GKIDS 2.0 takes place throughout the kind​ergarten year. There is not a designated administration window.

Tasks included in GKIDS 2.0 are designed to allow some flexibility for the teacher during administration. For some skills, teachers may observe student performance during the course of regular classroom instruction. For others, teachers may administer the tasks one-on-one, in small group, or whole group settings as appropriate. Teachers may use tasks provided by the Georgia Department of Education or other activities which measure the same knowledge and skills.

Engaging in learning activities with your child at home can help prepare your child for his or her kindergarten year as well as the tasks included in GKIDS 2.0. Reading books, talking, playing games, and social interactions all support children's learning and development. This website provides additional information on GKIDS 2.0 and includes resources and activity ideas that will help you support your child at home.

GKIDS 2.0 is designed to provide baseline information for all students as they progress through kindergarten and prepare for first grade. This requires accessibility that allows for students with varying levels of ability, including students with disabilities and students who are English learners (ELs), to participate in the performance tasks. At the same time, the assessment is designed to identify a student’s current knowledge and skills in an accurate way.​

Your child's teacher will share the results of your child's performance throughout the school year and discuss ways to work together in supporting your child's learning and development. An individual student report will be shared which summarizes your child's performance in each of the required areas of learning (English Language Arts, Mathematics, Approaches to Learning, and Personal and Social Development).

All students enrolled in Georgia public school kindergarten classrooms have the opportunity to participate in the GKIDS 2.0 assessment. Because of the range of students’ development and learning in kindergarten, universal allowances may be used, as needed, with all students for all performance tasks. These supports are aligned to best practices for access to instruction and assessment and provide flexibility to meet the diverse needs of a wide range of students. 

For students who need additional support, comprehensive support may be provided. Comprehensive supports provide access to a performance task but may substantially alter what the student is expected to do. Comprehensive supports address the unique needs of the student for whom they are provided and assist the student in overcoming any barriers that prevent him or her from demonstrating what he or she knows and can do.