Ready Kindergartners Survey '09-'10

We thank you for taking the time to complete this first statewide, on-line version of the Ready Kindergartners Survey. In order to adhere to FERPA requirements on protecting child-level data, this year's survey will only ask that you identify the Agency of Human Services (AHS) District in which your school is located. For that reason, this year the children's readiness data will only be reported at the state and AHS District levels.

The Ready Kindergarteners Survey is not intended as a screening or diagnostic tool for individual children, but rather for creating a group-level picture of children’s readiness. Data from this readiness survey are used to inform discussions about how families, schools, and communities can support young children to be successful learners. The data may be catalysts for bringing people together to discuss children’s readiness for school, as well as schools’ readiness for children. Early care and education providers, policy makers, kindergarten teachers, family members, and community leaders are all key players in this discussion.

Please ensure you complete one survey for each child you teach, and rate each child only once. When you click "Done," ratings for that child will be entered automatically into our database, and a new (blank) survey form will come up for you to enter information on the next child. When you have completed rating all children in your class, and have clicked the "done" button, choose the link "exit this survey" at the top of the page.

The School Readiness Project is co-sponsored by the Vermont Agency of Human Services and the Department of Education.

	Beginning	Practicing	Performing independently	Don't know
Plays cooperatively with different children	SOCIAL-EMOTIONAL DEVELOPMENT Plays cooperatively with different children Beginning	Practicing	Performing independently	Don't know
Separates easily from parent/caregiver	Separates easily from parent/caregiver Beginning	Practicing	Performing independently	Don't know
Uses problem solving skills in social situations	Uses problem solving skills in social situations Beginning	Practicing	Performing independently	Don't know
Appropriately expresses feelings and needs	Appropriately expresses feelings and needs Beginning	Practicing	Performing independently	Don't know
Adapts to transitions within the school day	Adapts to transitions within the school day Beginning	Practicing	Performing independently	Don't know
Interacts positively with adults in the classroom	Interacts positively with adults in the classroom Beginning	Practicing	Performing independently	Don't know

	Beginning	Practicing	Performinmg independently	Don't know
Can persist in a self-directed activity for at least 15 minutes	Approaches to Learning Can persist in a self-directed activity for at least 15 minutes Beginning	Practicing	Performinmg independently	Don't know
Appears enthusiastic and interested in classroom activities	Appears enthusiastic and interested in classroom activities Beginning	Practicing	Performinmg independently	Don't know
Uses a variety of learning strategies in the classroom	Uses a variety of learning strategies in the classroom Beginning	Practicing	Performinmg independently	Don't know
Is able to pay attention during teacher-directed group activities for approximately 15 minutes	Is able to pay attention during teacher-directed group activities for approximately 15 minutes Beginning	Practicing	Performinmg independently	Don't know
Knows when and how to use adults as a resource	Knows when and how to use adults as a resource Beginning	Practicing	Performinmg independently	Don't know
Initiates activities in classroom	Initiates activities in classroom Beginning	Practicing	Performinmg independently	Don't know
Shows curiosity (asks questions, probes, tries new things, etc.)	Shows curiosity (asks questions, probes, tries new things, etc.) Beginning	Practicing	Performinmg independently	Don't know

	Beginning	Practicing	Performing independently	Don't Know
Follows simple classroom rules and instructions with reminders	Communication Follows simple classroom rules and instructions with reminders Beginning	Practicing	Performing independently	Don't Know
Communicates needs, wants, or thoughts in his/her primary language	Communicates needs, wants, or thoughts in his/her primary language Beginning	Practicing	Performing independently	Don't Know
Engages in conversation (e.g. complete sentences, turn-taking, etc.)	Engages in conversation (e.g. complete sentences, turn-taking, etc.) Beginning	Practicing	Performing independently	Don't Know
Understands simple directions, requests and information	Understands simple directions, requests and information Beginning	Practicing	Performing independently	Don't Know

	Beginning	Practicing	Performing independently	Don't know
Shows awareness of how books are organized and used	Cognitive Development - General Knowledge Shows awareness of how books are organized and used Beginning	Practicing	Performing independently	Don't know
Can recall and explain a sequence of events (e.g. can tell about a recent activity, can retell a story)	Can recall and explain a sequence of events (e.g. can tell about a recent activity, can retell a story) Beginning	Practicing	Performing independently	Don't know
Recognizes his/her most commonly used name in print	Recognizes his/her most commonly used name in print Beginning	Practicing	Performing independently	Don't know
Engages in imaginative play	Engages in imaginative play Beginning	Practicing	Performing independently	Don't know
Shows ability to discriminate and identify speech sounds	Shows ability to discriminate and identify speech sounds Beginning	Practicing	Performing independently	Don't know
Recognizes 10 or more letters of the alphabet	Recognizes 10 or more letters of the alphabet Beginning	Practicing	Performing independently	Don't know
Uses scribbles, symbols or letters to write or represent words or ideas	Uses scribbles, symbols or letters to write or represent words or ideas Beginning	Practicing	Performing independently	Don't know
Shows the ability to count 5 or more objects using one-to-one correspondence	Shows the ability to count 5 or more objects using one-to-one correspondence Beginning	Practicing	Performing independently	Don't know
Can identify several basic geometric shapes (e.g. circle, square, rectangle, triangle)	Can identify several basic geometric shapes (e.g. circle, square, rectangle, triangle) Beginning	Practicing	Performing independently	Don't know

	No	Seldom	Sometimes	Often
Illness	This child's ability to learn appears to be inhibited by: Illness No	Seldom	Sometimes	Often
Fatigue	Fatigue No	Seldom	Sometimes	Often
Hunger	Hunger No	Seldom	Sometimes	Often

2009-10 Vermont "Ready Kindergartners" Questionnaire

1. My school is in the following AHS district:

2. Child's Gender:

3. Check if student qualifies for:

4. Prior to kindergarten, did this child attend an early childhood program?

5. *If yes, check type:

6. SOCIAL-EMOTIONAL DEVELOPMENT

7. Approaches to Learning

8. Communication

9. Cognitive Development - General Knowledge

10. PHYSICAL HEALTH & DEVELOPMENT

11. This child's ability to learn appears to be inhibited by: