READY SCHOOL COMMITTEE SURVEY SUMMARY 2014/2015
DEMOGRAPHICS: 800 Respondents
PARENTS (672)
PSD parent respondents (589)
 100% had a child entering kindergarten
 90% of these children had been enrolled in
preschool or child care
o 35% in school district preschool
o 59% in private/non-profit preschool or
child care
o 8% in a home-based setting
o 6% in other

Be Ready parent respondents (83)
 20% had a child in kindergarten or first grade
 31% had a child who will attend kindergarten next year
 78% had a child who was younger than kindergarten age
 68% had a child who had been enrolled in preschool or child
care

PRESCHOOL TEACHERS (42)
BACKGROUND
 39% had 10-20 years of experience with
children before kindergarten
 29% had over 20 years of experience working
with children before kindergarten
 50% worked in private/non-profit preschool
or child care programs
 45% worked in home based settings

PROGRAM OFFERINGS
When asked to describe their program offerings (check all that
apply)
 67% offer informal play-based educational opportunities
 52% provide a child-directed program
 42% offer formal/academic educational opportunities
 33% offer a curriculum (Such as Montessori, Creative
Curriculum, Reggio Emilio, Core Knowledge, etc.)

KINDERGARTEN TEACHERS (86)
SCHOOL DISTRICT
 46.5% taught in Thompson School District
 46.5% taught in Poudre School District
 7% taught in Estes Park

EXPERIENCE
When asked to describe their experience (check all that apply)
 94% had taught kindergarten
 57% had taught first or second grade
 38% had taught third through fifth grade
 31% had taught preschool
(We did not ask how many years of experience they had)

 KINDERGARTEN ENTRY SURVEY RESULTS

SUMMARY OF RESULTS
ACADEMIC VS SOCIAL SKILLS: When parents and teachers were asked to identify the most important
skill for a child upon kindergarten entry, kindergarten teachers, Be Ready parents, and PSD parents were
more likely to identify both academic and social skills as being of equal value (ranging from 75%-85%).
Only 58% of the preschool teachers endorsed the idea of both being equal, with 39% identifying social
skills as being more important. Both kindergarten teachers (91%) and preschool teachers (94%)
endorsed the idea that social emotional skills are something parents should do or know about when
their child is entering kindergarten. Knowledge of academic skills came in second (49% of preschool
teachers and 72% of kindergarten teachers).
LETTER IDENTIFICATION: When asked how many letters a child should be able to identify at
kindergarten entry, 60% of kindergarten teachers replied with 11-20 letters and 24% replied with 20+
letters. This is in contrast to 57% of preschool teachers who replied that 20+ letters are needed. Both Be
Ready parents (48%) and PSD parents (56%) were more likely to endorse the idea that children need to
be able to identify 20+ letters.
NUMBER RECOGNITION: When asked how high a child should be able to count at kindergarten entry,
50% of preschool teachers replied 20+, while 44% of kindergarten teachers replied 1-10 and 40% of
kindergarten teachers replied 11-20. Parents were also more likely to endorse higher counting than
kindergarten teachers, with 41% of Be Ready parent and 52% of PSD parents replying 20+.
ABILITY TO FOCUS: When asked how long a child should be able to sit and focus on a task at
kindergarten entry, preschool teachers replied with 10-15 minutes (42%) or 15-20 minutes (42%). In
contrast, 48% of kindergarten teachers replied with 5-10 minutes and 30% replied with 10-15 minutes.
Approximately 39% of PSD parents answered that a child should be able to sit and focus for 10-15
minutes and 32% replied 15-20 minutes. Be Ready parents were most aligned with kindergarten
teachers, with 32% replying 5-10 minutes.
SOCIAL SKILLS: We asked only parents to identify the most important social skill when starting
kindergarten. Both Be Ready parents (68%) and PSD parents (71%) agreed that the most important
social skill is the ability to listen and follow directions.
EMERGENT WRITING SKILLS: We asked only teachers to identify important emergent writing skills at
kindergarten entry (check all that apply). Both preschool teachers (97%) and kindergarten teachers
(92%) strongly endorsed the need for children to write their own name.
FINE MOTOR SKILLS: We asked only teachers to identify the top three fine motor skills that indicate
kindergarten readiness. Ninety-four percent of both preschool teachers and kindergarten teachers
identified holding a pencil. Both preschool teachers (89%) and kindergarten teachers (87%) identified
cutting with scissors, and 80% of preschool teachers and 79% of kindergarten teachers identified
zippering of clothing.
SPEECH AND LANGUAGE: We asked only teachers to identify the top three speech and language skills
that indicate kindergarten readiness. Ninety-four percent of Kindergarten teachers identified “can
communicate needs and wants”, 74% identified “engages in conversation”, and 68% identified “speaks
clearly.” Ninety-four percent of preschool teachers identified “engages in conversation”, 83% identified
“can communicate needs and wants”, and 52% identified “can tell a story.”
www.BeReadyLarimerCounty.org

p. 2

 KINDERGARTEN ENTRY SURVEY RESULTS

CURRENT ASSESSMENT OF READINESS: When asked what percent of children are ready for
kindergarten when they are eligible for kindergarten, 63% of the preschool teachers believed that 7599% of the children were ready. Forty two percent of the kindergarten teachers believed that 75-99% of
the children were ready and 44% believed that only 50-75% were ready. Twenty-nine percent of
preschool teachers believed that 100% of the children were ready when eligible while zero kindergarten
teachers believed that 100% were ready when eligible.

www.BeReadyLarimerCounty.org

p. 3

 KINDERGARTEN ENTRY SURVEY RESULTS

Highlights of survey data compared to Colorado State Standards*, Teaching
Strategies Gold*, & Colorado’s Early Learning & Development Guidelines*
*looked at expectations for the end of pre-K to approximate kindergarten entry
QUESTIONS ASKED OF BOTH TEACHERS AND PARENTS
STANDARDS

RESPONSES

How many letters should a child be able to identify at kindergarten entry?
STATE STANDARDS
• Recognizes the names of a minimum of 10 letters of the alphabet,
specifically letters in own name
TS Gold
• Recognizes as many as 10 letters, especially those in own name
ELDG
 Recognizes the letters in their own name
 Knows the name for many letters of the alphabet

K TEACHERS
60%: 11-20 letters
24%: 20+ letters
P/K TEACHERS
57%: 20+ letters
PSD PARENTS
56%: 20+ letters
BE READY PARENTS
48%: 20+ letters
How high should a child be able to count at kindergarten entry?
STATE STANDARDS
K TEACHERS
• Counts and represents objects including coins to 10
44%: 1-10
• Matches a quantity with a numeral
40% : 11-20
TS Gold
P/K TEACHERS
• Verbally counts to 10
50%: 20+
• Counts up to five objects accuracy, using one number name for
PSD PARENTS
each subject
52%: 20+
ELDG
BE READY PARENTS
• Recites numbers in the correct order and understands that
41%: 20+
numbers come “before” or “after” one another
How long should a child be able to sit and focus on a task?
STATE STANDARDS
K TEACHERS
N/A
48%: 5-10 minutes
TS GOLD
30% : 10-15 minutes
• Attends and engages
P/K TEACHERS
• Emerging ability to sustain work on age appropriate interesting
42%: 10-15 minutes
tasks, can ignore distractions and interruptions
42%: 15-20 minutes
ELDG
PSD PARENTS
• Resists distractions, maintains attention, and continues the task
39%: 10-15 minutes
at hand through frustration or challenges
32%: 15-20 minutes
BE READY PARENTS
32%: 5-10 minutes

www.BeReadyLarimerCounty.org

p. 4

 KINDERGARTEN ENTRY SURVEY RESULTS

QUESTIONS ASKED OF PARENTS ONLY
STANDARDS

RESPONSES

What is the most important skill when starting kindergarten?
1) Listening and following directions
STATE STANDARDS: Students can:
• Explain that groups have rules
• Recognize interpersonal boundaries
• Exert self-control
• Interact positively with others
• Give examples of some rules that are permanent and some that
change
TS Gold
• Listens to and understands increasingly complex language
• Follows directions of two or more steps that relate to familiar
objects and experiences
ELDG
• Understands the reasons for rules in the home and classroom and
for laws in the community

K & P/K TEACHERS
N/A
PSD PARENTS
71%
BE READY PARENTS
68%

What is the most important skill when starting kindergarten?
2) Getting along well with others
STATE STANDARDS: Students can:
• Explain that groups have rules
• Recognize interpersonal boundaries
• Exert self-control
• Interact positively with others
• Give examples of some rules that are permanent and some that
change
TS Gold
• Establishes and sustains positive relationships
• Interacts with peers
• Initiates, joins in, and sustains positive interactions with 2-3
• Takes turns, initiates the sharing of materials
ELDG
• Cooperate; Develop friendships; express empathy/sympathy
• Resolve peer conflict alone and/or with help
• Recognize and label others feelings
• Recognize how actions affect others/accept consequences

www.BeReadyLarimerCounty.org

K & P/K TEACHERS
N/A
PSD PARENTS
23%
BE READY PARENTS
38%

p. 5

 KINDERGARTEN ENTRY SURVEY RESULTS
QUESTIONS ASKED OF K & P/K TEACHERS ONLY
STANDARDS

RESPONSES

What are the top 3 most important fine motor skills?
1) Holding a pencil
STATE STANDARDS:
• Begin to develop proper pencil grip when drawing or writing
TS Gold
• Uses writing and drawing tools.
• Holds drawing and writing tools by using three-point finger grip but
may hold the instrument too close to one end
ELDG
• Experiments with writing tools and materials
• Begins to develop proper pincer grasp

K TEACHERS
95%
P/K TEACHERS
94%
PARENTS
N/A

2) Cutting with scissors
STATE STANDARDS: N/A
TS Gold: N/A
ELDG:
• Develops hand strength and dexterity
• Manipulates writing, drawing, and art tools

K TEACHERS
87%
P/K TEACHERS
89%
PARENTS
N/A

3) Zippering clothes
STATE STANDARDS: N/A
TS Gold:
• Takes care of own needs appropriately
• Dressing
• Performs complex dressing tasks-zips threaded zippers
• Assumes responsibility for dressing tasks-dresses independently
ELDG
• Develops hand strength and dexterity (self-care)
• Manipulates writing, drawing, and art tools

4) Tying Shoes
STATE STANDARDS: N/A
TS Gold:
• Takes care of own needs appropriately
• Dressing
• Attempts to tie shoes
ELDG
• Develops hand strength and dexterity (self-care)
• Manipulates writing, drawing, and art tools

www.BeReadyLarimerCounty.org

K TEACHERS
79%
P/K TEACHERS
80%
PARENTS
N/A

K TEACHERS
6%
P/K TEACHERS
4%
PARENTS
N/A

p. 6

 KINDERGARTEN ENTRY SURVEY RESULTS
QUESTIONS ASKED OF K & P/K TEACHERS ONLY
STANDARDS

RESPONSES

What are the top 3 most important communication skills?
1) Can communicate needs and wants
STATE STANDARDS:
• Listening and comprehension skills are required to be clearly
understood
• Uses language to express ideas in complete sentences (with support of
sentence stems as needed)
TS Gold
• Uses language to express thoughts and needs
• Uses an expanding expressive vocabulary
• Describes and tells the use of many familiar items
ELDG
• Engages in communication and conversation with others
• Uses language to express ideas and needs
• Uses increasingly complex and varied vocabulary
2) Engages in conversation
STATE STANDARDS:
• Listening and comprehension skills are required to be clearly
understood
• Uses language to express ideas in complete sentences (with support of
sentence stems as needed)
TS Gold
• Uses appropriate conversational & other communication skills
• Uses language to express thoughts and needs
• Engages in conversation, staying on topic, asking questions, etc. for at
least 3 exchanges; may interrupt; need reminders
ELDG
• Engages in conversation with peers and adults
3) Speaks clearly
STATE STANDARDS:
• Listening and comprehension skills are required to be clearly
understood
• Uses language to express ideas in complete sentences (with support of
sentence stems as needed)
TS Gold:
• Uses language to express thoughts and needs
• Speaks clearly
• Is understood by most people; may mispronounce new, long or unusual
words
ELDG
• Engages in conversation with peers and adults

www.BeReadyLarimerCounty.org

K TEACHERS
94%
P/K TEACHERS
83%
PARENTS
N/A

K TEACHERS
74%
P/K TEACHERS
94%
PARENTS
N/A

K TEACHERS
68%
P/K TEACHERS
36%
PARENTS
N/A

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 KINDERGARTEN ENTRY SURVEY RESULTS
QUESTIONS ASKED OF K & P/K TEACHERS ONLY
STANDARDS

RESPONSES

What are the top 3 most important writing skills?
1) Writes own name
STATE STANDARDS:
K TEACHERS
• Use shapes, letter-like symbols, and letters to represent words or ideas
92%
TS Gold
• Demonstrates emergent writing skills
P/K TEACHERS
• Writes name
97%
• Mock letters or letter like forms
ELDG
PARENTS
• Familiarity with writing implements, conventions, and emerging skills to
N/A
communicate through written representations, symbols, and letters
• Copy, trace, or independently write letters or words
2) Draws a picture
STATE STANDARDS:
• Pictures express ideas
• Draw pictures to generate, represent, and express ideas or share
information
TS Gold
• Uses symbols and images to represent something not present
• Thinks symbolically
• Plans and then uses drawings, constructions, movements and
dramatizations to represent ideas
ELDG
• Familiarity with writing implements, conventions, and emerging skills to
communicate through written representations, symbols, and letters
• Uses scribbles, shapes, pictures, and letters to represent objects,
stories, experiences , or ideas
3) Attempts to write letters
STATE STANDARDS:
• Pictures express ideas
• Uses shapes, letter-like symbols, and letters to represent words or ideas
TS Gold:
• Demonstrates emergent writing skills
• Writes name
• Mock letters or letter like forms
• Thinks symbolically
• Plans and then uses drawings to represent ideas
ELDG
• Familiarity with writing implements, conventions, and emerging skills to
communicate through written representations, symbols, and letters
• Copy, trace, or independently write letters or words

www.BeReadyLarimerCounty.org

K TEACHERS
81%
P/K TEACHERS
75%
PARENTS
N/A

K TEACHERS
66%
P/K TEACHERS:
75%
PARENTS
N/A

p. 8

 KINDERGARTEN ENTRY SURVEY RESULTS

TEACHER OPEN-ENDED RESPONSES
We asked both preschool and kindergarten teachers to provide open ended responses to the question
“In your professional experience, what skills or behaviors are most challenging in children who are about
to enter kindergarten?” What follows is a highlight of their responses.
Social/Emotional and Behavioral issues were clearly at the forefront of these teachers’ minds.
Some teachers identified behaviors on the part of the child:
(Key: P= Preschool Teacher











K= Kindergarten Teacher)

Inability to take turns or share or listen (P)
Short attention span (P)
Inability to listen and focus on tasks at hand (P)(K)
Being disruptive (P)
Inability to concentrate on a task (P)
No self-care/unable to provide personal hygiene (K)
Children with anger management issues (K)
Crying/throwing tantrums (K)
Inability to balance the needs and wants of others (K)
Not knowing social manners (P)

Others identified problems with the system overall:




Outside factors that the children have no control over that affect their ability to manage their
emotions. (P)
Teacher directed activities for long periods (over 30 minutes), academics for long sitting
sessions, and not enough free play or outside time. (P)
Depends on the child, but I feel teachers get most frustrated by age appropriate “wiggly-ness”
or need for MOVEMENT, which still exists. (P)

Kindergarten teachers were more likely to mention the absence of play in the school day:



Transitioning from play based learning to as much focused listening and on task activities as we
are required to ask of them is huge challenge. (K)
Many are only wanting to play. Because of the demands, time for play has diminished. Play is an
important part of learning, and I strongly feel needs to be an important part of a kindergarten
program. (K)

And the detriment of lack of preschool experience for kindergarten readiness:




Children that haven’t attended preschool often struggle with social skills. (K)
Children who are easily frustrated because they have not had exposure to preschool and feel
that everything is too hard for them. (K)
Being academically lower than peers due to no preschool. (K)

www.BeReadyLarimerCounty.org

p. 9

 KINDERGARTEN ENTRY SURVEY RESULTS

One preschool teacher stated “I think social skills are challenging for some but academics for others.
Kindergarten teachers have a large job of taking so many different abilities in so many different children.
I truly admire them.”
We asked kindergarten teachers to provide open ended responses to the question “In your experience
as a kindergarten teacher, what skills or behaviors are most helpful in an entering kindergartener?”
What follows is a highlight of their responses.
Again, social/emotional skills and behaviors emerged as important.





It is most helpful when students are ready to follow routines, interact respectfully to adults and
peers; focus on a task for longer than 10 minutes…
Being able to listen and follow directions and being able to express feelings verbally and not
physically
Keeping hands to themselves, making it all day without a meltdown
Excitement, willingness to participate, able to separate from parents, average self-control

“One of the most important behaviors I hope for is for a child to listen, follow directions and have
respect for authority. Children will learn they are a part of a “group” and must act appropriately to keep
themselves and the class safe.”
Kindergarten teachers really like it when the children can manage their own self-care around toileting.
Some teachers mentioned aspects of academics.




Writing their names
Able to write their name with a capital at the beginning and the rest lower case letters
Using lower case letters NOT capital letters

“It is great if a child can write their own name (most of them can) and at least identify the letters in their
own name. Most children come to school knowing some letters and are eager to learn how to read. I
hope children have had experience drawing and can make a simple picture.”

www.BeReadyLarimerCounty.org

p. 10

 KINDERGARTEN ENTRY SURVEY RESULTS

PARENT OPEN-ENDED RESPONSES
We asked parents to provide open ended responses to the question “What do you feel a parent needs
to know to get his/her child ready for school.” Out of 589 surveys, 144 parents provided a response to
the question.
One parent replied “EVERYTHING”
Most parents expressed a desire to know more about expectations.






Proper expectations, list of skills developed by knowledgeable professionals
What the school is expecting
What is expected of the child
What will the expectations be for the children academically and socially
What is expected of the child during school

Some parents responded in way that implied they were sharing what they do know.





That reading sets them up for academic success
Read to your child
Being patient and encouraging your child in numbers/letters and self-care
Pre-K is a good idea

One parent replied “Relax and have fun with it. It’s kindergarten!”

www.BeReadyLarimerCounty.org

p. 11