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Fall Regional
- 1. State Agency Collaboration on Early Childhood Education/Preschool to Kindergarten Transition Pilot Phases I, II, and III Transition Pilot Cross-Sector Consultant Meeting Fall, 2019
- 2. Objectives for Today Understand “why” this project is happening Review Progress of Transition Pilot Planning for Phase III of Transition Pilot Review objectives and implementation timelines of the project Review expectations of consultants Discussion of “What we’ve learned so far” Planning time for Cross-Sector Consultant Teams
- 3. Why a Pre-K to Kindergarten Pilot? •2016-2017 Budget •Senate Bill 740 •Pilot program
- 4. Legislation Requirements (1) Methods to standardize student transition information such that it is quantifiable. (2) Recommendations for sharing data contained in a student’s transition plan between preschool teachers, and either kindergarten teachers or the schools that receive the incoming kindergarten students. (3) Recommendations for sharing data contained in a student's transition plan between preschool teachers, and the parents or guardians of the child who is transitioning to kindergarten. (4) Recommendations for preschool teacher training and continuing education to support their role in completing transition plans for preschool children. (5) Recommendations for baseline information that should be compiled in transition plans for students transitioning to kindergarten. (6) Procedures for the management of transition plan documents, including recommendations for the length of records retention, provisions for confidentiality, and proper disposal. (7) Any other components the department deems appropriate in the provision of information between preschools, students' families and kindergartens.
- 5. Phase I Pilot • Pilot Counties • Craven County • Davidson County • Iredell County • Six Classrooms • Private Child Care PreK Classroom • Public School PreK Classroom • Support provided State Leadership Team and ELN Consultants
- 6. Components of Phase I Pilot Child Development Information Form
- 7. Family Engageme nt The development of an "All About Me" and “Getting to Know Your Family” forms for families to share information about their children with kindergarten teachers.
- 8. Resources and Support • Communication, virtual training and on-site support for Pre-K and Kindergarten teachers by the ELN Consultants and State Leadership Team • Collected feedback from pilot participants • Convened a work group of pilot Pre- K and K sites to capture additional input from Pre-K and K teachers and families • Made revisions to the Child Development Information Form to capture requested data • Finalized a draft transition planning template
- 9. Preschool Developmen t Grant • Secured PDG Funding of $4.5 million • Hired a Transition Coordinator • Worked with Early Learning Network to develop trainings • Formative Assessment • Family Engagement • Monetary Support for PreK and K Teachers • Cover travel • Cover substitutes • Connection with Family Engagement work, Universal Enrollment and Translation Services • State Data Sharing Platform This Photo by Unknown Author is licensed under CC BY
- 10. Phase II Pilot • Surveyed all NC Pre-K Contractors – 31 Applications • Selected 16 additional counties for Phase II Pilot • 3 Classrooms in each community • Private Setting • Public School Setting • Head Start Setting This Photo by Unknown Author is licensed under CC BY-NC-ND
- 11. Phase II: Pilot Counties • Buncombe County • Caldwell County • Craven County • Davidson County • Guilford County • Henderson County • Iredell County • Lincoln County • Montgomery County • Nash/Edgecombe Counties • Northampton County • Onslow County • Pender County • Randolph County • Rockingham County • Sampson County • Transylvania County • Wake County
- 12. Components of Phase II Pilot PreK teachers completed Child Information Form and shared with families Family Engagement “All About Me Forms” and shared with families Engaged Local Leadership Teams (NC PreK Advisory Committees) Leadership Team created Community Transition Plan
- 13. Resources and Support • Two face-to-face Regional Meetings for training and touchpoints • Communication, virtual training and on-site support for Pre-K and Kindergarten teachers by the ELN Consultants, NC PreK Consultants, and State Leadership Team • OEL Consultants (DPI) added to support local leadership teams • Collected feedback from pilot participants • Convened a work group of pilot Pre-K and K sites to capture additional input from Pre-K and K teachers and families • Piloted a draft transition planning template • Advanced Trainings • Formative Assessment • Family Engagement
- 14. Resourc es and Support Added Translation Services and currently translating materials and documents Converted Child Information Form to Family Friendly Language
- 15. Commitment and Engagement Assurances Document signed by local NC PreK Advisory Committees Convening Local Leadership Teams to create plan Community Transition Plan Assurance Document of Expectations adopted Creation of Data Sharing Mechanism Creation of Communication Plan
- 16. Phase III – Transition Pilot 17 counties continuing the work (lost Nash/Edgecombe) No new communities being added this year Focus of Transition shifts to entire 4-year-old school year More intentional coaching and technical assistance provided for PreK teachers, Kindergarten teachers, and local Leadership Teams Focus on training of Administrators/Community Leaders Pilot communities to develop Scale-Up Plans Implementation of Community Transition Plans •Development of Communication Plan as component of overall transition plan
- 17. Next Steps • State Leadership Team Planning meeting • Summer 2019 • Consultant Training – August 30, 2019 • Letter to Local Superintendents about Transition Pilot • More intentional opportunities for PreK and K Teachers to work together • October 25, 2019 – Meeting with PreK and K Teachers
- 18. Next Steps (continued) Regional Meetings •West – September 27, 2019 – First Baptist Church, Asheville •Southeast – October 4, 2019 – Onslow County Partnership, Jacksonville •Northeast – October 8, 2019 – Rocky Mount •Central – October 11, 2019 – His Glory Child Development Center, Greensboro Continue state-level work to secure a data sharing platform Link work of other teams and committees Develop application for PDG 2-4 Year Grant to continue transitions work
- 19. Pre-K Transition Plan Scale-up Timeline Transition Plans School Year 2018-19 2020-21 2022-23 2025 NC Pre-K classrooms in 10 counties NC Pre-K classrooms in 30 counties NC Pre-K and Subsidy classrooms in 100 counties All four- year-old classrooms in 100 counties
- 20. What have we learned? • Kindergarten teachers want more social/emotional information • Families need to be more engaged in the transition process • Use family-friendly language when sharing skill progression with parents • Pre-K and Kindergarten Teachers need opportunities to work together • Pre-K paperwork can be overwhelming • At present, no consistent way to share child specific data • Must build local capacity to support transition work • Need local autonomy for transition strategies
- 21. What have we learned? • Create an onboarding process for interested parties • Intentional about Communication with Key Partners • Choices for Kindergarten and Early Care and Education create challenges for transition work • PreK and K Teachers are excited about collaboration
- 22. What have we learned? • Create an onboarding process for interested parties • Intentional about Communication with Key Partners • Choices for Kindergarten and Early Care and Education create challenges for transition work • PreK and K Teachers are excited about collaboration
- 23. Key Considerations for Scaling Transition Activities • Pre-K to K transition activities will potentially require: – Rule/legislative changes – if transition planning should be required – Enabling data system – Resource analysis – for data system and teacher/school needs – Transition plan activity development for K-3
- 24. Questions
- 25. Alignment with State Initiatives
- 26. ESSA Provides An Opportunity to Strengthen Birth-to-Eight Alignment to Improve Outcomes for Children.
- 27. Support for Communities in Preparing ESSA Plans • Built awareness • Convened regional meetings of community teams • Professional Development • Family Engagement • Transition • Provided intensive/ongoing support • Developed early learning language recommendations for districts to include in CCIP or local ESSA plans • Developed LEA/Head Start Coordination Guidance
- 28. Coordination • Requirement for coordination in both ESSA and Head Start Act • LEAs are responsible for developing agreements to work with Head Start programs to coordinate services, which could include: • data reporting and sharing • alignment of standards and curriculum • transition plans for children moving from Head Start and into the public school programs for pre- kindergarten/kindergarten
- 29. NC LEA/Head Start Coordination Guidance
- 30. Transition All young children birth through age 8 and their families are engaged and supported as they transition between home, early care and education programs, and schools. Early care and education programs and schools collaborate so that they are ready to support all children effectively and engage with families and each other within the context of the community to plan transitions that meet the diverse needs of all children and families.
- 32. Assurances
- 33. Goal 1 To develop a standardized process for transitioning preschool children from public schools, private childcare centers, and non-public school Head Start programs into kindergarten as required by state Senate Bill 740
- 34. Goal 2 To measure yearly progress of community implementation plans (Benchmarks of Quality tool) by comparing ratings done in the Fall to the Spring to assess the implementation scale up timeline
- 35. Goal 3 To measure average end-of-year ratings of Community TtK Team implementation plans (Benchmarks of Quality tool) and report to the federal government on behalf of the Preschool Development Grant
- 36. Goal 4 To measure the percentage of kindergarten teachers who receive the child information form for children who participated in pilot classrooms on behalf of the PDG
- 37. State Activities resources for community teams to evaluate progress on their implementation plan (Benchmarks of Quality) Provide A standardized child information form (CIF) that preschool teachers can use to transmit data on the status of a child’s development at the time of transition Provide
- 38. State Activities professional development content for preschool teachers on how to collect and rate individual child development information to inform ratings • Post materials, webinars, and tools on-line Provide regional community team meetings to gain feedback on the process and provide professional development on implementation and scale up strategies. Conduct
- 39. State Activities statewide preschool and kindergarten teacher forums to gain input • Post materials, webinars, and tools on-line Conduct community teams with the teacher survey to collect data on the percentage of kindergarten teachers who received preschool children in the pilot project and reported the receipt of the CIF Provide
- 40. Assurances Here is a Tinyurl link to the form: https://tinyurl.com/y368zmpj
- 41. Benchmarks of Quality 0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 West Central Northeast Southeast Establish Team Staff Buy-In Kindergarten Orientation Families Share PreK/K Teachers Share I Can Do It Sharing Data
- 42. Benchmarks of Quality 0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 Establish Leadership Team Staff Buyin Kindergarten Orientation Families Share Information PreK/K Teachers I Can Do It Share Data West Central Northeast Southeast
- 44. Transition to Kindergarten Community Team Planning Worksheet Part I – Scale-up Planning Consider: • How will your community scale-up all 5 Guiding Practices and to all Pre-K programs by 2023? • What will you add to or improve upon in your community transition plan each year? • How many Pre-K teachers/sites will you add to the program each year? • Who will train and support Pre-K and Kindergarten teachers as you scale-up the program in your county?
- 45. Transition to Kindergarten Community Team Planning Worksheet Part II – Year 1 Implementation Planning Consider: • Who are the stakeholders that need to be included in the implementation plan? • Who will provide professional development? • How will the Community TtK Team communicate the plan to stakeholders? • Which Guiding Practices will be included this year? • How will you gather feedback from stakeholders to inform continuous improvement?
- 46. Communication
- 47. Transition to Kindergarten Community Team Planning Worksheet Part III – Year 1 Communication Planning • Who are the stakeholders that need to be included in the communication plan? • Who on your Community TtK Team will take the lead for communicating information to stakeholders? • Which methods of communication work best for different stakeholders? • How will you know if stakeholders received information? • Who can someone contact on the Community TtK Team if they have questions? • How will you gather feedback from stakeholders to inform continuous improvement of the communication plan? Consider:
- 48. Contact Information Dr. Kristi L. Snuggs Deputy Director, Division of Child Development and Early Education, Department of Health and Human Services kristi.snuggs@dhhs.nc.gov
Hinweis der Redaktion
- As part of the 2016-2017 budget, NC Senate Bill 740 was adopted by the full Senate at the request of a special legislative oversight committee on early education. The bill directs the Department of Health and Human Services, the Department of Public Instruction, and any other interested agencies to work together to develop and implement a statewide vision for early education. As part of that work, the bill directs the departments to devise a way for preschool teachers to prepare a preschool to kindergarten transition plan for all children enrolled in the NC Pre-K program, documenting their strengths and needs. The bill also directs the departments to develop and implement a standardized process to transition all children from preschool to kindergarten. Statewide surveys have been conducted over the past 18 months to identify the 5 top “best practices” in a transition process. Work is continuing on this objective and will be piloted later. The immediate goal is to pilot a process of documenting children’s strengths and needs that will inform Kindergarten teachers instruction as children enter their class, and inform the process around conducting the Kindergarten Entry Assessment. In order to create viable individual child transition plans on a short time frame, the departments are utilizing existing documents: the Foundations document, which outlines skills for children in early childhood classrooms, and the Kindergarten Entry Assessment, or KEA, which documents children’s skills at kindergarten entry. This presentation outlines the key pieces of the transition plan, which will be piloted in three districts this year: Craven, Davidson, and Iredell.
- During the 2016 legislative session, Session Law 2016-94, Section 12B.5.(d) was passed. In the law the Division of Child Development and Early Education, in consultation with the Department of Public Instruction, were charged with developing unified vision of what our system of transitioning children from preschool into kindergarten should be.
- Recruited Pilot Counties: The cross-agency committee developed selection criteria and approached three counties who agreed to partner with us in a pilot. The pilot will include PreK teachers recording child development information for children served in their classrooms (one private-based NC PreK classroom and one public school-based NC PreK classroom) and sharing the information with families. They will then ask families to share the information with kindergarten teachers in receiving schools. The current communities that have agreed to participate in some of these activities are Davidson County, Iredell County, and Craven County. Stakeholder Input: We collected information from stakeholders about transition practices in different ways around the state. We reviewed a statewide study conducted by Smart Start on transition practices, surveyed over 100 preschool coordinators in the LEAs, interviewed stakeholders in our pilot counties, and gathered input from PreK and kindergarten teachers as well as administrators and other early childhood professionals during a session at DPI's statewide conference in March.
- Child Development Information form development: This is the Child Development Information form we have developed for your to pilot this spring. We cross walked critical early learning and development skills/progressions to the construct progressions in the KEA, so that the information that preschool teachers send to kindergarten will help inform the KEA rating process. Once we met with some Kindergarten teachers and asked them what else they thought they needed to know, they explained that they were really interested in the social and emotional development status of children as they entered their classroom. So in addition to including learning progressions that align with the construct progression in the KEA, we included the key social and emotional skill progressions they identified. Please remember as we do this pilot, we will be asking preschool teachers and kindergarten teachers to help us narrow this information in to the “most” important information. This process needs to be efficient, use information that you already collect on children, and be meaningful. An analysis between the NC Early Learning and Development Standards and the skill progressions on the Kindergarten Entry portion of the K-3 Formative Assessment process was done to identify skills and behaviors from the ELDS that are directly related to skills on the KEA progressions. Additional skills from the ELDS were added based on stakeholder input. A 4 point scale was then identified so that a PreK teacher can indicate a child's status for each skill or indicate that a skill was not observed. We also provide an space for the PreK teacher to share successful strategies that were used is a child does not have a skill "completely" in place. This form has been recreated as a survey within Qualtrics to support the process of recording the information. Once entered, the teacher will then be able to print out a copy to share with the family. The child development information for each child will then be shared by the PreK teacher with his/her family and they will request that families share the information with their child's kindergarten teacher once school begins in the fall. If it does not already exist, the PreK program will also obtain permission from families to share the information with the school system in the case that the family is not able to.
- Development of All About Me and Getting to Know Your Family forms for families to share information about their children with Kindergarten teachers: Every child that enters kindergarten comes to school with different interests, skills, strengths, and needs. Kindergarten teachers want to learn as much as possible about their children in order to guide learning experiences that are appropriate for individual students. It is important for families to share information about their families the Kindergarten teacher. The A Getting to Know Your Family questionnaire, offers information about a student’s home language, educational background, home environment, and contact information. The Welcome Kindergarten Families questionnaire, offers an opportunity for the student to share about themselves with the help of family members through pictures, drawings, and writing. Teachers that have utilized these surveys in the past have shared that it provided key information that was not given on the registration paperwork, and families were very honest and forthcoming in sharing details that they may not feel comfortable sharing in person. Staff in schools that deliberately create a culture that promotes relationships among families, the recognition of families’ needs and cultural differences lead to greater understanding and respect among all involved and lead a shared partnership of mutual responsibility for student learning.
- Communication, virtual training, and onsite support for Kindergarten teachers: To support kindergarten teachers in using the information shared by PreK teachers and understanding the process, a voiced over PowerPoint has been developed with accompanying resources. This will be sent later this month to piloting kindergarten teachers and administrators to provide them with an overview of the information they will receive and the process. This information will be sent again in August just prior to school beginning and followed up with a live webinar. Office of Early Learning consultants will provide onsite support at the beginning of the school year. Receive feedback from pilot participants: Through interviews and surveys, we will seek feedback from pilot participants and families regarding the process and the usefulness of the information that is shared. We will also seek additional input regarding what additional information about children might be helpful for kindergarten teachers as they plan for receiving children and begin planning instruction at the beginning of the school year. Seek additional input from PreK and K teachers and families: We will seek broader input from PreK teachers, kindergarten teachers, and families to inform the final version of the Child Development Form and the information that families provide about their children, as well as, the processes of sharing information between PreK teachers, families, and kindergarten teachers that will increase the likelihood of a smooth transition for young children. Make revisions to the Child Development Information Form and conduct a second pilot: Once feedback and additional input is received and analyzed, the Child Development form will be revised and the method for families to contribute child information will finalized. In 2019 a second pilot will occur with additional pilot counties (I have in my notes that we discussed bringing on a few more counties who have strong ESSA plans around PreK to K Transitions. Is this your understanding as well?) Finalize a draft planning template and get feedback from local NC Pre-K committees: We are currently working on a draft template that will identify key components of a transition plan including processes for sharing child information and opportunities for families to share information about their children. We will ask for feedback and additional input from local NC PreK Committees and then revise the template. Pilot the transition planning template in the fall 2018: We will conduct a pilot of the planning template and process with the local NC PreK committees in piloting counties in the fall of 2018 as they plan for the spring of 2019.
- Emphasis on Guiding Practice #5 – how to share child developmental information locally Communication Plan
- Communication, virtual training, and onsite support for Kindergarten teachers: To support kindergarten teachers in using the information shared by PreK teachers and understanding the process, a voiced over PowerPoint has been developed with accompanying resources. This will be sent later this month to piloting kindergarten teachers and administrators to provide them with an overview of the information they will receive and the process. This information will be sent again in August just prior to school beginning and followed up with a live webinar. Office of Early Learning consultants will provide onsite support at the beginning of the school year. Receive feedback from pilot participants: Through interviews and surveys, we will seek feedback from pilot participants and families regarding the process and the usefulness of the information that is shared. We will also seek additional input regarding what additional information about children might be helpful for kindergarten teachers as they plan for receiving children and begin planning instruction at the beginning of the school year. Seek additional input from PreK and K teachers and families: We will seek broader input from PreK teachers, kindergarten teachers, and families to inform the final version of the Child Development Form and the information that families provide about their children, as well as, the processes of sharing information between PreK teachers, families, and kindergarten teachers that will increase the likelihood of a smooth transition for young children. Make revisions to the Child Development Information Form and conduct a second pilot: Once feedback and additional input is received and analyzed, the Child Development form will be revised and the method for families to contribute child information will finalized. In 2019 a second pilot will occur with additional pilot counties (I have in my notes that we discussed bringing on a few more counties who have strong ESSA plans around PreK to K Transitions. Is this your understanding as well?) Finalize a draft planning template and get feedback from local NC Pre-K committees: We are currently working on a draft template that will identify key components of a transition plan including processes for sharing child information and opportunities for families to share information about their children. We will ask for feedback and additional input from local NC PreK Committees and then revise the template. Pilot the transition planning template in the fall 2018: We will conduct a pilot of the planning template and process with the local NC PreK committees in piloting counties in the fall of 2018 as they plan for the spring of 2019.
- Communication, virtual training, and onsite support for Kindergarten teachers: To support kindergarten teachers in using the information shared by PreK teachers and understanding the process, a voiced over PowerPoint has been developed with accompanying resources. This will be sent later this month to piloting kindergarten teachers and administrators to provide them with an overview of the information they will receive and the process. This information will be sent again in August just prior to school beginning and followed up with a live webinar. Office of Early Learning consultants will provide onsite support at the beginning of the school year. Receive feedback from pilot participants: Through interviews and surveys, we will seek feedback from pilot participants and families regarding the process and the usefulness of the information that is shared. We will also seek additional input regarding what additional information about children might be helpful for kindergarten teachers as they plan for receiving children and begin planning instruction at the beginning of the school year. Seek additional input from PreK and K teachers and families: We will seek broader input from PreK teachers, kindergarten teachers, and families to inform the final version of the Child Development Form and the information that families provide about their children, as well as, the processes of sharing information between PreK teachers, families, and kindergarten teachers that will increase the likelihood of a smooth transition for young children. Make revisions to the Child Development Information Form and conduct a second pilot: Once feedback and additional input is received and analyzed, the Child Development form will be revised and the method for families to contribute child information will finalized. In 2019 a second pilot will occur with additional pilot counties (I have in my notes that we discussed bringing on a few more counties who have strong ESSA plans around PreK to K Transitions. Is this your understanding as well?) Finalize a draft planning template and get feedback from local NC Pre-K committees: We are currently working on a draft template that will identify key components of a transition plan including processes for sharing child information and opportunities for families to share information about their children. We will ask for feedback and additional input from local NC PreK Committees and then revise the template. Pilot the transition planning template in the fall 2018: We will conduct a pilot of the planning template and process with the local NC PreK committees in piloting counties in the fall of 2018 as they plan for the spring of 2019.
- Development of electronic data system: As we expand the transition project to scale, it will become necessary to secure an electronic data base system to capture and share child information and data from the Pre-K classroom to the public school. Process for matching Pre-K children’s data to appropriate Kindergarten teachers: Unless parents are going to be expected to be the sole deliverer of the child information during the transition, a detailed process will need to be developed to ensure that pre-k student data is shared with the appropriate Kindergarten teacher. Significant barriers such as parental permission, parents choice in schools, delayed assignment of children and teachers in Kindergarten classrooms, will impede the process of sharing data. Change in Legislation: As a standardized methods of documenting child information is collected and shared, a change in legislation mandating the requirement of a transition plan in all early childhood classrooms will be necessitated. .
- Opportunities for early learning include transition to kindergarten, joint PD and family engagement 2018- 80 community teams (380) participated in regional meetings Developed birth through eight commitments State team developed CCIP (local application for funding/ESSA Plan) guidance and included question specific to transitions for local districts “Describe how the LEA will support, coordinate and integrate services with ECE programs at the LEA or individual or school level including plans for the transition of participants in such programs to local elementary school programs.” 2019- 82 community teams (360 local early learning and K-12 leaders) participated in regional meetings Teams identified a problem of practice focusing on transition, PD and family engagement (along with collaboration); began developing an action plan and have received some support for working through plans. Working on support for developing MOUs Receiving feedback to develop 2020 plan which may include- Regional meetings to support action planning State meetings on collaboration and coordination on particular topic like enrollment, vulnerable populations, continued support on focus areas, subsidy, etc. Intensive support for a small number of teams to work through their PoP and Action Plans Most evaluations state teams want dedicated, intentional time to work together.
- Collaboration with Head Start An LEA that receives Title I funds under the ESEA is required to coordinate with Head Start programs and, if feasible, other early learning programs that serve children who will attend the LEA, regardless of whether the LEA uses Title I funds to operate an early education program (ESEA section 1119). Now as part of the ESEA, an LEA is also responsible for developing agreements with Head Start programs to coordinate services, such as data reporting and sharing, alignment of standards and curricula, and transition activities for children moving from Head Start into public school programs. (See text box.) Transition activities might include sharing assessment data, promoting summer learning programs, engaging families, and implementing joint professional development opportunities that involve both community-based providers and school staff. Previously the onus has always been on Head Start, but now ESSA has a reciprocal requirement. States are working to learn how to implement that requirement. NC DPI State ESSA plan – proposed revisions include more detailed info about transition LEAs are required to coordinate with Head Start programs. The new law holds LEAs responsible for developing agreements to role work with Head Start programs to coordinate services, which could include data reporting and sharing, alignment of standards and curriculum, and transition plans for children moving from Head Start and into the public school programs for pre-kindergarten or kindergarten. The requirement to coordinate also applies to local schools who opt to provide early childhood programming as part of their schoolwide model under Title I.
- Chose not to develop a template to encourage local communities to work together to operationalize their agreements.
- Vision developed for ESSA meetings
- Since we have so many different people and agencies involved in this cross-sector work, it was necessary to increase clarity around what the goals of the project are, who needs to be involved, and who is expected to do what.
- To ensure the smooth transition of preschool children into kindergarten by developing a standardized process that can be implemented statewide. Families will understand their children's developmental progress in critical areas of development and know how to support their child to meet the expectations at the beginning of kindergarten. Likewise, kindergarten teachers will understand and use the developmental status of entering children to inform their instruction at the beginning of the year.
- Percentage of participating communities that will have an average score of “1” (on the Benchmark of Quality assessment tool) for the best practice: Preschool Teachers Share Child Development Status Information with Kindergarten Teachers, indicating that the practice is partially in place. Target: 80%
- Percentage of kindergarten teachers who received preschool children in the pilot preschool classrooms reporting the receipt of the child development status report. Target: 50%
- Provide community teams with the teacher survey to collect data on the percentage of kindergarten teachers who received preschool children in the pilot project and reported the receipt of the CIF