This study examined program practices in a state-funded preschool in Northern California that had recently added a new assessment to its existing tools to measure and evaluate preschool students' school readiness. The study found that teachers might need a range of supports when given the opportunity to integrate a new assessment tool into their practice. Although teachers generally value the information from these tools, more opportunities for formal training, ongoing supervisory support, and collaboration with their colleagues -- both within and across classrooms and grades -- can help them to act effectively on the information
