You are here

Assessment Choices and School Readiness Plans

School Readiness Assessment

As a part of an aligned system of public education, the school readiness assessment was recognized by the General Assembly as a critical element of aligned assessments continuing from preschool to elementary (§22-7-1002).  The State Board of Education has approved four assessment tools to be used in assessing kindergarten school readiness and informing individual readiness plans (§22-7-1014). Each tool assesses physical well-being and motor development, social and emotional development, language and comprehension development, cognition and general knowledge, including literacy and mathematics (§22-7-1004). In March of 2020, the State Board of Education approved an updated reporting format to include areas of readiness within each of these domains of learning and development.

Learn more on the history of school readiness assessments

Assessment Support 2020-2021

The authors of each assessment tool have created a variety of specific guidance and support for teachers for the upcoming year. This guidance supplements the CDE 20-21 School Year Toolkit and is categorized using Colorado’s levels of public health and safety orders: Level 1 Stay-at-Home; Level 2 Safer-at-Home; Level 3 Protect Our Neighbors. 

General Assessment Guidance

Through conversations with each of the authors, researchers, and with other states, several clear, overarching themes have emerged to guide assessment. These are outlined in the general assessment guidance.


Desired Results Developmental Profile for Kindergarten

Guidance for Teachers

Guidance to Provide Families

Levels 1, 2, and 3: DRDP-K Parent Information

Privacy

Not applicable

Webinars and TA

For a list of upcoming webinars and online modules provided by West Ed, visit the DRDP website

District Example

St. Vrain Valley example planning protocol for focus groups


High Scope COR for Kindergarten

Guidance for Teachers

Levels 1 and 2:

COR-K Virtual Guidance (PDF)

Levels 1, 2, and 3:

Teacher Assessment Support for KEA

Levels 1, 2, and 3:

Teacher Assessment Support for Ongoing Record

Guidance to Provide Families

Levels 1, 2, and 3:

Overview for Families

Privacy

Levels 1, 2 and 3: Please visit the HighScope website for privacy and security updates

Webinars and TA

District Example

Coming Soon


North Carolina Kindergarten Entry Assessment

Guidance for Teachers

Levels 1, 2, and 3:

North Carolina’s Interactive Guide

Guidance to Provide Families

Levels 1 and 2:
Providing Support for Families

Privacy

Not applicable

Webinars and TA

District Example

Coming Soon


Teaching Strategies GOLD®

Guidance for Teachers

Levels 1 and 2:

Teacher Assessment Support (PDF)

Guidance to Provide Families

Levels 1, 2, and 3:

Letter for Families

Privacy

Levels 1, 2, and 3:

Communications Security (PDF)

Webinars and TA

District Example

School Readiness Assessment Choices

Desired Results Developmental Profile for Kindergarten (DRDP-K)

HighScope COR for Kindergarten

North Carolina Kindergarten Entry Assessment

Teaching Strategies GOLD®

Implementation of the School Readiness Assessments

The school readiness assessment is administered to each student enrolled in a publicly funded kindergarten within the first sixty days of the school year and assesses each child’s physical well-being and motor development, social and emotional development, language and comprehension development, and cognition and general knowledge, including literacy and mathematics (§22-7-1014). Districts determine the initial 60-day assessment window in accordance with their individual student start dates. School readiness assessments are not to be used to deny a student admission or progression to Kindergarten or first grade (§22-7-1004 2(a).

Flexibility in Implementation

The following flexibilities are provided (§22-7-1004 2(a)):

  • If a reading assessment pursuant to §22-7-1205 (1)(a.5)) is administered within the first sixty days of the school year, the district is not required to administer the literacy component of the school readiness assessment.
  • Districts may choose to assess additional areas and/or items of learning and development.
  • Districts may choose to continue to monitor a student's progress toward demonstrating school readiness by administering an approved school readiness assessment multiple times over the course of the school year.

Data Privacy and Security

In December 2015, the Colorado State Board of Education approved a Memorandum of Understanding (MOU) with Teaching Strategies regarding the use of the GOLD® assessment for kindergarten school readiness. As part of the MOU, additional privacy safeguards when implementing the assessment tool are in place to ensure even greater levels of student data privacy.

As the new school year approaches, districts are reminded to obtain explicit, individual written parental/guardian consent if planning to use photos and videos in Teaching Strategies GOLD® in kindergarten. Beginning in the 2017-18 school year, opt-in to the documentation functionality will expand to allow for child-level opt-in to be made in one of the following ways: By district, by school, by teacher, by classroom, or by an individual student.

The default setting for pictures and videos will be set to off and only administrators will be allowed to change the opt-in status to on. A student’s opt-in status is tracked by individual student, even if the opt-in is made using one of the bulk methods described above. Each district may use locally determined systems to house and track parental or guardian permission when using one of the bulk methods described above.

CDE Data Privacy and Security Policies webpage is a resource for early childhood assessment.

Return to Top

School Readiness Plans

School readiness plans are individualized plans required for every kindergartner, and are to be informed by a State Board approved school readiness assessment tool; however, CAP4K does not have specific requirements for the content of school readiness plans. Districts have a high degree of flexibility for the design of the plans. CDE makes the following recommendations:

  • School Readiness Plans incorporate student strengths and goals in both developmental and academic areas, depending on the specific needs of the student.
  • Plans are developed in collaboration with families whenever possible.
  • School Readiness Plans are intended to be living documents and updated periodically throughout the year to focus on the next steps and support and celebrate continuous growth of the student.
  • There is flexibility for districts to select reports generated by the assessment tool or choose to use a district developed template.

Return to Top