Kindergarten

Current Kindergarten Legislation

Kindergarten & First Grade Enrollment Requirements

According to the Arizona Education Code 15-821 (C), “a child is eligible for admission to kindergarten if the child is five years of age. A child is deemed five years of age if the child reached the age of five before September 1 of the current school year… The governing board may admit children who have not reached the required age as prescribed by this subsection if it is determined to be in the best interest of the children. Such children must reach the required age of five for kindergarten…by January 1 of the current school year.” Contact your local school district or charter for specific information about their admission policy.

According to the Arizona Education Code 15-821 (C), “a child is eligible for first grade if the child is six years of age. A child is deemed six years of age if the child reaches the age of six before September 1 of the current school year. The governing board may admit children who have not reached the required age as prescribed by this subsection if it is determined to be in the best interest of the children. For children entering the first grade, such determination shall be based upon one or more consultations with the parent, parents, guardians, the children, the teacher and the school principal. Such children must reach the required age… of six for first grade by January 1 of the current school year.”

Under ARS § 15-901(2)(a)(i), kindergarten programs must serve children for a minimum number of hours to receive funding. The required hours are 356 hours per year. The minimum number of days a school must provide services during the academic year is 180 (ARS § 15-341.01). Serving children for 356 hours over a 180 day period translates to less than 2 hours per instructional day. Districts are currently funded at a half-day level for each kindergarten student. Some school districts and charter schools in Arizona offer a full day kindergarten program or an enrichment program that takes place outside of state-funded kindergarten hours. Districts may utilize other revenue such as Early Childhood Block Grant money, other budget resources or parent tuition for this option to help defray the costs of extending the kindergarten day. Contact your local school district or charter for specific information about their admission policy.

The Arizona Department of Health Service (ADHS) Immunization Program office web site provides helpful information regarding immunization schedules for children and adults as well as brief descriptions of the diseases for which vaccines are given. ADHS offers information on immunization requirements for children to attend schools and child care centers as well as background on the Vaccines for Children (VFC) program. Funded by the federal government, VFC is a program that provides children with vaccines at no cost to families who may opt out of vaccination because of an inability to pay. All school and childcare centers must require children in attendance to be adequately immunized. The law requires parents or guardians to present a documented immunization record, which includes dates of all required immunizations.

Kindergarten Entry Assessment

Senate Bill 1572  ARS § 15-704. If sufficient monies are appropriated, beginning in the 2022-2023 school year, the State Board of Education shall adopt a statewide Kindergarten entry evaluation tool to administer to pupils in Kindergarten programs within forty-five calendar days after the beginning of each school year or within forty-five calendar days after a pupil enrolls.

For additional information, please see the Kindergarten Entry Assessment section on this page.

Kindergarten Entry Assessment (KEA)

Kindergarten Entry Assessment (KEA)

For the 2020-2021 School Year, Arizona welcomed almost 73,000 Kindergarten children into the classroom. For approximately 40% of these children, this will be there first experience in a learning environment with other children. Kindergarten is where a child will continue to develop their skills relative to physical development, social and emotional development, language and literacy, approaches to learning, and cognitive development. A quality early childhood education provides children with the opportunity to explore the world around them and to learn as they explore. In addition, Kindergarten provides an opportunity for children to engage with peers of their own age and forge friendships and relationships.

Given the varying maturation levels upon Kindergarten entry, some children have a quarter more life experience then their class peers. In addition, children enter Kindergarten with varying degrees of preschool experience. The use of a Kindergarten entry assessment would allow teachers to have a clear understanding of and honor the skills that children bring to Kindergarten and adjust their instruction accordingly. With the adoption of the Arizona School Readiness Framework in 2017, we acknowledged that school readiness was more than literacy and numeracy but included five essential domains:

• Language and Literacy Development
• Cognitive Development
• Approaches to Learning
• Physical Well-being and Motor Development
• Social and Emotional Development

Informational KEA Webinar

An informational webinar providing a high-level overview of the Purpose and Vision for the Kindergarten Entry Assessment in Arizona can be viewed below:

KEA Fact Sheet

KEA Fact Sheet

KEA FAQ

KEA FAQ Document

KEA RFP

Currently ADE is actively involved in the Request For Proposal (RFP) process to identify a vendor for the state wide Kindergarten Entry Assessment tool and platform. ADE aims to have a vendor selected by Summer 2022. Please refer to the resources below to support the capacity building of program staff on the what and purpose of a KEA. 

KEA Trainings (Tool Agnostic)

ADE is providing FREE tool agnostic KEA trainings. During this three-hour training participants will examine the importance of a Kindergarten Entry Assessment (KEA) as an ongoing formative assessment and reflect on their current teaching and assessment practices. Participants will practice using a variety of tools to gather authentic information about children’s knowledge, skills, and abilities. By leveraging the progressions of development and learning, participants will strengthen their ability to make accurate assessment decisions. The trainings being offered are tool agnostic. ADE is currently in the RFP process to identify a vendor for the KEA. These trainings are intended to build capacity around the KEA process. 

** This training is currently being offered on a first come first serve basis. Spacing is limited to 30 participants per training. Register for one session per participant. If you are unable to attend, please cancel 72 hours in advance so that others on the waitlist may attend in your place.  Registered participants will receive the Zoom link 24 hours prior to the training.

April KEA Training Sessions

 May KEA Training Sessions

June KEA Training Sessions

July KEA Training Sessions

KEA Resources

Kindergarten Entry Assessment Resources

Videos:

• Arizona’s K-3 Formative Assessment
• NC Kindergarten Entry Assessment
• NC Kindergarten Entry Assessment (KEA) Success Story

• Ohio Kindergarten Readiness Assessment

• Kindergarten Entry Assessments: What You Need to Know (?)

• Minnesota Kindergarten Entry Profile (KEP)

Articles:

• Learning Policy Institute: High-Quality Early Childhood Assessment
• National Institute for Early Education Research (NIEER): The “Why” Behind Kindergarten Entry Assessments

• Kindergarten Entry Assessments: Practices and Policies

• https://hunt-institute.org/resources/2021/07/evaluating-kindergarten-readiness-during-the-covid-19-pandemic/

Formative Assessment Resources:

• Formative Assessment Process
• Formative Assessment Professional Learning Resources

• Formative Assessment Instructional Support Resources

• ADE Formative Assessment Resources

• Other State Formative Assessment Resources

The Kindergarten Experience

The Kindergarten Project and Experience

In an effort to prepare teachers and administrators for the implementation of the KEA, a professional development pilot entitled The Kindergarten Project was created in 2013. As a collaborative effort between the Arizona Department of Education, Alesi Group, LLC, and the Virginia G. Piper Charitable Foundation, The Kindergarten Project aimed to research and identify evidence-based kindergarten practices that support the whole child and increase the likelihood of academic and lifelong success.

The Kindergarten Experience, an extension of The Kindergarten Project, is a series of dynamic professional development trainings, workshops and opportunities that offer a comprehensive lens for evidence-based practices that support the whole child in kindergarten. These identified practices are the foundation for the effective and successful implementation of the Kindergarten Developmental Inventory.

English Language Arts

• Learner's Guide: Inspiring the Zest for ELA in Kindergarten
• Additional Documents
  • Phonological Awareness is Child's Play
  • Taking Stock of What You do to Promote Literacy
  • Telling and Retelling Stories: Learning Language and Literacy
  • The Early Catastrophe: The 30 Million Word Gap by Age 3
• Videos
  • Austin's Butterfly: Building Excellence in Student Work
  • Ezra Jack Keats Making Art on Mister Rogers Nieghborhood
  • Silly Names Song: Building Phonemic Awareness
  • The Writing Process

Social Emotional Development

• Learner's Guide: Social & Emotional Development in Kindergarten
• Additional Documents
  • Five Reasons to Stop Saying "Good Job"
  • "Good Job" Alternatives

Math

• Learner's Guide: Bringing Math to Life in Kindergarten
  • Focus on Counting and Cardinality
  • Focus on Geometry
  • Focus on Measurement and Data
  • Focus on Operations and Algebraic Thinking
• Additional Documents
  • Algebra in the Early Years
  • Arizona Mathematics Standards

Science

• Learner's Guide: Science in the Kindergarten Classroom
• Additional Documents
  • Learning Progressions for K-5 Science
  • NSTA Position Statement: Early Childhood Science Education
  • BSCS 5E Instructional Model: Origins and Effectiveness Report
  • Working with Big Ideas of Science Education
  • I see I think I wonder
  • Arizona K12 Science Standards

Organization of Space & Time

• Learner's Guide: Organization of Space & Time in Kindergarten
• Additional Documents
  • Formative Assessment: An Enabler of Learning
  • Kindergarten Table Tents
  • Learning Area Descriptions
  • The Kindergarten Experience - Suggested Classroom Materials List

Kindergarten Transition

Kindergarten Transition Overview

For children, a smooth transition from preschool to kindergarten takes a collective effort from the community that surrounds them. According to Head Start's Early Childhood Learning and Knowledge Center (ECLKC), "by coordinating transition efforts, preschool and elementary programs can help children maintain and maximize the gains they made in preschool" (ECLKC Transition to Kindergarten ) To see successful transitions taking place, schools, instructional staff, families, and the community must plan for success. Familiarizing children with the kindergarten terrain before them, through introductions to the kindergarten classroom, teachers, and expectations; helps to minimize any stress associated with the transition. Whether a child is moving from a preschool, child care, or home setting, planning for a seamless transition process should take place over the entire pre-kindergarten year, not simply 2-3 months prior to preschool graduation. Administrators, early childhood professionals, child care providers and kindergarten teachers, as well as families can use the tips and resources below as guidance through the process.

Tips for Educators and Administrators

• Create an implementation plan to ensure effective transitions for all children
• Establish a kindergarten transition committee and identify the goals of your committee (i.e. To support all children in becoming ready for school)
• Determine activities that will occur in your school to foster specific connections between child-school, family-school, school-school, and school-community.
• Some examples include:
  • In the months leading up to graduation from preschool, preschool teachers can talk and read books to the class about kindergarten (expectations, daily schedule, etc.)
  • Arrange for preschool children to meet their kindergarten teacher prior to the start of the school year
  • Toward the end of their preschool year, teachers can give children the opportunity to practice some kindergarten rules and routines
  • Hold a parent orientation so families may familiarize themselves with the school and staff
  • Preschool directors and support staff meet to discuss ways to support children of varying backgrounds, needs, and abilities

Tips for Parents

Your child is unique, knowledgeable, and capable of achieving amazing things! Sharing helpful information about your child with his or her kindergarten teacher can aid in a smooth transition from preschool to the K-12 realm. There are so many ways that parents can encourage learning and development in the home, you are probably doing some of the activities below already:

• Read to children at least 30 minutes each day
• Provide children with opportunities to make good decisions and smart choices
• Build a positive relationship with your child's teacher(s)
• Find creative ways to turn everyday routines, such as getting dressed and eating dinner, into learning opportunities
• Familiarize yourself with the new kindergarten, the teacher, classroom, and school as a whole
• Attend orientations and family engagement activities hosted by your child's school

Resources

• Transition Plan Example Blank Transition Plan Transitions to Kindergarten - National Association for the Education of Young Children (NAEYC)
• Transition to Kindergarten - Head Start Early Childhood Learning and Knowledge Center (ECLKC)
• Transitioning to Kindergarten - NAEYC for Families Getting Ready for Kindergarten! Activity Calendar for Families

Full Day Kindergarten

Overview

School districts and charter schools throughout Arizona may offer parents the choice of sending their children to a full day of kindergarten. Many benefits exist for children who attend full-day kindergarten programs, not the least of which is greater school success in later years. Parents and teachers alike also benefit from children's presence in an all day setting further increasing the positive effects on children's learning.

Parents of pupils who meet the enrollment requirements (age five by September 1 or age five by January 1 if the governing board deems it is in the best interest of the child) for voluntary kindergarten programs in a school district or charter school that offers Full-Day Kindergarten instruction may choose either half-day kindergarten instruction or full-day kindergarten instruction. Understanding that each child is an individual, the decision to send a child to a half-day or full day of kindergarten should include consideration of all the child's needs and abilities.

Parents who are interested in Full-Day Kindergarten should contact their local school for information on available programs. Follow Arizona Department of Education School Directory to access contact information.

Benefits of Full Day Kindergarten

Researchers have found many benefits related to children's attendance in a Full-Day Kindergarten setting. In a summary of research on Full-Day Kindergarten, the Arizona State Department of Education found that although length of day plays a crucial role in the attainment of these benefits, professionals also seem to agree that providing children with instruction that is developmentally and individually appropriate is equally as important. Practitioners find that the positive effects of full-day kindergarten are best seen in settings where students learn through a combination of teacher and child initiated activities, explore topics in depth and are provided the opportunities to work in both small and large groups. Some additional benefits include:

Benefits for Students

• More "time and opportunity to play with language" as well as to explore subjects in depth
• A more flexible, individualized learning environment
• More individual and small-group interaction with the teacher than is possible in most half-day classrooms

Benefits for Parents

• Lowered childcare costs possible
• The opportunity for lower-income families to enroll children in a higher quality early education program that might otherwise be affordable in the private market
• Less difficulty scheduling childcare and transportation, especially when more than one child is enrolled in the same school
• Increased opportunities to get involved in their children's classroom, as well as to communicate with the teacher

Benefits for Teachers

• Reduced ratio of transition time to learning time
• More time to spend with students individually and in small groups
• More time to get to know and communicate with parents
• More time to assess students and individualize instruction to their needs and interests
• Fewer total students (20 to 25 per year as compared to 40 to 50) than in two half-day classrooms

Kindergarten Standards

Standards provide the framework for instruction at all grade levels, including kindergarten. The expectation is that children exiting kindergarten and moving on to first grade will have mastery of a variety of skills and concepts. Select  Arizona’s Standards and Resources for Kindergarten to view the standards.

School Information

Implementing a quality Full Day Kindergarten (FDK) program requires planning and funding. Each individual district or charter will make decisions about which schools receive money and how it will be spent. A school district that establishes a full-day kindergarten program shall allow each parent of a kindergarten pupil to choose either half-day kindergarten instruction or full-day kindergarten instruction per A.R.S. 15-703.B. To find out more about the kindergarten programs offered by a specific school, contact information is found in the Arizona Department of Education School Directory.