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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.

Early Childhood Success In School (EC-SIS)

2013-14 Early Childhood Success in School Forms and Documents
Thanks to your hard work over the past two years, the KELI-4 has been finalized, statistically reviewed and now has fewer items. The Classroom Practices has also been revised to better reflect the research-based practices that are used within the MTSS framework. There are other changes: (1) The Home Practices survey used in previous years has been divided into two surveys: Family Survey and Protective Factors Survey; and (2) the Transition Survey which is new and has 15 questions that will help describe transition practices that are typically used in your programs.

The Process documents have been developed to help teachers and administrators complete the data entry as quickly and as accurately as possible. Please remember:

  1. Lead teachers must be the 'completers' of the KELI-4, the Classroom Practices, and the Transition survey. Anyone may enter the data once the items have been completed. That is a local decision.
  2. The observation forms can be used to collect the information on the 10 selected children before the data entry window opens. The items are to be reported based upon the children's skill levels at the beginning of the year for the fall data collection.
  3. TEACHERS MAY USE INFORMATION GATHERED FOR OTHER VALID ASSESSMENTS TO COMPLETE THE KELI-4. This data collection does not require separate 'assessment' activities.
  4. Parents do NOT have to complete the Family Survey or the Protective Factors survey. Teachers should print off paper copies and either send home or provide at a face-to-face conference. Parents may choose to complete all, some, or none of the items on either of the surveys. Teachers will collect what families complete and enter the data into the Early Childhood Success in School application.
  5. See the EC-SIS Timelines for data collections document for data entry windows and other data collection timeframes.

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 (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 - 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.

Random Numbers Table (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, Special Education, Title Programs Team Director:
Colleen Riley

Early Childhood Coordinator
Gayle M. Stuber

Early Childhood Special Education Consultant
Vera Stroup-Rentier

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)

(Kansas Residents Only)

Problems with this page contact:
Evelyn Alden

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