The Kent School District on Jan. 20 reviewed early‑learning data and outlined steps to expand preschool access and family supports after staff reported a decline in kindergarten readiness this year.

District associate superintendent Dr. Rebecca Kim and early‑learning staff told the board that WA Kids readiness for incoming kindergartners fell from about 45% last year to roughly 39% this year, with math showing the largest decline. Karen Stevens, assistant director of curriculum and instruction, said district Title I preschool cohorts at Park Orchard and Meridian showed stronger readiness: roughly 50% of Title I preschool attendees were rated ready in all six WA Kids domains compared with about 36% of children who did not attend those programs.

The presentation described three preschool models the district operates or hosts: a developmental/peer‑model preschool (tuition based, half‑day), Title I preschools (no tuition, income‑based at Park Orchard and Meridian) and Career & Technical Education preschools housed at two high schools. Stevens and early‑learning specialist Jenny Antrobus also highlighted partnerships that broaden capacity, including Kent Youth and Family Services (KYFS) and a facility partnership with the Bezos Academy.

Board members pressed staff on access barriers. Director Gregory asked whether the district had analyzed ZIP‑code variation after presenters noted preschool access ranges by ZIP code from about 37% to 76% of families having their preschool needs met. Stevens said the appendix to the presentation includes ZIP‑level data and staff are examining community patterns, facility capacity and enrollment drivers to identify models that could be replicated.

On next steps, staff said the district will: continue targeted professional development (especially around early math instruction), pursue additional funding and grants, explore transitional‑kindergarten opportunities dependent on state funding, and host a community preschool fair to connect families with local providers and partners. Stevens urged families and community partners to use online ReadyK materials and district videos developed to help caregivers build early‑learning skills at home.

"Early learning matters," Stevens said, summarizing the rationale for investment and outreach. The board acknowledged budget constraints and state funding uncertainty but directed staff to pursue community and grant partnerships that could expand access without compromising program quality.

The presentation closed with an emphasis on family engagement, tracking student cohorts (the district said it is able to follow students who remain in the same school) and continuing partnerships to improve preschool enrollment and kindergarten preparedness across the district.