School readiness is a multi-dimensional concept encompassing social-emotional skills, cognitive development, language and literacy, physical well-being, and an effective approach to learning. Methods for assessing readiness include teacher and parent observations, developmental checklists, and standardized assessments, which gather data on a child’s ability to focus, interact, and express themselves. Data examples include a child’s ability to share, follow directions, ask questions, and engage in play, all interpreted within the child’s cultural and linguistic context to ensure a culturally sensitive approach to identifying each child’s unique strengths and needs. In Chrysalis, our team uses multiples measures to identify each child’s readiness, recognizing that development varies across cultures, languages, and experiences. Tools such as the Ages and Stages Questionnaire (ASQ), Teaching Strategies GOLD, and classroom observations help us gather data on motor skills, language, social-emotional behavior, and problem-solving. For example- a child with advanced fine motor skills who can already write letters but struggles with self-regulation, such as taking turns or following group directions. Instead of focusing on academic readiness, teachers would create goals that strengthen social-emotional skills like practicing waiting during games or using a visual schedule to manage transitions while continuing to provide challenging writing activities. This ensures the child’s strengths are nurtured while supporting growth in areas that are still developing.