1. Using Kansas Early Learning Standards (KELS) to Support
What are They? An Overview

2. The Kansas Early Learning Standards are designed to be used by early childhood care and education professional across the state of Kansas. They provide information reflective of typical child development and are designed to link to standards for older children and youth. They can also provide a basis for communication and partnerships with families and serve as a guide to development and learning across care and educational settings.

3. KELS Toolkits
This is one in a series of toolkit presentations developed to guide early care and education providers in appropriate and effective use of the Kansas Early Learning Standards (KELS).

4. Learner Objectives Participants will:
Review the history of the Kansas Early Learning Document
(Standards).
Develop a greater understanding
of how the standards can be used
across settings and programs
throughout the state.
Gain a basic understanding and knowledge of the current document and it’s contents.

5. How do Kansas Early Learning Standards (KELS) Support Early Childhood?
Making the connections:
Conceptual knowledge and skills
Guiding principles from School Readiness Framework
Kansas College and Career Ready Standards (KCCRS)
Kansas Early Learning Standards (2014 Revision)
The third revision of the KELS is structurally and conceptually different than previous versions. The new standards move away from skills-based learning to focus more on conceptual knowledge and higher level thinking strategies such as analyzing, evaluating and interpreting information. The 8 domains are the same—promoting a whole child perspective-- but the individual standards are now written to describe large concepts that incorporate foundational skills and knowledge. These standards are based on research indicating that the acquisition of such knowledge and skills provides the foundation for later learning that promotes success in school. The standards are also aligned with the guiding principles of the Kansas School Readiness Framework and with the KCCRS for kindergarten reading and mathematics as well as with the Kansas Social, Emotional, and Character Development Model Standards (2012) for K-12.
Options:
Provide link to the KELS for participants to access from their own devices during training
Provide print copies of the KELS for each participant
Provide display copies of the KELS for each table or group to use as reference during training

6. Historical Overview of the KELS
The first version of the KELS Document was completed
to fulfill a federal government request to develop standards that were aligned with the States’ K-12 content standards.
The Kansas Early Learning Document was revised to
include:
Information on using the Early Learning
Standards to develop standards-based IEP’s
A section on using the Early Learning
Guidelines with a focus on learning through play and developmentally appropriate practices
Include updated resources and
expanded ‘Early Learning Connections’

7. Historical Overview of the KELS
Kansas Early Learning Standards were
revised a third time in light of changes
to the K-12 content standards, other
program updates, and current research
in early childhood.
Kansas State Board of Education voted to adopt the Kansas College and Career Ready Standards for K-12: October, 2011
Head Start revised their Child Development and Learning Outcomes Framework: 2011
Parents as Teachers has updated their Foundational Curriculum

8. Historical Overview of the KELS
Revision placed a greater emphasis on the use of
knowledge and skills (conceptual learning) along with the acquisition of skills. Key changes in this revision included:
Incorporating higher level thinking strategies such as analyzing, evaluation and interpretation
A new organizational format to align with the Kansas College and Career Ready Standards
Ensuring developmentally appropriate instruction and play remained a priority as it has been in the past
Current research is telling us of the importance of teaching children not only skills, but the underlying processes and deep understanding of those skills so that they can be internalized and used effectively in a variety of settings. Skill development apart from meaningful content has very little staying power for the young child.
For more information see:
Copple, C., Bredekamp S., Koralek, D. & Charner, K. (Eds). (2013). Developmentally appropriate practice: Focus on preschoolers. Washington, DC: National Association for the Education of Young Children.
Fuson, K. Clements, D., Beckman, S. (2010) Focus in prekindergarten; Teaching with curriculum focal points. Reston ,VA: National Council of Teachers of Mathematics Neuman, S.B. ( 2006). The knowledge gap, In Dickinson, D. & Neuman S.B. (Eds), Handbook of early literacy research (vol. 2 pp ). New York, New York: Guilford press.

9. All Three Revisions: 2006 2009 2013 Aligned with the K-12 Standards
Provide the foundation for later learning
Built upon the continuum of learning: Birth to age 5 and aligned with Kindergarten – Grade 3 and beyond
Can be used by family and professionals working with young children birth to age 5 regardless of the setting

10. The Standards Are For Everyone
The Kansas Early Learning Standards help guide best practices that support learning and development in the early years, prior to Kindergarten. Because of this they are applicable to any setting where young children birth- age 5 are found. This includes in the home with their parents and family members, in a day care or child care setting, in a school based program, or any of the myriad of other places throughout the community that provide support for young children and their families throughout their day.

11. The Purpose of the Standards
To create a continuum that links early development to school readiness and later learning in school and in life
To provide a clear statement of what young children should know and be able to do as a result of experiencing quality early learning opportunities
Because the standards guide instruction and are used for information sharing between programs and the majority of children end up in an accredited K-12 program it is appropriate that we align with our current state standards.

12. The Purpose of the Standards
To provide guidance for families and early learning professionals that enhance and support their abilities to create experiences that promote early Learning opportunities
To show that during the early years, children acquire skills, knowledge, and abilities in all developmental and content critical to future learning areas (e.g., social-emotional, physical, early literacy, mathematics, music)

13. The Standards Provide:
Opportunity to promote quality learning experiences
for all young children
A learning continuum from
birth to formal schooling
Established developmentally
appropriate expectations
Provide for program
accountability
Provide common language
for communicating the
importance of early learning
The Individuals with Disabilities Act (IDEA) of 2004 guarantees young children with disabilities full access to early childhood programs. These standards reflect the general framework from which the general curriculum is aligned and provide the starting point from which individual adaptations or modifications can be created to meet the special needs of any child.
They outline a clear continuum of learning in the early years through primary and secondary education, providing an opportunity to illustrate to the public why early learning opportunities are important.
The document establishes a common set of developmentally appropriate expectations toward which all early childhood programs can strive.
With a common set of expectations comes accountability, something which has been needed to strengthen the importance of our field.
In addition, a common set of expectations provides an opportunity for the field to develop a common language, something necessary when sharing information to families, administrators, policy makers and other important stakeholders who have a vested interest in the lives of children in Kansas.

14. Kansas Early Learning Standards
ARE designed to:
Are NOT designed to:
Recognize the importance of the early years as learning years
Serve as a guide for appropriate curriculum development/selection
Serve as a guide for creating quality learning environments and opportunities through play and planned activities
Serve as a curriculum in an early childhood program or other setting
Exclude children from a program, school, or activity
Serve as an assessment for children, families or programs
Please be sure to clarify the following:
Standards vs Curriculum
Standards help identify what children should know and be able to do
The standards provide a lens for looking at curricula and daily activities to see if they address important areas of child development
Curriculum spells out the philosophy. methods, materials, organization, learning opportunities that will help bring about the accomplishment of the standards.
Any number of curricula or types of activities can be used to help children gain the knowledge, skills, and characteristics outlined in the standards.
Standards vs Assessment
Standards help identify what children should know and be able to do.
Assessment determines what children know and are able to do
There are a variety of developmentally appropriate methods for assessing young children.
Assessment information helps identify what still needs to be taught and /or what changes need to be make in teaching practice.

16. KELS Contains Eight Domains
Approaches to Learning (ATL)
Physical Health and Development (PHD)
Social-Emotional Development (SED)
Communication & Literacy (CL)
Mathematical Knowledge (M)
Science (S)
Social Studies (SS)
Creative Arts (CA)
Items in each domain describe a set of skills, abilities, and knowledge, based in research and considered to promote readiness for success in school.
The items within each domain can help guide professionals in:
Developing appropriate instruction
Making assessment decisions
Sharing information between programs and with families

17. Domains within the KELS
Approaches to Learning (ATL)
focuses on the ways in which
children engage in learning and
develop the desires, and
strategies to pursue life long
learning
Physical Health and Development (PHD) focuses
on those areas of physical development essential for total well-being, including nutrition, safety, health, and motor development
It is important to remember that children grow and develop at different speeds. The age groupings in this document are designed to show a progression of skill development as exhibited by a typical child in each age group. These foundational skills provide a basis for later learning, but are clearly not all the skills, abilities and knowledge that children will need in order to be successful in school and in life.

18. Domains within the KELS (continued)
Social-Emotional Development (SED) focuses on the development of friendship skills, social problem solving and the ability to self-regulate when frustrated, enhancing the child’s overall ability to participate in the learning community and grow with their peers
Communication & Literacy (CL)
focuses on learning the language system to be able to say what the think, ask questions, and form new ideas. It also emphasizes developing reading and writing skills to learn about new ideas and express themselves in print
It is important to remember that children grow and develop at different speeds. The age groupings in this document are designed to show a progression of skill development as exhibited by a typical child in each age group. These foundational skills provide a basis for later learning, but are clearly not all the skills, abilities and knowledge that children will need in order to be successful in school and in life.

19. Domains within the KELS (continued)
Mathematical Knowledge (M) focuses on the natural mathematical skills children are born with and assists them in gaining a deeper understanding of math concepts such as numbers and operation, geometry,
measurement, data analysis and patterns
Science (S) focuses on supporting
children’s ability to explore, investigate and problem-solve things in their natural world such as forces, the world around them and animals and their habitats
It is important to remember that children grow and develop at different speeds. The age groupings in this document are designed to show a progression of skill development as exhibited by a typical child in each age group. These foundational skills provide a basis for later learning, but are clearly not all the skills, abilities and knowledge that children will need in order to be successful in school and in life.

20. Domains within the KELS (continued)
Social Studies (SS) focuses on teaching children about life in communities and in families and how living and working together in light of our similarities and differences
Creative Arts (CA) focuses on providing a safe environment along with materials and opportunities for children to express themselves creatively through movement,
acting out stories and visual arts
It is important to remember that children grow and develop at different speeds. The age groupings in this document are designed to show a progression of skill development as exhibited by a typical child in each age group. These foundational skills provide a basis for later learning, but are clearly not all the skills, abilities and knowledge that children will need in order to be successful in school and in life.

21. Each Domain Addresses Skills In 5 Age Groupings
i = Young Infant (by 8 months)
mi = Mobile Infant (by 18 months)
t = Toddler (by 36 months)
p3 = Preschool - 3’s (by 48 months)
p4 = Preschool - 4’s (by 60 months)
It is important to remember that children grow and develop at different speeds. The age groupings in this document are designed to show a progression of skill development as exhibited by a typical child in each age group. These foundational skills provide a basis for later learning, but are clearly not all the skills, abilities and knowledge that children will need in order to be successful in school and in life.

22. The Previous Look: Kansas Early Learning Standards
Content Area
Standard
Benchmark
Indicators
Content Area:
Also known as the Developmental Domain
Standard:
A general statement within a content area that represents what a child should know or be able to do
Benchmark:
A subcomponent of a standard used to measure progress toward a standard
Indicators:
Examples of skills or knowledge might demonstrate to meet the benchmark at a given age

23. The Previous Look: Kansas Early Learning Standards
Content Area:
Also known as the Developmental Domain
Standard:
A general statement within a content area that represents what a child should know or be able to do.
Benchmark:
A subcomponent of a standard used to measure progress toward a standard.
Indicators:
Examples of skills or knowledge might demonstrate to meet the benchmark at a given age

24. The Current Look: Kansas Early Learning Standards
Content Area
Age Level
Boxed Sub Heading
We used to have Content Area, Standard, Benchmark and Indicators now we have Content Area, Strand, Boxed Sub Heading and Standards
The content area remains the same
The Strand is a smaller division of the Content area
The boxed sub heading is a general skill within the strand that will be the focus of the standard
The standards are what we are used to calling indicators and are more specific instead of broad general terms
This format highlights growth or progression between age ranges and aligns the Kansas Early Learning Standards with K-12 Kansas College and Career Standards.
Standard
Strand

25. The Current Look: Kansas Early Learning Standards.
Age Level
Content Area
Boxed Sub Heading:
A general skill within the strand that will be the focus of the standard.
Standard:
More specific skill for each age range within each boxed sub heading. Resembles our former indicators.
We used to have Content Area, Standard, Benchmark and Indicators now we have Content Area, Strand, Boxed Sub Heading and Standards
This format highlights growth or progression between age ranges and aligns the Kansas Early Learning Standards with K-12 Kansas College and Career Standards
Strand:
A smaller division of the content area

26. How Do I Read the New Numbering System?
Content Area, Strand, Age, Standard, Number
CL.L.t.2
CL=Content=Communication and Literacy
L=Strand= Literature
t=Age=Toddler
2= Specific Standard Number
Page 30 of KELS, 2013
Other things to note:
Not all content areas have strands listed in their numbering system- see Creative Arts or Science for an example
Standard numbers don’t always align horizontally across the page between ages

27. Let’s Try One Together What is the standard for M.CC.p4.7
M = Content Area = Math
CC = Strand = Counting and
Cardinality
p4 = Grade Level = PreK (by
sixty months)
7= Specific Standard in that area and strand =
“Perceptually Subitizes to five (e.g. instantly recognizes briefly shown collections up to five when presented in a variety of arrangements and verbally names the number of items)”

28. Your Turn What is the standard for SED.R.p3.3 2. Find the standard on
page 51 that states: “Turns head toward or away from weather”
What is the Standard Number
1. Pg 22, KELS 2013
SED= Content Area=Social and Emotional development
R= Strand= Responsible Decision Making…
p3= Grade Level= Pre 3 (by 48 months)
3= Specific standard in that area and strand= “Demonstrates confidence by participating in familiar classroom routines.”
Pg. 51, KELS 2013
S.i.4
S= Content Area= Science
i= grade level= Young Infant
4= Specific Standard
*** NOTE THIS STANDARD DID NOT HAVE A STRAND

29. Evaluation
What is one big idea or take home message from what you heard today
What excites you or concerns you about what you learned
Any insights from the session
How will you use what you
learned from this session

30. For More Information KELS Virtual Toolkit: KELS: An Overview QT
I need a better understanding of this topic. Where should I begin
How do I find out what works to support infants and young children in this area
Show me what implementation looks like (for adults and children) in classroom and non-classroom settings
How can I get additional training on this topic
I would like to share this information with others, in a group setting. Is there a trainer's version of this virtual toolkit
Evaluation
For those of you who identified additional information or resources that you need to learn more about, here’s your Toolkit, an online professional development resource on DLLs, organized by your level of interest, the age range you work with, and settings.
Options:
Take participants to the website and do a quick review, pointing out the links to the articles referenced in the PPT
Let participants who have their own devices explore the toolkit, given the assignment of finding the articles referenced in the PPT
Provide a handout of the toolkit in PDF format for participants to follow along with as you take them through the toolkit online. Ask them which resources they want to see

31. References
Kansas Early Learning Standards Committee (2013). Kansas Early Learning Standards: Building the Foundations for Successful Children. Topeka, KS: Kansas State Department of Education Learning%20Standards/KsEarlyLearningStandards.pdf Kansas School Readiness Data Task Force (2012). Final Report Recommendations Submitted to the Kansas Early Childhood Advisory Council & Kansas State Department of Education Topeka, KS 20Childhood/State%20PreKindergarten/EDUC ReadinessTaskForceFinal.pdf KELS Virtual Toolkit: Kansas Early Learning Standards: An Overview (2016)

32. Acknowledgement
The Kansas Early Learning Standards (KELS) Training Project, a project of the University of Kansas, Life Span Institute at Parsons, was funded through a grant from the Kansas State Department of Education with funds from the Kansas Children’s Cabinet and Trust Fund.
Leadership support for this project was provided by the Kansas State Agencies Early Childhood Leadership Team with representatives from:
Kansas Children’s Cabinet and Trust Fund
Kansas Department for Children and Families
Kansas Department of Health and Environment
Kansas State Department of Education

33. Contacts Kansas Children’s Cabinet and Trust Fund
Landon State Office Building
900 SW Jackson St., Rm. 152
Topeka, Kansas 66612 or
Kansas Department for Children and Families
Strengthening Families
555 S. Kansas Avenue
Topeka, Kansas 66603 or
Kansas Department of Health and Environment
Bureau of Family Health
Curtis State Office Building
1000 SW Jackson St., Suite 220 or
Kansas State Department of Education
Early Childhood, Special Education,
and Title Services
900 SW Jackson St. or

34. Suggested reference for this PowerPoint:
Acknowledgement
Suggested reference for this PowerPoint:
Heintz, C., Rinkel, P., Mitchell, L., & Lindeman, D.P. (2016).
Using Kansas Early Learning Standards (KELS) to Support: What are they? An Overview. Life Span Institute at Parsons, University of Kansas, Parsons, KS.