Gearing up for Kindergarten 

In just a few months, parents will be sending their children off to kindergarten. Parents are eager to find out what they can do to ensure that their children have a positive kindergarten experience.  In an effort to help families prepare their children for kindergarten, schools across our county are gearing up for Kindergarten Roundup. In fact, many school districts will be distributing 16 For Success kits that were created by the Summit Education Initiative (SEI). The kits are designed to help parents with pre-kindergarteners gain knowledge about the kindergarten readiness skills that will help their children begin kindergarten on track for success. The kits are only distributed by educational providers (e.g. preschools, receiving kindergartens, churches) that have attended a training session at SEI.
Research suggests there are 16 pre-academic skills each child should learn and understand to begin kindergarten ready for success. We call these skills the “16 For SUCCESS.” Through the First Things First initiative, SEI created two materials to educate parents and child care providers about these 16 skills. Those materials include:
A 16 For SUCCESS card
A 16 For SUCCESS book list

STATE SUPPORT TEAM REGION 8                	                    Page 1      Gearing up for Kindergarten
420 WASHINGTON AVE. 				     Page 2       Kindergarten Checklist
CUYAHOGA FALLS, OH  44221				     Page 3       Kindergarten Checklist (continued)
SST8.ORG 						     Page 4       Agency Spotlight

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Kindergarten Readiness Checklist*
To do well in school, children need to be supported and nurtured in all areas of development.
It is also important that your child is physically, socially and emotionally ready for school. This checklist can help serve as your guide. But please remember, young children change so fast! If they cannot do something this week, you may see them do it a couple of weeks later.
 Get your child ready for kindergarten. Ask yourself these questions:
Physical Skills 
Does your child…enjoy outdoor play such as running, jumping, and climbing; draw and trace basic shapes; cut with scissors; bounce a ball; or ride a tricycle?

TIPS TO HELP YOUR CHILD WITH PHYSICAL SKILLS
Materials will help your child develop the motor skills needed to learn to write include crayons, markers, pencils, glue, scissors, paper and paint, puzzles, Legos and blocks 
Activities that will help your child’s coordination including climbing, jumping, skipping, playing ball, using playground equipment and riding a tricycle.
Health and Safety Needs
Has your child…had required shots; had a dental exam; had a vision exam; learned own first and last name; learned first and last name of parent; learned to watch for cars when crossing the street; learned not to talk to strangers; developed a set routine for going to bed; learned to follow rules for safety?

TIPS TO HELP YOUR CHILD WITH HEALTH AND SAFETY NEEDS
Help your child learn their full name, address and telephone number.
Help your child to look both ways when crossing the street.
Talk with your child about strangers and who to go to for help.
Use bedtime as the opportunity to read to and talk with your child. 

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Personal Needs
Without your help, can your child…use the bathroom; wash hands; brush teeth; use tissue to blow nose; button and zip up shirts and pants; put on and take off coat; tie and/or Velcro shoes?
TIPS TO HELP YOUR CHILD WITH PERSONAL NEEDS
Create a morning and bedtime bathing and tooth-brushing routines.  Allow your child to dress themselves.   Practice putting shoes on. Help your child learn to use their words to tell other grownups when they are feeling sick or hurt. 
Social and Emotional Skills
Does your child… play well with other children; separate from a parent without being upset; share with other children; care about the feelings of others; follow routines; put toys away when asked?
TIPS TO HELP YOUR CHILD WITH SOCIAL AND EMOTIONAL SKILLS
Give your child small chores to learn responsibility.  Help your child learn to follow directions by giving simple steps.  Encourage your child to share.  Praise your child when he or she does something well.  Provide guidance when your child is having difficulty. 

	
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THE OUTREACH CENTER 
For Deafness and Blindness 

A new Outreach Center for Deafness and Blindness was announced by OCALI in
November 2017.  Their mission is:
We work to increase access and equity for students, families, and communities through connections, resources, and supports. Building relationships, sharing resources, and reaching the community is instrumental as we strive to support students where they are, with what they need, when they need it - to learn, grow, and live their best lives.
Blind/Visual Impairment Basics:  Understanding what a child with vision loss needs to fully participate at school, home and in the community begins with identifying and supporting their unique needs as early as possible. Understanding vision loss, causes of vision loss, screening and diagnosis, and services and supports for vision loss.  Explore statewide resources that offer services and supports focused on enhancing overall child development.
Deaf/Hard of Hearing Basics:  Understanding what a child who is deaf/hard of hearing needs to fully participate at school, home, and in the community begins with identifying and supporting their unique needs as early as possible.  Understanding hearing loss, the causes, screening and diagnosis, and services and supports for hearing loss.  Locate where you can find early intervention and school age services and supports for children who are D/HH in Ohio. 
To learn more about their services and what they have to offer, please see the contact information below:
Website:  https://deafandblindoutreach.org/
Email:  outreach.info@ocali.org
Phone:  614 401-2969
Mailing Address:  
OCALI
470 Glenmount Ave.
Columbus, OH  43214
 IDEA Disclaimer Notice
This document/product/software was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award #H027A150111, CFDA 84.027A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.
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