OUTCOME: Children will enter school ready to succeed.
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.
Special Education evaluation teams are urged to consider this environment whenever possible due to the preponderance of research documenting the positive outcomes for both children with disabilities as well as for children without disabilities. http://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf
Children with IEPs will not generate At-Risk funding, but will generate the equivalent of .5 FTEs of Special Education funding. The appropriate teacher to child ratio would need to be maintained (not to exceed 25 students per classroom with a ratio of 1:10).
State Pre-Kindergarten programs are required to include all children (including Migrant and English Learners), who meet the criteria for this program. Districts are encouraged to create blended programs that contain all students. The Kansas State Board of Education has identified Kindergarten readiness as an essential building block for future achievement and academic success. This measure is an important element in the Board’s new vision that “Kansas leads the world in the success of each student”. https://youtu.be/7rd5kJ3bnPM
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.
EC-SIS Timelines for data collection (PDF)
Provides the windows for data entry plus a timeframe for the different survey completion requirements
Early Childhood Success In School (EC-SIS) Family Practices
Early Childhood Success In School (EC-SIS) Classroom Practices
Early Childhood Success In School (EC-SIS) Process Document
Early Childhood, Special Education, Title Programs Team Director:
Early Childhood Special Education Consultant
Barbara A. Dayal
Senior Administrative Assistant
Main Team Page
Reports and Collections
Kansas Integrated Accountability System (KIAS)
Kansas Multi-Tier System of Supports (MTSS) (external link)
Kansas’ Technical Assistance System Network (TASN) (external link)
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