1. GETTING KANSAS KIDS READY FOR KINDERGARTEN

2. KEY IDEAS KINDERGARTEN READINESS  Measuring kindergarten readiness provides a snapshot of where children are upon entry to kindergarten.  Kindergarten readiness screening will include communication (language & literacy), problem solving, motor, and social emotional areas of development.  Families and caregivers will be engaged in gathering information about their child’s development and early childhood experiences prior to kindergarten.  The agency has assembled a work group comprised of school and early childhood stakeholders.

3. KINDERGARTEN READINESS WORKGROUP Lori Adams, Teacher Licensure & Accreditation, KSDE Amy Blosser, Early Childhood Director, Children’s Cabinet and Trust Fund Barbara Dayal, Preschool and Special Education, KSDE Julie Ewing, English Learners & Title III, KSDE Emily Fleming, Early Literacy Instructional Coach, KCK Public Schools Beth Fultz, Career Standards and Assessments, KSDE Tracie Kalic, Migrant Education GOSOSY Director Kim Kennedy, Head Start Collaboration Office, DCF Shawna McAllister, Kindergarten Teacher, Canton-Galva Elementary Tammy Mitchell, Kindergarten Readiness & School Improvement, KSDE Monica Murnan, Director of Student Support Services, Southeast Kansas Education Service Center Tony Moss, Research and Evaluation, KSDE Chelie Nelson, Kansas MTSS Janet Newton, Parents as Teachers, KSDE Vera Stroup-Rentier, Early Childhood, Special Education, and Title, KSDE, Chair

5.  Existing Work in Early Childhood o School Readiness Framework o Early Learning Standards o Family Engagement Standards  Stakeholder will and interest o Early Childhood State Agencies Leadership Team o Kansas Kindergarten Readiness Workgroup Kansas’ Current Landscape in Getting Kids Ready for Kindergarten

6. KANSAS KINDERGARTEN READINESS DEFINITION Early childhood experiences, birth to kindergarten entry, that ensure health and physical well-being and the development of cognitive, communication and social-emotional skills necessary for school success and have a direct influence on future success. School readiness occurs within a broad context that includes the four components of community, educational environment, family the individual child. These four components function as interdependent systems of supports that have multi-directional influences. An effective foundation for school readiness involves policy, funding and systems for children that support their ability to thrive and their success in learning environments through their lifespan. Kansas School Readiness Framework, 2012. School Readiness Data Taskforce, Kansas State Department of Education, and Early Childhood Advisory Council.

7. IS KINDERGARTEN READY FOR THE CHILDREN? It means all of us - parents, early childhood providers, health care providers, teachers, taxpayers, communities, lawmakers - have done our best to make early childcare and schools ready for children. It means creating environments where all children can thrive, play, collaborate, learn and grow. It means laying a strong foundation for a good life—good health, good social skills, healthy social and emotional development, foundational language, thinking and problem solving skills, self-regulation, and knowing how to have fun.

8. WHY A KINDERGARTEN READINESS SCREENER? A Kindergarten Readiness Screener is like a hinge: – Swings back to understand efficacy of prior experiences and interventions – Swings forward to inform most effective practice for a child in elementary years An important metric for communities because it reflects the system of care and early learning that children experience from birth to five years old It is not a gate keeper to keep five year olds out of Kindergarten

9. WHY A KINDERGARTEN READINESS SCREENER? – Information about children in a community (or state) – Information about multiple aspects of learning and development Language and literacy Cognition and general knowledge (including mathematic and scientific concepts) Approaches to learning Physical well-being and motor development Social-emotional development

10. WHY A KINDERGARTEN READINESS SCREENER? Critical for data driven decision-making – Policymakers can consider targeted ways to increase readiness – Families, teachers, and administrators can plan strategically at the home, classroom, and district levels

11. Used during regular home and/or classroom activities Based on families’/teachers’ observations of children’s skills and abilities Screens multiple domains and aligns with Kansas standards Aligns with tools already used in early childhood settings KINDERGARTEN WORKGROUP CURRENT CONSIDERATIONS

12. Inter-rater reliability and validity to ensure fidelity Range of online and in-person training and support available to teachers Appropriate for use with any developmentally appropriate practice Available in English and Spanish and culturally/ linguistically appropriate KINDERGARTEN WORKGROUP CURRENT CONSIDERATIONS