[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6608705,"mediaKeyId","2936952-721498ee6dabb70849886db8f5b956ac","parentId",2936952,"title","KSDE seeks board approval for Preschool Age-at-Risk program approvals, outlines requirements","audioSeconds",624,"startMs",9935000,"endMs",10559000,"viewUrl","/Search/View?dp=1&key=2936952-721498ee6dabb70849886db8f5b956ac&start=9935&end=10559","thumbnailUrl","https://assets.pipeline.soar.com/2936952-721498ee6dabb70849886db8f5b956ac/thumbnail_9935000.jpg","articleUrl","/articles/6608705/Kansas/KSDE-seeks-board-approval-for-Preschool-Age-at-Risk-program-approvals-outlines-requirements","mediaUrl","https://secure.pipeline.soar.com/6608705-a073185e715851c61f641e77e068d2be/orig.mp4?Expires=1770458979&Signature=bFr4IMrhvK6QqpsInRiMw0UHJnMLm6i0Md3G7FYk8i1IKhT825JAOM86sZqCvSYnDFMCrlMDkbLH5FW0KAyo72nAhcpihhrmCWF8~1ITy3pZ1uhdXBw88DFP~X~XMLQQkL1EdFyG6FnY-xWc3cbbaKsuc0TIwS3H9DZTC5rnlRO~RBl9zoTiZJ30d2CMC5o8vvfKfUqPThIDzGGrjtOQ1-3MPlUev9pi-7e9aU346eQ5hAsQNInlkPZCJ5g1FdtTRWxLOMO4HwKxE5nIYBeT2mpNuVdFiRQtLr6UhI6Lt67XHANeejj5EOrD6EvuOMbdLP9Q0QLSf4-oZChKJTnKxQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Behavioral Sciences Regulatory Board ","date","2025-04-09T21:33:34.177Z","article","The Kansas State Department of Education briefed the State Board April 9 on the Preschool Age-at-Risk component of the Kansas School Finance Formula and on KSDE’s role approving district programs for the 2025–26 school year.

Why it matters: Under state law and the finance formula, districts may receive state funding for eligible 3- and 4-year-old children enrolled in board-approved Preschool Age-at-Risk programs. The funding counts each eligible child as a 0.5 full-time equivalent (FTE) for finance purposes and may include applicable weightings (e.g., at-risk, transportation). The board must approve the programs the state will fund.

KSDE update: KSDE staff said the Preschool Age-at-Risk slot-funding mechanism has existed since 1998 and was expanded in 2018 to include 3-year-olds. For 2025–26 KSDE said it expected approximately 271 of 286 districts to seek approval to operate Preschool Age-at-Risk programs. The agency summarized program expectations KSDE will use when bringing district approvals to the board. Key program requirements:

- Use research-based curriculum and approved screening/diagnostic tools.
- Provide a minimum of 465 hours of instruction per year (equivalently ~2.5 hours/day over 186 days); students count as 0.5 FTE regardless of full- or half-day attendance.
- Maintain adult-to-child ratios of 1:10 or better and a maximum class size of 20.
- Staff must meet KSDE’s qualifying credential expectations; districts must have family engagement activities and provide program location and hour details to KSDE.

KSDE cited research supporting high-quality preschool, including peer-reviewed meta-analyses and longitudinal studies that link preschool participation to reduced special-education placements, higher graduation rates and long-term gains when programs are high quality. KSDE also noted local mixed-delivery options — districts may deliver preschool directly or contract with nonprofit/private partners (for example, the Opportunity Project in Wichita) to provide slots; when districts contract, enrolled children remain district students and the district can count the FTE in the finance formula.

Funding and scale: KSDE reported nearly 24,000 preschool students were enrolled in Kansas public schools in 2023–24; about 12,000 were Preschool Age-at-Risk students, representing roughly $50 million in school finance formula funding distributed to districts. KSDE said it will bring the list of 2025–26 district program approvals to the board in May for formal action.

Ending: The briefing closed with board members asking follow-up questions about licensing, contracting models, examples and return-on-investment studies; KSDE offered to arrange site visits to model programs and to provide the board with research summaries (including the Heckman economics research cited by staff).","mediaType","Video","parentTitle","Kansas State Board of Education Meeting | April 9th, 2025","oneSentenceSummary","KSDE told the board it will bring 271 districts for approval to offer Preschool Age-at-Risk programs in 2025–26, summarized statutory authority and program requirements (465 instruction hours minimum, research-based curriculum, staffing ratios) and described the state finance treatment used to fund eligible preschool students.","taxTitle","Department of Education, State Agencies, Organizations, Executive, Kansas","taxId",24281,"location","Kansas","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6608709,"Therapist warns board about cognitive, social harms of heavy classroom and homework screen use; urges limits and parental choice",1271,6680000,7951000,"/Search/View?dp=1&key=2936952-721498ee6dabb70849886db8f5b956ac&start=6680&end=7951","https://assets.pipeline.soar.com/2936952-721498ee6dabb70849886db8f5b956ac/thumbnail_6680000.jpg","/articles/6608709/Kansas/Therapist-warns-board-about-cognitive-social-harms-of-heavy-classroom-and-homework-screen-use-urges-limits-and-parental-choice","https://secure.pipeline.soar.com/6608709-647abd6f380a0760f7cc4678761d9086/orig.mp4?Expires=1770458979&Signature=DlPUBLYpz8mA8eImwvRBw0oXMN79JSjup-58Yh7U8NnIelCmYRN~yRtpK66ru6uhJC1zxzi~PP~AG9Sdi5zROckdIaCpR6MgpibTfKgecBYiNonpOzoP50LOusOZcRq-sB~4w7zMWxkaFdcrbJl4eKJLWpL6-r3bfCV0XJwxjNLY-iChJPlMCdYpwPlZweqRbSvoPvr10U6G02jFYZ3Ll5AgfUrxtf76mE2IhH0om6ndvgWifmlQfn6jqjC4m4wG~qT6ZadvHE6t09MGhsyemtFQ0y8FUnAQuYOgHyO8njXGFUiD0SqZz0GSJrMtbaKrVDUgKLEAVUD~uqUZtLmTTQ__&Key-Pair-Id=KUT5TJCACFTXG","A consultant and clinician who has worked with schools and families urged the State Board April 9 to reconsider broad use of screens in classrooms and to develop policies and curricula that reduce harms associated with high levels of screen exposure.

Why it matters: The presenter argued that heavy screen use diminishes sustained attention and deep reading, contributes to anxiety, self-harm and risk-taking in adolescents, and can change physiological responses to stress. She called on school districts and the board to treat “EdTech” choices as policy questions that should be evaluated for unintended harms, not only benefits.

What the presenter recommended: Susan Dunaway, a private-practice clinician and consultant, outlined a set of practical steps in a talk and slide deck: moderation of student screen time, use devices only for functions that paper cannot provide, a recommended daily school-day-plus-homework screen cap (she suggested “no more than two hours”), teacher and parent education on screen effects, policies that allow parents to remove devices for their child when problematic, technology-free classes and a curriculum teaching attention, impulse control and “what screens undo.” Dunaway also quoted Silicon Valley executives who limit family device exposure for their own children and cited recent research linking self-harm, depression and attention changes to rising screen exposure since 2015.

Board discussion: Board members raised concerns about parental consent and opt-out logistics, equity (some parents rely on devices to support children when caregivers work), ad-supported free apps that show inappropriate content, and vendor-driven school contracts. Dunaway replied that some districts use non-internet cell phones or restricted devices for younger students and recommended district limits on default homework deadlines (to discourage kids working late into the night). Several board members said they have heard parents and teachers report increased attention problems and behavioral issues they associate with heavy device use; others suggested additional state guidance and suggested piloting alternatives that emphasize books and interpersonal activities.

What’s next: Board members suggested continued discussion and follow-up items; several members asked staff to consider guidance on device policies, opt-out procedures and curriculum on healthy tech habits.

Ending: Presenters and board members agreed the topic will need ongoing attention as local districts balance instruction, equity and student well-being.","A consultant warned the State Board that widespread classroom and homework screen use can reduce attention, comprehension and empathy, and urged district policies limiting classroom and homework screen time, parent opt-outs and curriculum to teach healthy interactions with technology.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6608714,"KSDE early literacy team outlines structured literacy, dyslexia work and LETRS training",2271,2901000,5172000,"/Search/View?dp=1&key=2936952-721498ee6dabb70849886db8f5b956ac&start=2901&end=5172","https://assets.pipeline.soar.com/2936952-721498ee6dabb70849886db8f5b956ac/thumbnail_2901000.jpg","/articles/6608714/Kansas/KSDE-early-literacy-team-outlines-structured-literacy-dyslexia-work-and-LETRS-training","https://secure.pipeline.soar.com/6608714-c9b471f187f735a1000c62196e1880e2/orig.mp4?Expires=1770458979&Signature=iFHzCksp66ihvE~5PfDZwjv5eKg3tDxFruX~wQ~HRISbXkuk~kDiqDDvat9rrffgcZfdh8619zWzGLXr0SW4Epd-GvMa1e~C4gKe6hnZNGs-ciTznc~8y2nDIkkXgPzfwdYyGAXOXNoB~KfteKHtu24osGev0RPuKCgdeFBbsTZB4RiSy8oT2xXLX3-tJnrmvts5JucFTdArK6tXVhIERo1GOYnDP4SYQhdgZltOz9wk0uJpb~y-ayTFj3t0rvkC9wKOg7cU63TFMdPXKhqCgUGJ5BD3IDHhysi60TDQ69C00iWmNgSFwtoor66htVM77oqOKxawo7Sj9Ixw3PhxBQ__&Key-Pair-Id=KUT5TJCACFTXG","Kansas State Board of Education members received a detailed briefing April 9 from KSDE’s early literacy and dyslexia team on structured literacy, the science of reading, LETRS professional development and related state initiatives such as the dyslexia handbook and universal screening protocols.

Why it matters: KSDE staff and teacher-leaders said structured literacy and evidence-based screening are central to raising reading outcomes across grades, reducing later special-education placements and preventing reading-related behavior problems. The agency described work to align accreditation, assessments and professional learning so that educators and administrators consistently implement evidence-based reading instruction.

What presenters told the board: Dr. Laurie Curtis (KSDE) and teacher-leader consultants Amy Bybee and Jerry Powers outlined how Kansas has embedded structured literacy into its school improvement model and KESA fundamentals. They summarized Scarborough’s “reading rope” model (word recognition + language comprehension) and described how 40–50% of students require systematic, code-based instruction to achieve reading automaticity; another 10–15% need intensive support. The team also described developmental language disorder (DLD) and its overlap with dyslexia; DLD has substantial prevalence and can affect reading and math outcomes.

KSDE listed current and planned supports:

- LETRS (Language Essentials for Teachers of Reading and Spelling) facilitator training and state-supported professional development for teachers and administrators.
- Required dyslexia training modules for new teachers and annual structured-literacy training.
- A dyslexia screening protocol (updated to include ninth-grade screening) and a dyslexia handbook for districts.
- Structured-literacy instructional guides, a components checklist for classroom observation, and a statewide literacy lifeline to advise teachers.

Board discussion: Members asked about supports for older students, special-education staff who may lack early-reading training, technology-supported prescriptive reading programs, and services for students at the Kansas School for the Deaf. KSDE staff said districts can contract for targeted programs, that some programs (Opportunity Project in Wichita) have published long-term positive outcomes, and that KSDE is coordinating with special-education leadership to expand professional development for middle and secondary special-education staff. The presenters also noted that evidence-based materials and intentional assessment are necessary for teachers to plan targeted instruction.

Quotes in context: Dr. Laurie Curtis: “When you look at the school improvement model, we provide literacy instruction PK through 12 aligned to the science of reading to ensure teachers and administrators are well trained and knowledgeable in the elements and implementation of structured literacy.” Jerry Powers: “I was drawn towards seeing the students who struggle and the pain… and what we can do to help those students.”

Ending: KSDE told the board the state has put in place multiple components of a statewide literacy strategy and noted continuing work with educator-preparation programs, service centers and district leaders to expand coaching, assessments, and the LETRS facilitator cadre.","Kansas State Department of Education staff and a state literacy/dyslexia team told the board about the state’s structured-literacy strategy, LETRS professional development and updated screening protocols aimed at improving reading outcomes PK–12.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6608718,"State board hears bullying-prevention toolkit preview from School Mental Health Advisory Council",669,93000,762000,"/Search/View?dp=1&key=2936952-721498ee6dabb70849886db8f5b956ac&start=93&end=762","https://assets.pipeline.soar.com/2936952-721498ee6dabb70849886db8f5b956ac/thumbnail_93000.jpg","/articles/6608718/Kansas/State-board-hears-bullying-prevention-toolkit-preview-from-School-Mental-Health-Advisory-Council","https://secure.pipeline.soar.com/6608718-ba461fbee577d8db4831323d5e044f66/orig.mp4?Expires=1770458979&Signature=QhHH4KwUr~VhQ7VPqOjqLWhUNGp58aZxU4UqlmhGU~0HIRSjLP5ta4DOJSx8gV1M3g3ZsBBZ~UdRb9wIoa5XQ0lsb9dFC5713VhXKMjZhuvJBPgw5fO1ilW5BRvf1D4qHpbnxjErWnTZ4tF~kgQuSsInNFh~jYBdZi0WaGmXi4NTGmhVTFgI6tVmlxIm8h~syETt-KvksXF9dfLyT8DaZr2JKhHEYF4Zxi5LEhIk8J33LV~GKF1DLB9FZ0pdYWiviXdn1E8VB1YTKxJh639GXrtF45yL0XLIBwnDW9HMDsYi2hEqXl6~RQjM-Iz9t~nHKYwzqaBFwQ5G~yUiIb-5zw__&Key-Pair-Id=KUT5TJCACFTXG","State Board of Education members heard a briefing April 9 from the School Mental Health Advisory Council on a draft bullying-prevention toolkit the council plans to present as a receive item in May and ask the board to approve in June. The council said the toolkit would help districts comply with Kansas law by providing model prevention, intervention and follow-up practices and by recommending a process families can use when they disagree with a school’s intervention decisions.

Why it matters: Kansas statute requires districts to adopt a bullying policy, a plan to implement it, and training for staff and students; the council told the board the law does not require compliance measures, dispute-resolution procedures, or standardized reporting, and that those gaps leave parents and districts uncertain about next steps when incidents occur.

The council’s presentation, led by Board Member Betty Arnold and presenter Kent Reid, summarized the statutory definition of bullying (intentional acts that are severe, persistent or pervasive and that interfere with a student’s educational environment) and noted a court decision (Fino v. Tonganoxie, referenced by the presenters) that changed the interpretation of “repetition” in the law. Reid said the council’s toolkit would be modeled on the earlier suicide-prevention toolkit, include district-level teams and sample processes, and emphasize prevention, intervention and a required follow-up summary to parents and progress monitoring after discipline.

Representatives of the Kansas Parent Information Resource Center (K PIRC) described a family-focused brochure titled “What You Need to Know” that offers definitions and examples of verbal, physical, social and cyberbullying and steps families can take to work with schools. Council members and board discussion highlighted three recurring topics:

- Statutory scope and limits: presenters emphasized the law is “local control” and does not create a statewide compliance regime; it requires a policy, an implementation plan and training but does not prescribe enforcement steps. The council said it plans to recommend guidance districts can post on their websites that explains parents’ options, steps to take, and a contact pathway including local boards and law enforcement, when applicable.

- Parent engagement and dispute resolution: the toolkit will include guidance for parent engagement and recommend that districts establish and publish a dispute-resolution/grievance process to use if parents disagree with a school team’s intervention decisions.

- Anonymous reporting and hotlines: presenters and board members discussed anonymous reporting options used by some districts, the school violence hotline, KBI suspicious-activity reporting and the national 988 suicide-prevention line; the council said it will offer guidance to districts on whether and how to accept anonymous reports and how to publicize hotlines.

Board members asked about age thresholds and the distinction between bullying and criminal assault, reporting thresholds for assaults involving young children, and whether digital devices have increased bullying. Council members and district representatives responded that courts and policies differentiate assault from bullying when physical assault triggers law-enforcement or SRO involvement, and that cyberbullying became a greater factor once phones and social media were widespread. Presenters said the toolkit will recommend a plain-language “one-sheet” for districts to post that tells parents what to do immediately and who to contact if initial steps don’t resolve the issue.

What’s next: The council said it will present the toolkit as a receive item in May and bring a recommended policy package for board action in June.

Quotes in context: Board member Betty Arnold introduced the council and framed the item as a response to frequent parental contacts: “This is an area under KESA 2 that was identified as needing just that lift, that bullying toolkit lift.” Kent Reid, speaking for the council, said: “This slide kind of outlines the objectives of the toolkit. Alright. First of all, we'll address prevention, which would be training for staff and students... We will address intervention, a plan that will occur if bullying is reported. And then the follow-up, and this is very important, a follow-up summary for parents and progress monitoring to avoid future incidents.”

Ending: The board did not take action on the toolkit at the April meeting; presenters asked for board feedback and signaled they would return with the toolkit for a receive item in May and a vote in June.","The School Mental Health Advisory Council briefed the Kansas State Board of Education on a proposed bullying-prevention toolkit that would guide districts on prevention, intervention, follow-up and parent dispute processes under current Kansas law; the council plans to return with a formal request for board action in June.","actionData","errors"]

Article not found

KSDE seeks board approval for Preschool Age-at-Risk program approvals, outlines requirements

Therapist warns board about cognitive, social harms of heavy classroom and homework screen use; urges limits and parental choice

KSDE early literacy team outlines structured literacy, dyslexia work and LETRS training

State board hears bullying-prevention toolkit preview from School Mental Health Advisory Council