Introducing the ® New AEPS -3 Ready-Set

Prairie View

Presented by
Ching-I Chen, Ph.D.,
Kent State University

Marisa Macy, Ph.D.,
University of Nebraska Kearney

Objectives

• Understand current research about the transition to kindergarten
• Discover the purpose and goals of AEPS-3 Ready-Set
• Learn how and when to use Ready-Set
• Hear about research conducted on Ready-Set

Data(s) completed _____
Child's name _____
Child's date of birth _____
Child's ID _____
Family's name and address _____
Person completing form _____
Program _____
Date testing/administration completed _____

DIRECTIONS:
REVIEW the administration information beginning on page 6 of ABPS-3 volume 2, Chapter 6. Review item criteria, instructions, examinations and notes beginning on page 4 of ABPS-3 volume 2, Chapter 1. Make sure you understand the methods for obtaining child performance data and scoring information before work begins.

RECORD the administration data and examination details at the top.

OBSERVE the child and some items by comparing the child's performance on each item with its stated criterion. Scoring items without using the stated criterion will invalidate the results.

ENTER all item scores in the Score column and note in the Notes column. Follow these rules for scoring to obtain valid assessment results.

• Assign only scores of 2, 1, or 0.
• If you score a goal of 1, you must assign an A, or both.
• Use if a child engages some form of assistance to perform the task.
• Use if the child performs the skill is incomplete (partial performance or inconsistent use of the skill).
• Use notes to assist in qualifying children’s scores (patented or highly recommended). Notes are as follows: C = Conduct, I = Modify, R = Repeat.
• Target scores refer to identified AP or PIP goals. Check this box for every selected goal.

RECORD the child’s results at the end (New Score and Percent Score). Also record comments as needed.

Transitions & School Readiness

Transition:

Passage from one state, stage, subject, or place to another. ~Merriam-Webster

Monarch Butterfly on Marigold Flower

What Do We Know about Transition?

Transition practices are important for academic adjustment at kindergarten (Cook & Coley, 2017).

AEPS®-3 is a registered trademark of and is owned by Paul H. Brookes Publishing Co., Inc. ©2021 All rights reserved.

What Do We Know? (Cont.)

• Social-emotional competency predicts emergent literacy performance (Curby et al., 2015).
• Executive functions predict preacademic skills (Shaul & Schwartz, 2014)
• Phonological awareness
• Mathematics
• Orthographic knowledge

A teacher helps two children write on a sheet of paper.

National Center for Early Development and Learning

• Transition practices survey
• Nationally representative survey of kindergarten teachers

NCEDL Key Findings

• Most common are group-oriented practices at the beginning of the year (not individualized)
• Less prevalent in urban schools and/or schools in higher poverty areas (Early et al., 2001)

Transition from Preschool to Kindergarten

• Best transition practices are individualized (Early et al., 2001)
• Start early
• Use authentic assessment practices to create developmental and learning goals for children
• Partner with families

Introducing AEPS-3 Ready-Set

Ready-Set

• Brief assessment and progress monitoring measure
• Emphasizes skills essential for school readiness and early school success
• 40 developmentally and academically challenging goals from AEPS-3 Test

Goals from all 8 areas

• Fine Motor—2
• Gross Motor—3
• Adaptive—2
• Social-Emotional—8
• Social-Communication—3
• Cognitive—6
• Literacy—10
• Math—6

Example goals

1. Holds writing tool using three-finger grasp to write or draw
2. Uses culturally appropriate social dining skills
3. Maintains cooperative activity
4. Resolves conflicts using negotiation
5. Uses language to initiate and sustain social interaction
6. Names all uppercase and lowercase letters of alphabet
7. Reads and writes numerals for quantities up to 5

Ready-Set

• Available in English and Spanish
• Packs of 10 forms
• Printable PDF on AEPS-3 Forms USB

Skills Matrix

Family Communication for Transition

What Do Parents Need to Know?

• Emotional impact on children
• Listen to the child’s worries
• Notice nonverbal messages
• Talk about expectations

How Can Parents Help Their Children Transition?

• Reaching out
• Attend open houses and orientations
• Support learning
• Incorporate practices at home of common tasks
• Creating routines to provide a safe structure at home and practice routines that they will be taking part in

Research on AEPS-3 Ready-Set

Research Studies To Date

1. Stevenson, W. A. (2019). Examining school readiness. [Unpublished Doctoral dissertation]. University of Kentucky.
2. Macy, M., Pool, J., Chen, C-I., Rusiana, T-A., & Sawyer, M. (2021). A preliminary examination of a kindergarten school readiness assessment. Early Childhood Education Journal. Advance online publication. https://doi.org/10.1007/s10643-021-01237-7

AEPS-3 Products

Available in December 2021

Special Introductory Price for AEPS-3 Complete Kit: $499.00

Products also available individually

AEPS-3 Ready-Set Forms

Pack of 10
$30.00

AEPS-3 Forms USB

$299.00

AEPS®-3 is a registered trademark of and is owned by Paul H. Brookes Publishing Co., Inc. ©2021 All rights reserved.