 Under- adjust policies, curriculum,
standing student development helps instructional practices and
teachers and schools improve practice resources to better fulfill each
and instructional design. Entire commu- student’s early potential. KIDS
nities thrive when educators and policy data also may identify areas
makers are able to make data-driven where teachers need stronger
decisions to strengthen early childhood professional development.
programs and allocate resources.
Illinois has high expectations for learn- • Public policy makers and
ing. However, opportunity gaps emerge advocates use aggregate
well before third grade, and even before information to inform policy and
kindergarten. To address those gaps, allocate resources.
8,300 kindergarten teachers across Illi- • Principals and administrators
nois began collecting consistent data in adapt and alter curriculum
the 2017-18 school year, after five years and professional learning
of piloting in select districts, through the for educators to support the
Kindergarten Individual Development developmental needs of entering
Survey (KIDS). kindergarten students.
• Teachers gain a more nuanced
understanding of children’s
strengths and needs and generate
KIDS provides Illinois with the first statewide reports to support curriculum
snapshot of children’s developmental skills planning, inform instructional
practice, and engage families.
and competencies as they enter kindergarten.
• Early childhood providers
use KIDS to align curriculum
and professional development
Data collected from KIDS will allow poli- around clear expectations for
cymakers, communities, district leaders, kindergarten readiness.
1 – Duncan, G.J., Dowsett, C.J., Claessens, A., Magnuson, educators, early childhood providers
K., Huston, A.C., Klebanov, P., Pagani, L.S., Feinstein, L.,
• Families equipped with information
and families to identify support and
Engel, M., Brooks-Gunn, J., Sexton, H., & Duckworth, K. about whether their child is on
enrichment when needed earlier in
(2007). School readiness and later achievement. Develop- track can promote learning at home
mental Psychology, 43(6), 1428-1446. children’s developmental years.
and work with educators to obtain
additional needed supports.
2018 ILLINOIS KIDS REPORT
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ABOUT KIDS
Illinois developed KIDS through re- HOW KIDS WORKS
search and validated the tool through
testing. Hundreds of stakeholders Teachers collect KIDS data during
provided input into the design of KIDS – normal classroom routines, lessons
including classroom teachers, research- and play through simple observation –
ers, early childhood advocates, policy without disruptions to student learn-
experts, philanthropic organizations, ing and without individual pull-outs.
and families. All worked in partnership Kindergarten teachers across the state
with the Illinois State Board of Education attended trainings on how to collect
and WestEd, the nonprofit research or- KIDS observations consistently and
ganization that created the instrument. reliably across districts.
KIDS provides a reflection of each Within the first 40 days
child’s learning and development at
kindergarten entry. It is neither an indi- of kindergarten, teachers
cation of school quality nor of teacher collect observations on
performance. It is not a placement test
14 measures that span
for children.
three developmental
KIDS aligns with the Illinois Early Learn-
ing and Development Standards, which
areas—Language and
establish expectations for children’s Literacy, Math, and
development at kindergarten entry. Social and Emotional
The KIDS survey also incorporates the
state’s Social and Emotional Learning Development.
Standards and Illinois Learning Stan- Together, these developmental areas
dards in math and English language arts. serve as a proxy for school readiness.3
More than 40 states use or are in the Researchers and early childhood
process of developing kindergarten experts carefully selected each of the
readiness assessments (KRAs).2 While 14 measures to reflect the most import-
the skills measured and methodologies ant learning domains for kindergar-
vary across the nation, states and com- ten-aged children. The state requires
munities have found great value in the data collection on the 14 State Readi-
data helping address specific develop- ness Measures. Additional measures
ment needs, advance policies, inform exist within each learning domain and
instruction and allocate resources. are optional to districts.
2 – https://www.newamerica.org/education-policy/edcentral/dont-use-kindergarten-readiness-assessments-accountability/
3 – In addition to the minimum 14 measures, districts have the option of collecting up to 41 additional measures across a total
of 11 separate learning domains to provide an enhanced portrait of each child’s readiness.
2018 ILLINOIS KIDS REPORT
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HOW ILLINOIS DEFINES
KINDERGARTEN READINESS
The KIDS tool builds on established Child development at this age
standards and other research-based happens at different rates. Howev-
criteria for each individual skill, er, if children are developmentally
Developmental Areas: behavior and competency expect- behind, it is far easier for them to
ed of kindergarten-aged children. catch up at earlier ages than in
Social & Emotional Research indicates that having later years. The likelihood of the
Development
these specific skills, behaviors and strongest possible start to school
Language & Literacy competencies at the start of kin- soars with access to high quality
dergarten compounds educational early childhood experiences and
Math
progress in later years. the right supports tailored to each
child’s specific needs.
DEVELOPMENTAL LEARNING 14 STATE READINESS
AREAS DOMAINS MEASURES
Curiosity and Initiative
Children Children in Learning
who display who display
Approaches to
readiness in readiness in Learning &
Self-Control of
all 3 2, 1 or 0 Self-Regulation
Feelings and Behavior
developmental developmental Engagement and
areas areas Social & Emotional Development Persistence
Curiosity to learn about people and
things; develop strategies for regulating Relationships and
feelings and behavior; persistence in Social Interactions
mastering difficult activities; developing Social & with Familiar Adults
increasingly cooperative relationships
with familiar adults and peers.
Emotional
Development Relationships and
Social Interactions
Need with Peers
Demonstrating
additional
readiness Communication and
support 4
Use of Language
(Expressive)
Reciprocal
Communication and
Conversation
Language & Comprehension of
Language & Literacy
Literacy Age-Appropriate Text
The ability to interact with others
using language; comprehend stories
in books; recognize sounds and apply Phonological
them in language; and identify letters Awareness
and understand that they make words.
Letter and Word
Knowledge
Classification
Number Sense
of Quantity
Cognition:
Math Math Number Sense of
The ability to compare, match and sort Math Operations
4 – Feedback from a broad group of stakeholders, including objects, count small numbers, add and
advocates, administrators, teachers and researchers, deter- subtract small quantities, and understand
mined the nomenclature for demonstrating readiness and shapes and their characteristics.
Shapes
needing additional support.
2018 ILLINOIS KIDS REPORT
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STATE OF KINDERGARTEN
READINESS IN ILLINOIS
Percentage of Students who Demonstrated
Kindergarten Readiness
Teachers observed
106,670 (81%) of
the 132,378 children
18% enrolled in kindergarten
RATED READIN
in 2017 on the 14 State
ONST ESS
DEM LOPMENTAL AR Readiness Measures.
2 DEVE EAS
IN
S
ES
DIN REA
A LA
Of the students rated
%
A
on the 14 State
E
LO ED R
17
T
EN
Readiness Measures,
T
PM
RA
24% demonstrated
ST
VE
ON
DE
DEM
kindergarten
24%
IN1
readiness
DEMONSTRATED
in all three
KINDERGARTEN
READINESS developmental
IN ALL 3 areas.
DEVELOPMENTAL AREAS
Students who
demonstrated
readiness showed the
skills, knowledge and
behaviors in three
42
DE
IN
developmental areas:
M DE
%
ON
ST
0
R
VE AT Math
LO ED
PM RE
EN
AD
I Language & Literacy
TAL NESS
ARE
AS Social & Emotional
Development
2018 ILLINOIS KIDS REPORT
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KINDERGARTEN READINESS
BY DEVELOPMENTAL AREA
SOCIAL & EMOTIONAL 49%
DEVELOPMENT Percentage of
Students who
LANGUAGE 44%
Demonstrated
& LITERACY Kindergarten
Readiness by
MATH 30% Developmental Area
Students fully prepared to enter kindergarten are ready in 3 Developmental
Areas: Math; Language & Literacy*; Social & Emotional Development
*KIDS allows children to demonstrate mastery through a variety of communication modes, languages and behaviors.
KIDS can still be used effectively with students who speak languages other than English and/or who do not use oral lan-
guage to communicate. Two alternate measures are available to measure language development for English Learners.
49% 44% 30%
Demonstrated Readiness in Demonstrated Readiness in Demonstrated Readiness in
Social & Emotional Development Language & Literacy Math
KIDS measures in Social and Emotional KIDS measures that fall within Lan- KIDS measures that fall within the math
Development assess children’s curios- guage and Literacy assess the prog- developmental area assess children’s
ity, ability to self-regulate feelings and ress of development of foundational observation skills, exploration of people
behavior, persistence and relationships language and literacy skills. These and objects, investigation of objects and
with nurturing adults and peers. Re- skills can be demonstrated in any concepts. Early math skills developed
search indicates that developing strong language and through multiple modes in the years before and during kinder-
social and emotional skills, especially of communication, including verbal and garten are one of the best predictors
in the early years, is essential to overall non-verbal. Dual language learners of later success in both math and
learning and academic achievement. may demonstrate knowledge and skills literacy by third grade6. Those findings
Emerging evidence suggests that fo- in their home language, in English, from a seminal 2007 study has fueled
cusing on social and emotional devel- or in both. An alternate set of KIDS a growing movement among early
opment may actually further improve measures is available for teachers of childhood educators to boost early
reading, writing and math performance5. English Learners, who are required to math instruction and skill-building in the
be provided with literacy instruction in earliest years through third grade. Early
their native language. math proficiency also has been found to
affect a child’s interest and confidence
in the subject during elementary and
Illinois requires teachers to observe kindergarten
middle school, and strongly predicts
students on the 14 State Readiness Measures.
later success in math.7 Demonstrating
Readiness data in this report only reflects readiness in math is linked to students’
students rated on the required measures increased likelihood of attending and
within the first 40 days of school. completing college8.
5 – Emma García, “The Need to Address Noncognitive Skills in the Education Policy Agenda” (The Economic Policy Institute, December 2, 2014). 6 – Duncan, G. J., Dowsett, C.
J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., . . . Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. 7 – G.M.
Mulligan, J.C. McCarroll, K.D. Flanagan, and D. Potter, Finding from the Third-Grade Round of Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (U.S. Department
of Education, National Center for Education Statistics, May 2016). 8 –“Race for Results: Building a Path to Opportunity for All Children” (The Annie E. Casey Foundation, 2017).
2018 ILLINOIS KIDS REPORT
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KINDERGARTEN READINESS
AMONG SUBGROUPS HI
CS
P
RA
50% White
G
MO
DE
Breakdown of 24% Hispanic/
Latino
race for the
106,670 Illinois
kindergarteners
rated on the 15% Black
14 State Readiness
Measures in 2017 5% Asian
4% 2+ Races
KIDS DATA CAN EARLY CHILDHOOD
ACCELERATE ACTION EXPERIENCES MATTER
This first release of statewide KIDS data represents Children enter kindergarten with a wide range of prior
an important step toward understanding in a uniform, child care and education experiences, including in-home
comprehensive way where Illinois’ children are at the start care, center-based care, Early Intervention, informal child
of formal schooling. As a state, we have previously care, Home Visiting, Head Start and school-based Pre-K.
known little to nothing about our youngest learners Decades of evidence documents the important
before third grade. Yet, equity and opportunity gaps role that quality early childhood programs play in
emerge well before third grade, and even years before children’s lifelong academic success. University of
kindergarten. In a bold effort to gather data to help Chicago Nobel Laureate James Heckman’s analysis of
policymakers, advocates, schools, and communities the Perry Preschool program found a 7 to 10 percent per
address equity gaps, 8,300 kindergarten teachers across year return on investment based on increased school
Illinois began implementing the Kindergarten Individual and career achievement, as well as reduced costs in
Development Survey (KIDS). The first year of statewide remedial education, health and criminal justice system
implementation in the 2017-18 school year follows five years expenditures. More recent research by Heckman shows
of piloting in select districts. that quality early-childhood programs from birth to five
years old can provide as much as a 13 percent return on
KIDS data provide a more nuanced picture of a child’s investment through better education, economic, health,
strengths and needs–critical information necessary to and social outcomes.14
drive improvement of services before and after a child
enters kindergarten. 14 – Heckman, James. Heckman Equation. https://heckmanequation.org
KIDS RESOURCES AVAILABLE
ISBE has committed five years of funding to support KIDS Coaches across the state of Illinois. KIDS Coaches
are available to all districts to support professional development and training for teachers at the classroom,
school, district or regional level. KIDS Coaches provide a range of services including, but not limited to, one-
on-one technical assistance calls and visits, group coaching sessions, classroom walkthroughs, overview
meetings and support in interpreting and using data to improve classroom instruction.
To find a coach for your region, visit isbe.net/KIDS, click on “Find Your KIDS Coach”
Learn more at
ISBE will partner with the Regional Education Laboratory (REL) Midwest in the 2018-2019 academic year to offer
workshops on how to translate KIDS data into developmentally-appropriate practice. isbe.net/KIDS
Administrators, teachers and families can access KIDS tools and resources, including activities that families can
engage in with their children at home, at isbe.net/kids.
PUBLISHED AUGUST, 2018, IN PARTNERSHIP WITH:
2018 ILLINOIS KIDS REPORT
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