• Georgia Kindergarten Inventory of Developing Skills Readiness Check (GKIDS Readiness Check)


    More info from GADOE

    The GKIDS Readiness Check is a component of the Georgia Kindergarten Inventory of Developing Skills (GKIDS). It is designed to be administered during the first six weeks of the kindergarten year. The GKIDS Readiness Check is aligned to the Georgia Early Learning and Development Standards (GELDS​) and correlated to the state mandates content standards for kindergarten. The goal of the assessment is to provide information about the skills of students entering kindergarten. 

    The primary purpose of the GKIDS Readiness Check is to highlight knowledge and skills critical for student success in learning – solely to guide instruction.

    The GKIDS Readiness Check is designed to be developmentally appropriate, reflecting research-based best practices for young learners, and will provide information that allows kindergarten teachers to individualize student instruction.


    Georgia Kindergarten Inventory of Developing Skills (GKIDS)


    More info from GADOE
    The primary purpose of GKIDS is to provide ongoing diagnostic information about kindergarten students’ developing skills in English Language Arts, Math, Science, Social Studies, Personal/Social Development, and Approaches to Learning. GKIDS will also provide a summary of student performance in English Language Arts and Mathematics at the end of the kindergarten school year. GKIDS should serve as one indicator of first grade readiness.
    Who takes it?
    Kindergarten students. 
    When/how frequently is it taken?
    GKIDS is a year-long, performance-based assessment. Except for the end of year summary report, there are no state-mandated testing windows for GKIDS. Systems may require testing windows based on their own unique schedules, reporting information at any time as required by the local district.
    How is it administered?
    GKIDS operates under a flexible model of assessment. By this we mean that GKIDS does not have specified assessment activities. The teacher (or local system) decides which assessment activities to use and how frequently to assess. Teachers may use assessment activities that cover multiple elements at one time and/or assess multiple children at a single setting. Teachers may assess by observing student performance during the course of regular classroom instruction or by an assessment activity of the teacher’s choice. Because teachers have the freedom to assess according to the individual needs of each student, standard accommodations are allowed if the accommodations are a part of the student’s IEP, IAP, or ELL/TPC plan.