Since 2000, Vermont has gathered information on the readiness of children entering kindergarten by surveying kindergarten teachers about their students' knowledge and skills within the first six to ten weeks of school. The effort to measure school readiness is a collaborative project of the Vermont Agency of Education (AOE), the Department for Children and Families, and the Department of Health. There are many interpretations of what constitutes "readiness". Vermont's concept of children's readiness is multidimensional; it includes social and emotional development, communication, physical health, as well as cognitive development, knowledge, and approaches to learning (e.g., enthusiasm for learning, persistence, curiosity). Vermont's concept also reflects the belief that "school readiness" is interactional: children need to be ready for schools, and schools need to be ready to accommodate the diverse needs of children. Since 2000, surveys for assessing schools' readiness have been conducted several times. The Ready Schools survey asks principals and teachers to report on their school's transition practices, connections to families of young children and the community, and other related issues. Despite the importance of this information, the Ready Schools survey has not been conducted for several years now. (author abstract)