Skip To Content

23-24 Overview of School Readiness and TS GOLD

Ended Aug 25, 2023

Full course description

Course Description

  • For all teachers new to kindergarten, although not new to DCSD. This course reviews the purpose of Colorado School Readiness Initiatives and TS GOLD Kindergarten Entry Assessment.
    • Application of knowledge of TS GOLD KEA- Interrater reliability and leveling using Body of Evidence
    • Understand the TS GOLD Kindergarten Entry assessment indicators and how to use a body of evidence to place students on the learning progression for readiness reporting
    • Analyze the indicators and connect to Kindergarten learning experiences
    • Plan for instruction and assessment using TS GOLD
  • Lead Learner (Facilitator): Deborah Baumann | Renee Vanhorn
  • Credit(s) and Type: 2 Hours Compliance


Target Audience

  • Certified Staff
  • Open to Substitute Teachers = Yes
  • Open to Student Teachers = Yes
  • Open to Charter School Staff = Yes
    • Charter Certified


Date, Time, and Location

  • Please attend one of the following sessions using the Google Meet link below:
    • August 3, 2023 (9:00 - 11:00AM)
    • August 4, 2023 (12:30 - 2:30PM)
    • August 7, 2023 (1:30 - 3:30PM)
  • Google MeetLinks to an external sit


Course Outcomes

Here are the outcomes for the course:

  • Gives teachers and schools and opportunity to learn and share with parents each child’s strengths and needs in both academic and non-academic domains as they enter Kindergarten and as they progress through the school year.
  • There is not an expectation that students come in ready with every area and skill. Rather, this is a way to ensure schools know the range of needs and have a plan to address them.
  • Supports the planning a yearlong transition plan and developmentally appropriate learning environment for the Kindergarten year, which sets the foundation for the rest of a child’s educational journey.
  • While the formal state data collection only occurs once each fall, this process and tools is designed to be a formative practice that informs planning and instruction.