OUTCOME: Children will enter school ready to succeed.
The major purpose of the State Pre-K 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. Programs are required to include all children (including Migrant and English Learners), who meet the criteria for this program. Districts are encouraged to create integrated programs that include all students. Districts are encouraged to work with private entities to establish strong public/private partnerships to implement strong early learning programing in local communities.
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
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.
Joint Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs (external PDF)
U.S. Department of Education Dear Colleague Letter (external 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).
The Kansas Preschool Model is a data-based, research-informed model, focused on implementing curriculum, instruction, and assessment practices that are supported by evidence and, when implemented with fidelity, prevent later academic and behavioral challenges in elementary and secondary education years. The Model has four components, each of which is based upon research and evidence and has been shown to support quality in early learning and promote later success in school.
These model components provide an innovative and research-based means of systematically providing high quality early learning preschool experiences.
KPP Reimbursement Forms
Early Childhood Home Page
(General information, Webinars)
Early Childhood, Special Education, Title Programs Team Director
Assistant Director for Early Childhood
Early Childhood / Kansas Parents as Teachers Consultant
Early Childhood Special Education Consultant
Kindergarten Readiness Coordinator
Kansas Coordinating Council on Early Childhood Developmental Services
(SICC – State Interagency Coordinating Council)
Senior Administrative Assistant
Kindergarten Readiness Fact Sheet (PDF)
Early Learning Fact Sheet (PDF)
Early Learning Factoids
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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