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State Pre-Kindergarten

Name Change: The current name for the program—Four-Year-Old At-Risk—was created to describe the focus of the program and the ‘label’ of the children participating in the program. The purpose of the program is ‘preparing children for success in school’ and a name that reflects that purpose would seem to be more appropriate, as well as more non-discriminatory. Therefore, starting in 2013-14, this will be the State Pre-Kindergarten Program.
The major purpose of the State Pre-Kindergarten program is to provide a high quality early learning experience for young children in the year before they are eligible to enter kindergarten. The outcome is for children to enter kindergarten ready to succeed. This clarification is based upon current evidence that children who are at-risk benefit from being educated in a high quality early learning program with their peers, including those young children who may need special education services. Therefore, the following information has been clarified for use beginning in 2013-14 and ongoing thereafter.

Children who have an IEP AND who meet at least one of the first seven (1-7) at-risk criteria must be considered as potential members of the Four-Year-Old At-Risk classroom and cannot be excluded from participation solely based on their having an IEP.
Children with IEPs will not generate At-Risk funding, and will therefore, not reduce the number of funded slots requested by a district. However, they will take a ‘participation slot’ in the classroom, thereby potentially increasing the number of children to be educated through the State Pre-Kindergarten Program. Districts may therefore need to increase their number of at-risk classrooms if more than 20 children in the district fit the at-risk requirements and are appropriate for participation in the Four Year old at-risk program. This clarification does not prohibit districts from creating blended programs that contain students who do not meet at-risk criteria. It only serves to clarify that children with IEPs who meet at least one of the first seven at-risk criteria must be considered for participation and cannot be excluded solely because they have an IEP.

OUTCOME: Children will enter school ready to succeed.

Kansas Early Learning Inventory for Fours (KELI-4)—Process Documents

EC-SIS Timelines for data collection (PDF)
Provides the windows for data entry plus a timeframe for the different survey completion requirements

Frequency Descriptions (PDF)
To be used with the KELI-4 and provides the definition of the frequency responses for each item

KELI-4 Clarifications (PDF)
A description of the definition of each item on the KELI-4 to help with fidelity of implementation and consistency across teachers/programs

KELI-4 Observation Form FALL (PDF)
TO be used in FALL data collection by teachers who have randomly selected 10 children. This form will allow teachers to list results on all items for all 10 children on one form. This form can then be used to complete the KELI-4 data entry through the authenticated application.
KELI-4 Observation Form - Fall-single (PDF)

KELI-4 Observation Form SPRING (PDF)
This is the same from that was used in the Fall, but with the additional question around 'school readiness'. Teachers may use this form to list the responses for the same 10 children which were observed for the fall data collection.
KELI-4 Observation Form-Spring-single (PDF)

Process for Selecting Ten Students Randomly (PDF)
This table is used by the lead teacher to randomly select 10 children from their classroom for observation. ALL CHILDREN MUST BE INCLUDED ON THE CLASS LIST(not just the at risk children) so the selection will be random across the entire class population.

Early Childhood Success In School (EC-SIS) Family Practices

Early Childhood Success In School (EC-SIS) Classroom Practices

Early Childhood, Special Education, Title Programs Team Director:
Colleen Riley

Assistant Director
Tammy Mitchell

Early Childhood Special Education Consultant
Barbara A. Dayal

Parents as Teachers Consultant
Janet Newton, MS

Senior Administrative Assistant
Beccy Strohm

Team Pages

Main Team Page
Early Childhood
Special Education
Title Services
Reports and Collections
Fact Sheets
Kansas Multi-Tier System of Supports (MTSS) (external link)
Kansas’ Technical Assistance System Network (TASN) (external link)

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Problems with this page contact:
Evelyn Alden

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