This brief proposes a framework for conceptualizing family involvement in the KEA process, examines the kinds of data that may be useful to collect at both the local and state levels, and highlights promising practices representing a range of approaches for getting information from and sharing information with families in the KEA process, with a specific attention to this work in RTT-ELC grantee states. The brief was conceived because state leaders identified the need for better integrating family knowledge at a child's entry into kindergarten. It concludes with a set of recommendations developed with the input of state leaders to move forward on an agenda to better gather and use information from families in the KEA process. (author abstract)