uchra van buren county head start school readiness...
TRANSCRIPT
UCHRA
Van Buren County Head Start
School Readiness Report
2013-2014
Final Revision 05/14
UCHRA Van Buren County Head Start School Readiness
UCHRA Van Buren County Head Start defines school readiness as children
possessing the skills, knowledge, and attitudes necessary for success in school and
for later learning and life. That children are ready for school, families are ready to
support their children’s learning, and schools are ready for children. UCHRA Van
Buren County Head Start is a quality early childhood program with a strong, clear,
and comprehensive focus on all aspects of healthy development, including physical,
cognitive, and social and emotional development, all of which are essential to
children getting ready for school.
UCHRA Van Buren County Head Start School Readiness Goals were created with
the help of a team of teachers, parents, Head Start and agency administrative staff
and community members. Information about the current kindergarten entrance
expectations was gathered through meeting with the local school system.
Our outcomes up to this point in our school year reflect Math, Social Studies and
Literacy as being areas needing additional strategies to produce increased outcomes.
Planned strategies for implementation are listed within this document under our Plan
of Action.
UCHRA Van Buren County Head Start School Readiness Goals
1. Goals that represent the five essential/central domains
UCHRA Van Buren County Head Start School Readiness Goals have been
established in the five essentials domains: Social and Emotional; Approaches to
Learning; Cognitive and General Knowledge; Language and Literacy and Physical
Development and Health. School Readiness Goals are measurable and written to
articulate a desired child outcome at the end of Head Start, developmentally
appropriate addressing the needs for children age’s three to five, and are aligned with
the Head Start Child Development Early Learning Framework and the Tennessee
Early Learning Development Standards (TNELDS). We are currently in the process
of aligning DECA (our social/emotional assessment) and the LEA’s school readiness
checklist.
Evidenced-Based Curriculum
UCHRA Van Buren County Head Start curriculum is based on Creative Curriculum for
Preschool Volumes 1-5 and is designed for early childhood programs serving children
age three to five. It rests on a firm foundation of research and responds to new
requirements for addressing academic content.
The Creative Curriculum
Five Fundamental Principles:
(1) Positive interactions and relationships with adults provide a critical foundation for
successful learning.
American educator, philosopher, psychologist, and theorist John Dewey explored
education as a social process. He thought that children learn best when they interact with
other people in a rich environment.
(2) Social-emotional competence is a significant factor in school success.
Erik Erikson, well-known psychologist, explored the cultural and social aspects of
development that influence a person’s actions and interactions throughout life. Erikson’s
psychosocial theory, called “Eight Ages of Man” begins at birth and continues through
old age. During the first 6 years, children are challenged by the conflicts of trust vs.
mistrust (infancy), autonomy vs. shame and doubt (ages 1-3), and initiative vs. guilt (ages
3-6).
(3) Constructive, purposeful play supports essential learning.
Jean Piaget, a Swiss psychologist and developmental theorist, recognized the importance
of play and its role in the development of logical thinking.
(4) The physical environment affects the type and quality of learning interactions.
Both Dewey and Piaget explored how the physical environment, including materials,
affect children’s learning. Dewey proposed that children learn best in a stimulating
environment that is designed according to the interest and experiences of the children in
the classroom. Piaget theorized that children construct knowledge through action.
(5) Teacher-family partnerships promote development and learning.
Urie Bronfenbrenner, developmental psychologist and theorist, stated that children
develop within a variety of interconnected systems. Important learning settings for a
preschool child are the home, neighborhood, and early education program.
A discussion of the child development and learning theory that is the foundation
of the teaching approaches of The Creative Curriculum goals and objectives
presented in the form of a Developmental Continuum
An increased focus on the social and emotional skills children need to succeed in
school and in life
Guidance on the teachers role in addressing content literacy, math, science, social
studies, the arts and technology
A range of instructional strategies, from child-initiated to teacher-directed
learning
Strategies for addressing the needs of all children, including those who have
special needs or who are second language learners.
The edition of one new interest area the discovery area.
2. Assessment and Evaluating Child Outcomes
To aid in the assessment of child progress and the aggregation and analysis of data toward school readiness, UCHRA Van Buren County Head Start utilizes the web-based assessment tool Lap D and Lap 3 which is a research-based assessment tool that is a valid and reliable measure of children’s progress. Lap D and Lap 3 goals are designed chronologically by age with developmental milestones that will enhance children’s progression. 3. How the system (processes and procedures) demonstrates school readiness
goal attainment through appropriate instruments and tools
High Quality Teachers-Child Interaction
UCHRA Van Buren County Head Start recognizes high quality teacher-
child interaction as a driving force behind school readiness. Head Start
monitors teacher-child interactions by utilizing the evidence- based
observational tool known as the CLASS assessment and maintains
multiple CLASS reliable evaluators on staff. All classrooms are
monitored bi-annually using the CLASS assessment tool. Results are
utilized in individualized professional development plans that include
coaching support. Results are aggregated and monitored over time for
planning program wide professional development offerings.
High Quality Learning Environments
UCHRA Van Buren County Head Start offers well organized learning
environments that include stimulating and purposeful materials. The center is
licensed and participates in Tennessee’s Star Rating Program. The state utilizes the
Early Childhood Classroom Environmental Rating System-Revised Edition (ECERS-
R) when determining a facility’s star rating. The agency’s utilization of the ECERS-R
is an excellent standard for our classrooms. The center maintains the highest rating,
three stars and has also earned national accreditation through the National Association
for the Education of Young Children. The agency utilizes the Early Language and
Literacy Classroom Observation (ELLCO) as a self-monitoring tool for additional
emphasis and improvement of the language and literacy environment of our classrooms.
Staff Support and Development
UCHRA Van Buren County Head Start has developed agency training and
technical assistance plan to address the need for ongoing staff professional
develop. The plan provides for ongoing training and assistance in areas of quality
teaching and learning. The plan outlines new teacher training and current teacher
training in areas including: curriculum, assessment, quality environments, health
and safety, family engagement, and school readiness.
Teachers …
are proficient at teaching the curriculum and school readiness goals within daily
activities as outlined in the weekly lesson plan.
are trained in the assessment tool used by the program Lap D and are able to
interpret results to plan for individualized and group instruction.
have dedicated time to plan curricular activities together on a regular basis.
participate annually in completing individualized staff development plans.
are supported by a mentor teacher
are offered support in family and community engagement
4. Parent Involvement in the Educational Process
For UCHRA Van Buren County Head Start parents and families, school readiness
means they are engaged in the long-term, lifelong success of their child. Head Start
recognizes that parents are their children’s primary teachers and advocates. UCHRA Van
Buren County Head Start parents were active participating in the creation of School
Readiness Goals and the creation of individualized school readiness activity plans. As
Head Start programs and schools work together to promote school readiness and to
engage families as their children make the transition to kindergarten, schools will be
ready for children.
UCHRA Van Buren County Head Start staff work to connecting consistently with
families to gather child information and parent observations to inform teaching by
meeting with families during home visits and parent conferences. Information is shared
with parents and other stake holders including policy council and board members through
meeting and all reports are published on the wed allowing for access to all stakeholders.
Parents have access to their child’s assessment data through parent conferences
conducted after each assessment period. During parent conferences, parents and teacher
review assessment together and create individualized school readiness plans for children.
Family engagement in the school readiness initiative is supported through a variety of
mechanisms including the following:
Active parent participation in the creation of School Readiness Goals through the
creation of individualized school readiness activity plans.
Connecting consistently with families to gather child information and parent
observations to inform teaching by meeting with families during home visits and
parent conferences.
Sharing assessment results with parents at the beginning, middle and ending
parent conferences. Teachers work with families to set School Readiness plans
which records the child’s area of strength and areas to strengthen along with
activities families can do at home to promote school readiness.
Partnering with several organizations in order to help families meet their needs
and prepare for school. Partnerships are formed with school systems, health
providers, social service providers, LEA’s, etc to meet the individualized family’s
needs.
Meetings and trainings are held monthly throughout the entire year to promote
self sufficiency, literacy, school readiness, child development, health and safety.
Families are taught that they are their child’s best teacher and advocate. They
need to be prepared and know their rights. STEP (Support and Training for
Exceptional Parents) training is also offered to families that teaches families who
have children with disabilities about their rights under the IDEA. Committees are
also established and open to parents/families so their opinion can be voiced and
they can have a part in individualizing and tailoring the program to better serve
the families.
Family strengths are identified and individualized goals are set to help families
meet their needs and become self-sufficient. Families are referred to resources as
needed to allow themselves to be successful and ready for school and the future.
Several families’ goals are to get their child ready for Kindergarten or to
transition their child into another program option. Families are supported with
these goals by giving them tools to use in the home to prepare for transitions as
well as offering trainings and meetings to better inform them of how to have
successful transitions.
Cultural Sensitivity –Our program respects all families’ cultures and traditions.
Many of our families confront extra challenges preparing their child for school.
Whether the transition is into our program or out of the program, support is given
families.
Transition to kindergarten-Transition activities occurs throughout the year with
families. Parent meetings are held monthly and cover a variety of topics that are
helpful for families. In the spring, children participate in kindergarten orientation,
school system provided bus safety training meet kindergarten teachers and tour
the local school Families are given information about enrollment, policies and
general information about kindergarten.
Health and Developmental Services Supporting School Readiness
UCHRA Van Buren County Head Start understands that a lack of health care or delays in
treating children’s health problems can negatively affect cognitive, emotional, behavioral,
and physical development, sometimes with lifelong consequences. The overall goal of
Child and Health and Developmental Services is to ensure that each child is receiving all
age appropriate health screenings, as recommended by the Early periodic Screening,
Diagnosis, and Treatment (EPSDT) schedule, in order to detect early any potential
problems or disabling conditions so that early interventions can be started.
UCHRA Van Buren County Head Start Health and Developmental Services support
school readiness through the following practices.
Child Nutrition- Our program supports the belief that in order to function at
his/her optimum level physically, mentally, emotionally, cognitively, and socially,
her/she must have a nutritious diet. Our program provides a nutritious breakfast,
lunch and snack to all Head Start children. A monthly newsletter goes home to
parents containing articles of particular interest on health and nutrition.
Dental Exam-Children who have not have a dental exam will be provided a
dental exam with in the Head Start center by a dentist with the Department of
Health or a local dentist.
Growth Assessments-The health manager will complete a growth assessment on
each child graphing the results and determining if a child is at risk for
underweight or overweight. Results are shared with the parents and consultation
with a registered dietitian is available.
Health Insurance Children and families with health insurance are more likely to access primary
health care services that can prevent health problems or address existing chronic
or acute health conditions. Lack of health insurance can affect a child’s school
attendance and ability to participate in school activities. UCHRA Van Buren
County Head Start works to ensure that all children have adequate health
insurance.
Immunization-Head Start staff work with parents to insure all children have the
required immunizations.
Medical Home- Head Start staff members work with families to find a medical
homes serving as a source of ongoing and continuous health care.
Safe and Healthy Environments – A complete plan for safety and emergency
preparedness is in place. Staff utilizes a variety of health and safety checklist
including the sanitation checklist and playground safety checklist.
Screenings- The sensory screenings of hearing and vision, the developmental and
speech and language screening, and the behavior screening completed by the 45
calendar day of enrollment. Children who are identified with possible problems in
the areas of health, development, or speech and language are assisted by Head
Start staff in obtaining further evaluation and follow-up to determine if
deficiencies exist, and if treatment is needed.
Well Child Physical Exams-Ensuring all children have preventive, well-child exams
that includes blood pressure, height and weight, hemoglobin or hematocrit screening, and
lead screening.
5. Child Assessment Data Analysis and Reports used for Program
Improvement
Lap D and Lap 3 is aligned with the Head Start Child Development Early Learning
Framework, the Tennessee Early Learning Development Standards, and UCHRA
Van Buren County Head Start School Readiness Goals. The Red-e-Learner web
based program used to track and compile Lap D and Lap3 data is aligned with the
Head Start child development early learning framework. Lap D and Lap 3
assessment is updated daily allowing for a preview three times per year. Teachers
have access to assessment results to drive instruction toward school readiness goals
by creating Individualized Child Plans and the weekly lesson plan. Lap D and Lap 3
assessment data is aggregated three times per year. The web-based Lap D and Lap 3
includes a data system created to allow linkage to be made with child level data (e.g.
child age, gender) to aid in program monitoring and improvement. At each
aggregation of data, teachers will review program data for areas of strength and areas
needing strengthened. Goals for program improvement will be placed on the Child
Outcomes Improvement Plan. Teachers will review classroom data at each
aggregation of data and plan accordingly.
Education Plan
Expected Outcome: Education staff will work toward providing a learning environment
and experiences in which to help children develop social and intellectual skills
appropriate to their age and stage of development.
1304.21 Education and early childhood development
(a) Child development and education approach for all children
(1) In order to help children gain the skills and confidence necessary to be prepared to
succeed in their present environment and with later responsibilities in school and life. .
UCHRA Van Buren County Head Start implements a curriculum that is scientifically
researched and aligned to the Head Start Child Development Early Learning
Framework and TN-ELDS. The center staff helps each child develop linguistically with
age appropriate literacy knowledge; socially, creatively, emotionally, physically and
cognitively by providing sufficient time, space and age appropriate materials and
equipment. We use a comprehensive, developmentally sound curriculum, and a learning
environment with a variety of experiences geared to the appropriate age and development
of the individual child. A key goal of our program is to help our children gain the skills
and confidence needed to make them ready for school and life.
Creative Curriculum philosophy is used for the basis of our lesson plans and
individualization; a thematic focus drives our teaching scheme and is developed
on the basis of the community and children’s interest.
Second Step, Violence Prevention Curriculum is designed to reduce impulsive
and aggressive behavior in young children and increase their level of social
competence. It is designed to teach skills in empathy, impulse control and anger
management.
Zoo-phonics Curriculum is a kinesthetic method for teaching phonics, reading and
spelling, using literature. Zoo-phonics was created to help all children, regardless
of age, stage, or ability.
Frog Street Press Curriculum systematically develops beginning reading and
writing skills through multisensory activities and classroom instruction. The
learning system is aligned with Developmentally Appropriate Practices for Young
Children, State Educational Standards and is designed for use in all Early Literacy
Programs.
Talking About Touching Curriculum, Tennessee state approved personal safety
curriculum, focuses on teaching children basic skills designed to help them keep
safe from dangerous or abusive situations. Using the materials provided in the
Talking About Touching kit, parents, caregivers, child-care providers, and
teachers can work together to provide the rules, information, encouragement, and
practice that children need to help protect themselves.
Moozie Curriculum (kindness lessons) is created to teach child-initiated learning
activities in seven major curriculum content areas: social and emotional
development, communication, language, literacy, health and arts. The curriculum
is filled with engaging and fun hands-on activities, music, art, and creative take-
home items. Lessons emphasize:
1. Be kind to yourself.
2. Be kind to others.
3. Be kind to animals.
4. Be kind to the earth.
Cavity Free Kids Curriculum is designed to present oral health as an ongoing part
of the early learning curriculum. The curriculum integrates the Oral Health
Concepts and teaches children to incorporate these healthy practices into their
daily routine.
Grantee and delegate agencies’ approach to child development and education must
(i) be developmentally and linguistically appropriate, recognizing that children have
individual rates of development as well as individual interests, temperaments,
languages, cultural backgrounds and learning styles . . .
Our early childhood education method is based on principles of theory and research in
early childhood development driven by creative curriculum. This curriculum provides a
continuum for social, physical, intellectual and language development and offers
opportunity for classroom staff to adapt skills and concepts to meet the needs of each
individual child and the group.
We screen/assess all children enrolled within forty-five (45) days of enrollment. The
screenings will be used to target the developmental and/or instructional needs of each
child. A valid screening process will be used to detect those children in need of
immediate referrals.
(ii) Be inclusive of children with disabilities, consistent with their Individualized
Family Service Plan (IFSP) or Individualized Education Plan (IEP) (see 45 CFR
1308.19) . . .
Each disabled child in the program will have an Individualized Education Plan developed
specifically for him/her after diagnosis has been provided. The IEP conference will be
conducted in conjunction with the child’s teacher, parent/guardian, education service
specialist, disability service specialist and diagnostician.
(iii) Provide an environment of acceptance that supports and respects gender, culture,
language, ethnicity and family composition . . .
Before school begins, the teachers visit the home of each child/family to ensure a smooth
transition from the home environment into the school environment. This allows teachers
to obtain a good sense of the family environment, an opportunity to promote family
literacy through the book swap and instill the beginning foundations of the importance of
the family role in their child’s education prior to phase in/orientation. At this time
parents will provide input of the developmental status of their child.
(iv) Provide a balanced daily program of child-initiated and adult-directed activities,
including individual and small group activities . . .
Adequate time is allowed for adult directed activities and child directed
activities. The learning environment provides opportunities for choice, problem solving,
self-control, responsibility, as well as literacy enhancement.
(v) Allow and enable children to independently use toilet facilities when it is
developmentally appropriate and when efforts to encourage toilet training are
supported by the parents . . .
Children will be encouraged to use toilet facilities independently and toilet training
routines will be set in place with parental consent. Toilet training will never begin
immediately upon a child’s entrance into the center. The child will be allowed an
adjustment period until he/she can adjust to remaining at the center and becomes more
able to communicate his/her need to use the bathroom.
(2) Parents must be
(i) invited to become integrally involved in the development of the program’s
curriculum and approach to child development and education
Parents/guardians and other resource persons will be used as classroom volunteers and
encouraged to share information, materials, foods, and activities indicative of their
backgrounds, culture and ethnicity. This will allow for parent involvement in the
curriculum.
(ii) provided opportunities to increase their child observation skills and to share
assessments with staff that will help plan the learning experiences
In order to accomplish the above objective, our program will integrate various aspects of
the social, health, parent involvement and other services into the educational program.
Service area staff will conduct workshops for parents/guardians, make agency contacts
and referrals for children and families, make home visits when needed and help staff and
parents/guardians plan special field trips and center activities. Education staff will
promote the strengthening of partnerships between staff and parents and enhance
parent’s/guardian’s knowledge of the educational needs of the children. As often as
possible, staff and parents/guardians will participate in child development workshops
together. Through child development education, parent’s ideas will be more appropriate
to meet the needs of the children in the program. Communication between staff and
parents will be encouraged as it relates to meaningful learning experiences, to individual
problems of children’s concerns and enhancing parent observational skills. We will
implement a comprehensive home activity program as soon as developmental screening
has been completed. Parents/guardians will be asked to complete a home activity
questionnaire which will pinpoint specific areas where they can become involved in the
child’s learning process. Each child will receive a weekly school readiness scholastic
home activity to take home and complete with his/her parents/guardians. Education news
that focuses on positive child development practices and principles will be furnished to
parents on a regular basis. All parents and guardians will be given information to help
them select good television programs for children and will help them determine what is
considered to be “too much television”.
The Burritt Memorial Library provides Head Start with library cards enabling us to sign
up each parent/guardian with their very own card and we maintain 100% enrollment
annually. Burritt Memorial Library keeps the Transition/Literacy staff at Head Start
updated on all community literacy events that take place. Head Start also provides
families with the opportunity to check out books at our center with our onsite Lending
Library. Information is sent out periodically on the process of how to check out books.
The Van Buren Health Department sponsors the Head Start Book Smart Express which is
a section set aside for books, materials and brochures to help promote literacy for parents/
guardians to review at their convenience while visiting the health department.
(iii) encouraged to participate in staff-parent conferences and home visits to discuss
their child’s development and education (see 45 CFR 1304.40 (e) (4) and 45 CFR
1304.40 (i) (2)
Parents/guardians will be given a special orientation during parent/teacher conferences
and home visits to help them interpret screening data, which defines ages and stages of
development and their children’s current functioning levels. Teachers will discuss with
parents during the conferences how children develop at different rates and how parents
and teachers must work together as a team to ensure that the children do not feel rushed
and stressed into learning developmentally inappropriate skills and concepts. Parents and
staff will be encouraged to capitalize on formal and informal meetings, conferences (3
per year), home visits (minimum of 2 per year), and various other means of
communication as an opportunity for exchange of information in the interest of children.
Parents will establish educational goals early in the school year that will be reviewed and
modified during parent/teacher conferences for modifications or establishment of new
goals. These goals will be documented on the “Parent Educational/ School Readiness
Goal Partnership” form and presented to parents through a progress report.
(3) Grantee and delegate agencies must support social and emotional development by
(i) Encouraging development which enhances each child’s strengths by
(A) Building trust
Education Staff will accept and respect each child’s language, culture and home
environment, therefore, building and promoting trust in the teacher/child relationship.
(B) Fostering independence
Education Staff will aid children in learning to accept failure without defeat; encouraging
them to try again. They will provide opportunities for each child to experience success,
to earn praise and respect, to develop an “I can, let me try” attitude.
(C) Encouraging self-control by setting clear, consistent limits, and having realistic
expectations
Classroom activities will be conducted in a clear, concise manner allowing children to
learn and adjust to daily routines, thus building self-assurance in each child’s routine.
(D) Encouraging respect for the feelings and rights of others
Education staff will promote positive mental health by encouraging children to be
independent and respectful of other people’s belongings and feelings. The specific goal
will be to encourage respect and enforce limits as to what is considered allowable
behavior.
E) Supporting and respecting the home language, culture, and family composition of
each child in ways that support the child’s health and well-being
Education Staff will provide a program which is individualized to meet the needs of
children from various populations and which outlines procedures for ongoing
observation, and recording and evaluation of each child’s growth and development.
Education materials/reports will be provided in other languages served by the program.
(ii) Planning for routines and transitions so that they occur in a timely, predictable and
unrushed manner according to each child’s needs
Transitions from one activity to another will be conducted in such a manner as to allow
sufficient time for each child to adjust and participate in the next activity. Classroom
schedule and routines are discussed in relation to time and sequencing (ie: what comes
next, etc.)
(4) Grantee and delegate agencies must provide for the development of each child’s
cognitive and language skills by
(i) Supporting each child’s learning, using various strategies including
experimentation, inquiry, observation, play and exploration
Each classroom is furnished with well-defined learning centers. Care will be taken to
locate quiet centers away from noisy centers. Clear traffic paths will be established in
each classroom to reduce accidents. Teachers will change the learning materials often
and set up new centers to keep children interested and to make sure that the environment
is challenging. Carrying out the concept in as many learning centers as possible during
the day reinforces developmental concepts.
(ii) Ensuring opportunities for creative self-expression through activities such as art,
music, movement and dialogue
Through hands on experiences they will learn by doing, and express themselves through
art and music/movement activities. Staff will encourage, recognize and display children’s
work and accomplishments providing opportunities for response from adults and
children.
iii) Promoting interaction and language use among children and between children and
adults
We will allow ample time for verbal communication among children and between
children and adults throughout the day. The community is explored as an extension of
the child’s learning environment. Community workers will be invited to visit classrooms
and talk about their jobs in the community.
(iv) Supporting emerging literacy and numeracy development through materials and
activities according to the developmental level of each child
Children will be encouraged to solve problems by initiating activities, ask open-ended
questions and problem solve using appropriate materials, such as shapes, sizes, textures,
weight, color, counting, sequencing, non-standard measurement items, two-three
dimensional shapes, etc. appropriate to child’s age and level of development.
(5) In center-based programs, grantee and delegate agencies must promote each child’s
physical development by
(i) Providing sufficient time, indoor and outdoor space, equipment, materials and adult
guidance for active play and movement that support the development of gross motor
skills
Exercises in rhythm and movement are used as transitional activities increasing the
opportunity for physical development and refining motor skills. Children explore the
outdoor environment around the center often observing trees, flowers, birds, and other
plants and animals that live in the area. Materials and equipment will be selected to
provide children with opportunities to run, jump, climb, skip, crawl, tumble, pump, pedal,
pound, etc.
(ii) Providing appropriate time, space, equipment, materials and adult guidance for the
development of fine motor skills according to each child’s developmental level
The indoor environment is equipped with a special center for fine motor development,
housing such materials as puzzles, lace-up cards, modeling clay, stringing beads, scissors,
etc. Activities will be designed for these periods, which will encourage fine and gross
motor development.
(iii) Providing an appropriate environment and adult guidance for the participation for
children with special needs
Staff will select materials and equipment, which reflect the developmental levels of
children enrolled in the program, including those with specific disabilities (see section
45CFR1308) and which facilitate exploration, experimentation, problem-solving and
learning by doing.
(C) Child development and education approach for preschoolers
(1) Grantee and delegate agencies, in collaboration with the parents, must implement a
curriculum (see 45 CFR 1304.3 (a) (5) that
(i) Supports each child’s individual pattern of development and learning
An Individual Plan will be established for each child within (30) days of the completion
of all developmental screenings. During this process, along with parents/guardians and
appropriate staff input, the needs of the child can be met. The Individual Plan will be
updated as the child accomplishes their goals.
(ii) Provides for the development of cognitive skills by encouraging each child to
organize his or her experiences, to understand concepts, and to develop age
appropriate literacy, numeracy, reasoning, problem solving and decision-making skills
which form a foundation for school readiness and later school success
As a child progresses through the developmental stages of literacy and numeration, then
reasoning, problem solving and decision-making are introduced at the appropriate time.
Thus, allowing time for the child to accomplish basic school readiness skills, ensuring
success when they transition into public school.
(iii) integrates all educational aspects of the health, nutrition, and mental health
services into program activities
Teachers and children will put health routines in place early in the year. Good health
habits will be stressed as a means of preventing the spread of disease and as good practice
for keeping “bodies” strong and healthy. Children will wash their hands before meals
using a recommended hand washing procedure. Special consideration will be given to
making sure nutrition education is integrated into the education service area by using a
nutrition curriculum and a lesson plan for health and nutrition. The monthly menu will
be posted for parents/guardians and staff. Staff will jointly sponsor trainings that will
demonstrate the inter-relatedness of component goals and objectives. Children will
prepare nutritious food in the classroom, and take field trips to places where it is raised,
sold and prepared. Field trips are used to introduce and reinforce concepts. Safety rules
will be practiced and followed by children and adults that will reduce accidents and
enable the group to learn and play in a safe and healthy learning environment. Staff has
established safety rules which are reviewed and implemented daily.
(iv) ensures that the program environment helps children develop emotional security
and facility in social relationships
The classroom staff will integrate activities into the curriculum at the center level, which
will foster children’s development, as it relates to developing social competence. Staff
will take into account the inter-relatedness of cognitive and intellectual development;
physical and mental health, nutritional needs and the factors that contribute to helping
children achieve social competency.
(v) enhances each child’s understanding of self as an individual and as a member of a
group
Small and large group activities are integrated into the curriculum daily, which enhances
a child’s concept of self and as a member of a group.
(vi) Provides each child with opportunities for success to help develop feelings of
competence, self-esteem, and positive attitudes toward learning
Staff will provide children with ample time during the day to express their feelings and
share responsibilities and humor with each other and with classroom adults (staff and
volunteers).
(vii) Provides individual and small group experiences both indoors and outdoors
All children enrolled will participate in daily periods of indoor and outdoor activities that
are appropriate to their ages and stages of development.
(2) Staff must use a variety of strategies to promote and support children’s learning
and developmental progress based on the observations and ongoing assessment of each
child (see 45 CFR 1304.20 (b), 1304.20 (d) and 1304.20 (e).
Our primary information source is the Lap-D and Lap-3 assessment tool, DECA, Second
Step Curriculum, Circle Step, Zoo-phonics, Frog Street Press and the Van Buren County
School System Kindergarten Readiness Checklist. Measurement sources are assessment
tool, teacher observation, Lap-D, Lap-3 and individual children’s portfolios. The web-
based DECA (Devereux) is used for assessing needs in the social emotional area. A
behavior checklist as well as health observation form will be completed on every child
within thirty (30) days of enrollment.
Computer generated reports are used to track overall successes. An outcomes/school
readiness report is generated on Lap-D and Lap-3 children at the beginning, middle and
end of the year based on the data collected from the following Head Start domains:
Physical Development and Health, Social and Emotional Development, Approaches to
Learning, Logic and Reasoning, Language Development, Literacy Knowledge & Skills,
Mathematics Knowledge & Skills, Science Knowledge & Skills, Creative Arts
Expressions, Social Studies Knowledge & Skills and English Language Development.
Part B Section dictates the method and date for outcome engagement. This is a step-by-
step routine to enable the Education Specialist to complete the outcome process in a
systematic process, which will be reviewed and analyzed to help define program needs.
An analysis report will be included as part of self-assessment and the strategic plan.
The purpose of this process is to document accountability and information for program
quality improvement. This program will measure beyond classroom and address program
outcomes/school readiness. Patterns of children’s progress will be analyzed. Where was
most progress made? Where did children perform less than expected? How does
children’s progress align with school readiness goals? Data trends will address
comparing outcomes from year to year with the intent of improving quality of services to
young children and families. Consistency between the curriculum, assessment tools and
staff development will be reviewed and changes made as needed. The outcome process
will be scrutinized in an ongoing process for any revisions or corrections needed.
Quality Teaching and Classroom Environments
Statutory Degree and Credentialing Requirements for Head Start Teaching Staff-
ACF-IM-HS-08-12 The staffing pattern includes one teacher and one assistant per classroom. The criteria to
be a teacher in a classroom is an associate, baccalaureate or advanced degree in early
childhood education or an associate or baccalaureate degree in a field related to early
childhood education and coursework equivalent to a major relating to early childhood
education, with experience teaching preschool-age children; All teaching assistants will
hold a Child Development Associate by September 30, 2013. Classroom size ranges from
sixteen to twenty children. A volunteer is optimal for each group. Bus service requires a
driver with a CDL school bus license as well as a trained aid to accompany the driver on
all trips transporting children.
High Quality Teachers/Child Interaction
Van Buren County Head Start recognizes high quality teacher/child interaction as a
driving force behind school readiness. Van Buren County Head Start monitors
teacher/child interactions by utilizing the evidence-based observational tool known as the
CLASS assessment. VBCHS currently has multiple CLASS reliable evaluators on staff.
All VBCHS classrooms are monitored bi-annually using CLASS assessment tool. Results
are aggregated and monitored over time for planning program wide professional
development offerings. VBCHS is staffed with a qualified mentor teacher. VCBHS
Mentor teacher is trained to provide ongoing technical assistance and offer effective
coaching support to Head Start teaching staff.
Responsibility of CLASS Reliable Staff
All CLASS Reliable staff must make a copy of their certificate and ensure the Education
Manager or designated person has a copy to be filed. Reliability is only effective for one
(1) year from the date of reliability. It is the responsibility of the staff to ensure that they
renew their Reliability annually/CLASS Reliable staff will observe 100% of all Head
Start classrooms equal.
CLASS Implementation Plan
Purpose
The purpose of the Class Implementation Plan is to ensure the Classroom Assessment
Scoring System (CLASS) is used to assess classroom quality in the Head Start
classrooms. Program Planning and Evaluation: This is to develop a system to identify
strengths and plans for making systematic improvements in areas of weakness.
1307.8
Except when all children are served in a single classroom, ACF will conduct
observations of multiple classes operated by the grantee based on a random sample of
all classes and rate the conduct of the classed observed using the CLASS: Pre-K
instrument. When the grantee serves children in its program in a single class, that
class will be observed and rated using the CLASS: Pre-K instrument. The domain
scores for that class will be the domain scores for the grantee for that observation.
After the observations are completed, ACF will report to the grantee the scores of the
classes observed during the CLASS: Pre-K observations in each of the domains
covered by the CLASS: Pre-K Instrument ACF will average CLASS: Pre-K instrument
scores in each domain for the classes operated by the agency that ACF observed to
determine the agency’s score in each domain.
Overview
The CLASS dimensions are based solely on interactions between teachers and students in
classrooms; this system does not evaluate the presence of materials, the physical
environment or safety, or the adoption of a specific curriculum. This distinction between
observed interactions and physical materials or reported use for curriculum is important
because in most early settings, materials and curriculum are prevalent and fairly well-
organized. The CLASS focuses on interactions between teachers and students and what
teachers do with the materials they have.
Class Domains /Domain Descriptions
CLASS Domains include: Emotional Support, Classroom Organizations, and
Instructional Support. Emotional Support is the teacher’s ability to support social and
emotional functioning in the classroom which is central to any conceptualization of
effective classroom practice. Classroom Organization is a broad array of classroom
processes related to the organization and management of students’ behavior, time, and
attention in the classroom. Instructional Support is the research and outcomes on
children’s cognitive and language development.
Domain Dimensions
CLASS Domain Dimensions include: Emotional Support; Positive Climate is the
emotional connection, respect, and enjoyment demonstrated between teachers and
students and among students. Negative Climate includes the level of expressed negatively
such as anger, hostility, or aggression exhibited by teachers and/or students in the
classroom. Teacher Sensitivity involves teachers’ awareness of and the responsiveness to
students’ academic and emotional concerns. In Regards for Student Perspectives, the
degree to which teachers’ interactions with students and classroom activities place an
emphasis on students; interests, motivations, and points of view.
Classroom organization consists of three areas. Behavior Management pertains to how
effectively teachers monitor, prevent, and redirect behavior. Productivity refers to how
well the classroom runs with respect to routines and the degree to which teachers
organize activities and directions so that the maximum time can be spent in learning
activities. Instructional Learning Formats apply to how teachers facilitate activities and
provide interesting materials so that students are engaged and learning opportunities are
maximized.
Instructional Support accommodates three main factors. Concept Development refers to
how teachers use instructional discussions and activities to promote students; higher-
order thinking skills in contrast to a focus on rote instruction. Quality of Feedback
includes how teachers extend students’ learning through their responses to students;
ideas, comments, and work. Language Modeling is the extent to which teachers facilitate
and encourage students’ language.
1307.3(c)(1) After December 9, 2011, to have an average score across all classrooms
observed below the following minimum thresholds on any of the three CLASS: Pre-K
domains from the most recent CLASS: Pre-K observation:
(a) For the Emotional Support domain the minimum threshold is 4;
(b) For the Classroom Organization domain, the minimum threshold is 3;
(c) For the instruction Support domain, the minimum threshold is 2;
(2)After December 9, 2011, to have an average score across all classrooms observed
that is in the lowest 10 percent on any of the three CLASS: Pre-K observation among
those currently being reviewed unless the average score across all classrooms observed
for that CLASS: Pre-K domain is equal to or above the standard of excellence that
demonstrates that the classroom interactions are above an exceptional level of quality.
For all three domains, the “standard of excellence” is a 6.
Professional Development and Supervision
The CLASS will be used to provide teachers with direct feedback about their actual
classroom practices. Teachers will be observed and provided with feedback twice yearly.
Additional observations will be completed as needed.
Using CLASS will allow teachers to obtain feedback about the dimensions of their
teaching that are associated with more positive social and academic development for
students. Teachers are given an objective and concrete measure of their areas of strength
and weakness as well as their improvement over the course of the school year. CLASS
reliable observer will share numerical scores with teachers along with constructive
feedback for improved teacher/child interactions. With assistance from each reliable
CLASS observer, teachers and assistant teachers will develop CLASS-Quality Interaction
Professional Development Plans.
Any Teacher not meeting the minimum thresholds will automatically be provided
technical assistance in areas of concern; all other teachers will be provided professional
development opportunities to help them meet the standard of excellence of 6 as described
in the Performance Standards.
Interventions include but are not limited to NCQLT CLASS training suites, Teachstone
Video Library Assignments, Videoing with Feedback, CLASS mentoring by center
CLASS Reliable Observers.
Program Planning and Evaluation
At each CLASS observation period, the education staff will aggregate program scores
and summarize areas of strengths and areas needing strengthened. A plan for systematic
improvements will be established CLASS aggregate data scores will become a part of the
program’s annual self-assessment.
CLASS Training
All individual staff that will be using the CLASS observation tool must obtain adequate
training before attempting to implement CLASS, thus the said staff will have to become
CLASS Reliable. The CLASS is a multifaceted observation system that requires in-depth
training for appropriate use. It is essential for all CLASS Reliable staff to collect
standardized data on classrooms, accountability, or evaluation purposes to attend official
workshops.
Staff Support and Development
Van Buren County Head Start has developed an agency training and technical assistance
plan to address the need for ongoing staff professional development. The plan provides
for ongoing training and assistance in areas of quality teaching and learning. The plan
outlines new teacher training and current teacher training in areas including: curriculum,
assessment, quality environments, health and safety, family engagement, and school
readiness.
VBCHS Teachers are; proficient at teaching the curriculum and school readiness goals
within daily activities as outlined in the weekly lesson plan, are trained in the assessment
tool
LAP-D/LAP-3 and are able to interpret results to plan for individualized and group
instruction, have dedicated time to plan curricular activities together on a regular basis,
participate annually in completing individualized staff development plans, are supported
by a mentor teacher and are offered support in family and community engagement.
High Quality Teacher/child Interaction and Quality Rating Scales, Accreditation &
Self-Assessment
Van Buren County Head Start offers well organized learning environments that include
stimulating and purposeful materials. All centers, directly operated by our agency, are
licensed and participate in Tennessee’s Star Rating Program. The state utilizes the Early
Childhood Classroom Environmental Rating System-Revised Edition (ECERS-R)
when determining a facility’s star rating. The agency’s utilization of the ECERS-R is an
excellent standard for our classrooms. The center has earned the highest rating, three
stars. The center, directly operated by our agency, has also earned national accreditation
through the National Association for the Education of Young Children. The agency
utilizes the Early Language and Literacy Classroom Observation (ELLCO) as a self-
monitoring tool for additional emphasis and improvement of the language and literacy
environment of our classrooms. All classrooms are monitored utilizing the Classroom
Assessment Scoring System (CLASS). A minimum of one CLASS reliable assessor is
on staff at each center and CLASS results are used to drive our focus and staff trainings
as are our children’s outcomes.
Van Buren County Head Start Transition Plan
Young children enter preschool from a variety of settings, which may include Early Head
Start, child care and the home. These children represent diverse circumstances and
learning needs and encounter many new experiences: separating from family; adjusting
emotionally and socially to new environment; learning more structured routines at home
and at school; developing relationships with new adults; interacting with other children in
a classroom setting; taking care of self and personal belongings; learning new rules; and
riding a bus, just to name a few.
Children ages three and four are beginning to feel more comfortable when separated from
familiar people, places and things, however they may appear anxious when they first
enroll into a Head Start program, Physically, these children are experiencing a period of
rapid growth, continuing to develop eye-hand coordination and increasing their fine
motor skills . They engage in pretend play easily and naturally and eagerly explore the
world around them. Cognitively, as preschool children continue to explore their world
being actively involved with the materials and people in their environment, they are
expanding their understanding of cause and effect, are developing a sense of how
reading, writing and numbers work, and are expanding their language skills and
vocabulary.
In the process of building among the child, family and school is essential to successful
transitions and promote positive approaches to learning. This process helps to foster the
child’s innate interests and curiosity for learning emotional and social growth. Other
elements that facilitate smooth transition are environments that respect all children,
provide developmentally appropriate opportunities, offer accessible transportation,
collaborate with community support services, and ensure appropriate resources for the
child at school.
Benefits of a smooth transition include enhanced self-esteem and confidence, improved
peer/group relations, positive teacher/child relationships, child enjoyment in learning, and
reduced stress for children. For families an understanding of early childhood education
allows increased confidence in communicating with teaching staff and enhanced self
esteem regarding their communication and advocacy skills. For teachers enhanced ability
to meet individual needs of children provides increased efficiency in program planning
and implementation; establishes a positive and meaningful relationship with families; and
ensures a wider pool of resources.
Head Start works to establish a connection between the preschool child and kindergarten
by partnering with local school systems, creating a connection between the child and
kindergarten using special school functions, and aiding children in practicing
kindergarten rituals in preschool. Head Start children who are transitioning to
kindergarten are also given an opportunity to meet teachers on field trips to elementary
schools and attend kindergarten orientation which will establish connections with peers
who will be in kindergarten. Preschool teachers will stay in contact with their former
students and teachers will visit preschool children in kindergarten after first few weeks of
attendance. Children are given opportunities to practice activities that will be helpful for
them when they enter elementary school such as opening milk cartons, handling trays for
cafeteria style lunch and learning bus riding rules. Staff will make contact with families
prior to preschool and kindergarten, teachers will make initial home visit prior to
children’s attendance in Head Start so that children will feel more comfortable with their
teacher. This allows teachers to obtain a good overview of the whole child in their family
environment. Parents will attend orientation prior to preschool experience and will be
contacted prior to kindergarten orientation to attend transition training. Transition issues
are addressed at this training and at other family meetings and individually with families
as needed. The FCPS will work with parents to ensure that all documentation is provided
to the next placement. Parents are provided with academic expectations, local school
policies, and school supplies requirements, allowing for families to establish a two way
communication with the kindergarten environment. Backpacks and school supplies are
provided to each child entering public school in partnership with the Parent Committee
through donations to ensure children have established a strong “head start” in the public
schools.
Children will participate in kindergarten orientation activities by attending visitation in
the kindergarten classroom which will include meeting teachers and participating in
educational activities with currently enrolled kindergarten students. Transitioning to
cafeteria style lunch while in Head Start prior to kindergarten visitation allows for skills
to be developed that will be used during this visitation. In addition, transitioning
children/parents will participate in local school system bus training.
Parents will be encouraged to engage in their child’s education by participating in school
readiness home learning activities, join in classroom and school events by volunteering in
the classroom, attend child/parent events, engage in family meetings each month, and be
involved in their child’s education through parent/teacher conferences and home visits.
Transition/Literacy Specialist will provide for all the Head Start children a calendar of
summer educational activities to encourage continued educational opportunities for the
child and families in the home environment.
Through the assessment of family needs families are referred to a variety of resources
that assists them in getting services for themselves and their children, by providing them
with a resource guide at orientation and as the need may arise. Continued periodic contact
with the family will occur with a monthly newsletter and progress reports, training
activities, parent meetings, Facebook, etc.
Lead teacher will hold membership on school system Pre-K Advisory Board and director
of public preschool will be actively engaged in consulting with Head Start through self
assessment, classroom monitoring and observation, and CDA renewal, allowing for
aligning curriculum and Early Learning Standards. Head Start will ensure policy
coordination through interagency agreements. Staff will work with local school system to
make certain all Head Start students will attend Kindergarten registration, and share
written records. Head Start “Preschool” teachers will discuss children’s strengths and
challenges with designated school system staff. Through collective efforts and in
partnership with the local school system, parents and community partners, Head Start
strives to ease the transition into, through and out of Head Start.
1304.40 Family Partnership/Engagement
As part of the application process, the Family/Community Partnership Specialist will
complete a Family Partnership Agreement identifying with parents the goals and
strengths of the family. A Family Partnership Agreement Plan will be established and
implemented for each family of an enrolled child within 30 days of enrollment into the
Head Start Program.
A primary goal of the Head Start Program in general, and the Family/Community
Partnership Specialist in particular, is to assist the parent/guardian of Head Start children,
to assume more active and confident roles in identifying the needs of their children and
families, establishing and understanding of safe, stable and nurturing environments and
relationships. In conjunction with the parent/guardian, the Family/Community
Partnership Specialist will identify needs, both of their children and other family
members, and set goals to improve the conditions and quality of their family lives.
Information obtained during the family assessment process will result in the development
of the Family Partnership Agreement Plan geared toward helping families reach their
desired goals, which should include school readiness and to fully prepare children and
families to succeed in school. Acknowledging that families are changing (no parent in the
home, grandparents as parents, fathers as single parents), we will ensure that the needs of
these families will be addressed. We will assist parents and guardians to establish
leadership roles.
Fathers make critical contributions to the " educational achievement and physical and
emotional health" of their children. Research shows that fathers make unique and
important contributions to their children’s development and children of involved fathers
are more likely to succeed in school. Fathers can help a Head Start program be more
effective at promoting children’s development and learning. And at the same time, a
Head Start program can help fathers be more effective in their children’s lives. The
UCHRA Van Buren County Head Start will involve fathers/male valued partners by
incorporating activities to include but not limited to Pizza for Pops/Donuts for dads,
Birdhouse building, MVP Day (Male Valued Partner), a socializing activity day geared
toward significant males and children only. We ensure that in situations where the father
does not live in the home, they will receive invitations to activities and access to all
center to home communications.
The Agreement Plan will include, but is not limited to, family goals and responsibilities,
and strategies designed for family members to achieve these goals within reasonable time
frames. The Family/Community Partnership Specialist will assist parent/guardian
through referrals to local community partnership agencies, i.e., Department of Human
Services, Family Resource Center, G.E.D., and other Educational Resources, Housing
Assistance, Child Support Services, etc. The parents have the support of the Mental
Health Consultant who conducts classroom observations and is available to the parents
for meeting, trainings and individual support.
Follow-ups will be made to ensure services are being obtained and provided.
Services will be tracked and monitored in Galileo. Close contact will be kept with
partnership agencies and resources to eliminate the duplication of services.
Referrals will also be made to other Head Start staff members, i.e., the Health/ Disability
Specialist, for assistance in additional areas of family life. They will be assisted in
understanding a system of ongoing health care, and the importance of becoming a partner
in their child’s medical and dental health care process.
The Family Partnership staff will maintain contact with the families of Head Start
children, monitoring each family’s progress and offering assistance as needed throughout
the child’s Head Start enrollment period. This will be done by phone calls, contact at the
center or on bus routes, parent meetings and trainings, other events and home visits when
needed.
A family’s diversity, cultural and ethnic background will be considered when obtaining
services and making referrals.
The Family Partnership staff will assist by education and referral to appropriate
resources, the families of all Head Start children during times of emergency, i.e., loss of
home, family income, transportation, loss of utilities, and lack of food and/or clothing.
Training will be offered throughout the school year aimed at educating and providing
resources in the areas of achieving educational goals and acquiring employment
opportunities. Trainings in conjunction with other Head Start areas will be offered as a
deterrent to at-risk behaviors such as substance abuse, child abuse/neglect and domestic
violence.
Whenever possible and as required, transportation and child care services will be
provided by the Family/Community Partnership Specialist to facilitate participation in
parent activities.
Through follow-ups made with parents/guardians, the staff will obtain feedback using
evaluation forms as to the quality and usefulness of services and trainings provided.
Resources in the form of education materials and requested trainings are made available
to all pregnant and nursing mothers.
The Family/Community Partnership Specialist staff will conduct a Parent Interest Survey
during the first weeks of the school year. On the survey, parents will be asked to list their
interest and preferences concerning training activities to be held throughout the school
year. Training opportunities provided, but not limited to, health needs, nutrition, mental
health issues, school readiness (as stated in 1304.20, 1304.22 and 1304.23), will be
matched to information received on the Interest Survey and will be scheduled at a
convenient time for parents. Mid year surveys will be disseminated to all parents to
ensure needs and school readiness goals are current. End of year surveys will be obtained
from parents evaluating services and quality of services received.
Parents/guardians will also be trained in all other areas of Head Start. The Family/
Community Partnership Specialist will be responsible for developing, arranging and
coordinating training. All training will take place at center level. Parents/guardians will
be encouraged to visit the center and take part in daily activities as observers, volunteers,
and paid employees. Teachers and staff will invite parents to participate in activities,
such as reading stories, assisting on the playground, serving as bus monitors, assisting
with painting, lunch, etc. A record will be maintained of all parent volunteer hours. All
staff is encouraged to reward parents for their time.
The Family/Community Partnership staff will then arrange for a Parent Committee to be
held, through memorandums sent home by children, personal phone calls and calling
system. All Head Start parents will be invited to attend. At this training,
parents/guardians will be trained in all areas of Head Start and parent committee officers
will be elected: a Chairperson, Co-chair, and secretary. Parents/guardians may choose to
do this at the 2nd meeting but it is mandatory that it is done by that time. The Parent
Committee, along with the Family/Community Partnership Specialist, will assess needs
and set priorities for parent training, develop a training plan and schedule training
sessions. Trainings will be set accordingly. The Family Partnership staff will arrange and
assist with the organization of the Policy Council and their related meetings.
Parents/guardians are always welcome to observe at their convenience. If
parents/guardians have exhibited outstanding performance while volunteering in the
center and classrooms, they will have priority consideration for employment, as positions
become available.
Parents/guardians will be allowed and encouraged to form new activities and/or projects
that will benefit the children or themselves as well as the Head Start program.
Socializing events and “fun-time” activities will be scheduled at least three times per year
and more when possible. Parents will be encouraged to participate in games, prizes, and
enjoy refreshments. This will give them a chance to “loosen up” and socialize with staff.
Family Partnership staff will publicize parent participation in the program periodically.
Success stories and any significant accomplishments regarding parents and families will
be publicized throughout the program year. Parents will be notified of cultural events in
the community.
As stated in the Education plan, (1304.21), parents will be trained in the areas of
parenting skills, knowledge and understanding of educational and developmental needs
and activities of their children. They will be encouraged to provide input into services
and curriculum provided at center level.
A literacy program is established to encourage parents and families to obtain the
necessary skills required to advocate for them and their families. Adult Basic Education
and G.E.D. classes are made available to assist families in this goal. The need of this
service is established generally, prior to school during the Family Assessment process.
The program will provide activities that encourage the use of skills obtained through
Basic Education in the way of take home projects. A library has been established for
parents/guardians and staff to utilize, with various levels of reading materials and
interests. This will expand vocabulary and enrich knowledge. Through this service we
encourage parents and staff to set the proper example for our children by teaching and
developing good reading skills. The preschool child is impressionable and enjoys
imitating peers and parents/guardians; thus the adults and teachers that surround the child
daily play an important role in molding the child’s attitude toward school and learning.
The program will extend school readiness through partnerships. The partnership will
include but not limited to Burritt Memorial Library where all parents/children will be
provided a library card to access books for home use On site Lending Library for parents
to access books when public library is not a convenient, Van Buren County Health
Department partners with the program allowing us to maintain the Book Smart Express at
their facility where parents and community can access books, materials and brochures
while accessing Health Dept. services. Head Start provides subscriptions to Parent and
Child magazine and Highlight magazine to Parents/Guardians.
Through parent/teacher conferences, home visits, training, educational materials and
anecdotal notes, parents are made aware of the child’s needs and are provided adequate
opportunity to assist in meeting the needs of their child.
The Family/Community Partnership Specialist is responsible for making parents aware of
community services and resources thus facilitating their use and making community
agencies aware of Head Start families’ needs and ways of meeting them.
Each summer, The Family/Community Partnership Specialist and Health Services
Specialist will revise and update the Head Start Community Resources Directory. During
Phase-In, staff will provide this to each family and explain its use.
The Family/Community Partnership Specialist will work closely with existing
community resources in order to assist Head Start parents and families. By working with
other neighborhood and community groups with similar concerns, communication and
referrals to those resources better educates Head Start families and allows their needs to
be met. This process also ensures community involvement and education on School
Readiness and the Head Start Program goals. The Family/Community Partnership
Specialist will facilitate this communication with other service agencies by:
1. Visits to the agencies
2. Inviting agency representatives to visit the Head Start program and
serve on the Policy Council and Multi-Services Advisory Committee
3. Placing agencies on newsletter mailing list
4. Include agency descriptions in Head Start Resource Guide
5. Provide copies of the Community Resource Guide to community
agencies
The Family Partnership Specialist will establish and maintain a comprehensive and
confidential record keeping system for the Social Services Area. Every Head Start
child/family will have a file maintained in the Family/Community Partnership
Specialist’s Office location. The files will be stored in a locked drawer with access to
limited Head Start staff. Parents may examine their child’s file, when necessary. The
Family Partnership Specialist will be responsible for establishing the social services file
system.
Each file will contain the following information:
1. Up-to-date enrollment information including Application, Income
Verification, Birth Certificate, Eligibility Criteria and Change of Status forms.
2. A written Family Partnership Agreement Plan and Responsibility
Agreement which will include a general assessment of the family and
specific service goals for meeting their needs.
3. Copies of all correspondence which pertain to social service
involvement with the family, with the exception of child abuse
reports which are handled by the Director and kept in the Central
Office.
4. Family Contact Notes which record all social service work with or
for a given family. All home visits, telephone contacts, and all
correspondence pertaining to the family will be documented on
Family Contact Notes and/or in the Galileo reporting system. The Family
Contact report will present a composite picture of the interaction with the
family by Head Start staff.
The Family/Community Partnership Specialist will be responsible for maintaining
confidentiality and protecting the privacy of personally identifiable information regarding
Head Start children and their families. There will be equal protections to FERPA (Family
Educational Rights and Privacy Act).
A notification of family needs through contact notes/Galileo staff to staff notes is used by
the teachers and other Head Start staff to notify the Family/Community Partnership
Specialist of a child’s/family’s social service needs which they have been trying and/or
unable to meet, and ask for assistance. Home visitors will use these forms to notify the
Family/Community Partnership Specialist of family needs. Telephone contact for
emergencies needs and referrals will be documented and reported on the phone log.
There are many phases involved in the transition process. Transitioning into Head Start
can cause anxiety for the child as well as the parent. Staff will assist parents in
understanding the requirements of enrollment in Head Start. Efforts will be made to
encourage parents to begin advocating for their children during the enrollment period and
continuing into orientation and throughout their Head Start experience.
Staff will provide parents/guardians with materials on preparing their child to enter a
preschool program, assist families in relieving anxiety by answering questions, provide
initial times for families and children to visit the center and become familiar with the
environment. During Orientation/Phase-in, staff will inform families as to what they can
expect while their child remains in the program and prior to kindergarten. Enrollment
parents will be provided training to include, but not limited to: the kindergarten screening
process initialized by the LEA, policies of the LEA, how to advocate for your child
during their academic years, and the importance of parent involvement in their child’s
education and success in public schools. Staff will organize an orientation meeting
between parents and the school system and encourage parents to attend. In addition
teachers will visit the local school system and kindergarten students who were formerly
head start students in the first two weeks of each school year eliminating anxiety for
children in their new setting. A Head Start Alumni program is maintained each year to
recognize former Head Start students who are graduating for high school. During this
recognition event student and parent are invited to attend a banquet in their honor where
each student is reorganized with a certificate and gift bag for their achievement, at this
time an outstanding student is awarded the Parent Committee Head Start scholarship for
who plans to attend a higher learning institute.
Prior to the home visits, during the initial application process, parents are informed as to
the purpose of home visits. Permission is obtained from the parent/guardian to allow the
home visits. Refusal to allow home visits will not prevent a child’s participation into the
program. Parents are contacted prior to the home visit to schedule a time that will
accommodate the parent and staff. Documentation will be maintained on all contacts
before, during and after home visits occur. In the case of a home visit planned to occur
outside the home, both staff and parent will agree upon the location to ensure safety,
comfort and privacy.
Revised 3/13 UCHRA Head Start
30Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
Language
Development
Receptive Language
The ability to
comprehend or
understand language.
LC1, LC2, LC3, LC4,
LC5, LC7, LC8, LC9,
LC10, LC11, LC12,
LC13, LC14, LC17,
LC18, LC20, LC21
Listening and
Speaking
40. Understand and
follows oral directions.
CG3, CG7,
CG9, CG10,
CG12, CG15,
CG16, CG18,
CG19, CG20,
CG21, CG23,
CG28, CG29,
CG30, CG31,
CG32, CG33,
CG39, CG40,
CG44, CG45,
CG51, CG52,
CG54, CG55,
CG58, CG63,
CG73, CG76,
CG80, CG86,
LN3, LN4,
LN6, LN7,
LN9, LN10,
LN13, LN19,
LN22, LN23,
LN25, LN26,
LN29, LN30,
LN31, LN32,
LN33, LN34,
LN54, LN55,
LN57, LN58,
LN61, LN64,
LN65, LN66,
PS1, PS5,
PS27
SL.PK.1a. Observe
and use appropriate
ways of interacting
in a group (e.g.,
taking turns in
talking, actively
listening to peers,
waiting to speak
until another person
is finished talking,
asking questions and
waiting for an
answer)..
SL.PK.2.
Demonstrate the
ability to recall
information for short
periods of time and
retell, act out, or
represent
information from a
familiar text read
aloud, a recording, or
a video (e.g., watch a
video about birds
and their habitats and
make drawings or
constructions of
birds and their
nests).
L.PK.4a. Recognize
that some words
have more than one
meaning as used in a
conversation or as
found in a book (i.e.,
bank, a place to keep
money, and bank the
SR-L1: Children will
build, use, and
comprehend
increasingly
complex and varied
vocabulary.
SR-L2: Children will
use and comprehend
oral language for
conversation and
communication.
SR-L6: Children
who are dual
language learners
(DLLs) will
demonstrate
increased
competency in their
home language
while developing
proficiency in
English.
SR-A3: Children
will learn and use
words and concepts
that parallel the
information
available in the
activities and
materials.
31Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
edge of a river).
L.PK.5. With
guidance and
support, explore the
meaning of
unfamiliar words
found from themes,
books and
conversations and
incorporate them
into everyday
vocabulary.
L.PK.5b.
Demonstrate
understanding of the
most frequently
occurring adjectives
and opposites (e.g.,
more/less,
empty/full,
happy/sad,
stressed/relaxed).
L.PK.5c. Make
meaningful
connection between
words learned to
describe similar
objects found in
different settings
(e.g., cubby/closet,
desk/table and
cot/bed).
L.PK.5d. With
guidance and
support, describe and
demonstrate the
different meaning of
similar verbs used in
32Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
daily conversations
and across activities
(e.g., talk/chat,
whisper/yell).
L.PK.6. Frequently
use the vocabulary
words and phrases
acquired through
conversations and
listening to books
read aloud.
Expressive language
The ability to use
language
LN1, LN2, LN3,
LN4, LN5, LN6,
LN7, LN8, LN9,
LN10, LN11, LN12,
LN13, LN23, LN24,
LN25, LN26
Sense of Self
3. Recognizes own
feelings and manages
them appropriately
4. Stands up for rights
Listening & Speaking
39. Expresses self using
words and expanded
sentences
41. Answers questions
42. Asks questions
43. Actively
participates in
conversation
CG7, CG13,
CG16, CG22,
CG26, CG32,
CG34, CG35,
CG36, CG39,
CG41, CG42,
CG43, CG46,
CG47, CG48,
CG49, CG56,
CG57, CG61,
CG62, CG65,
CG66, CG67,
CG68, CG69,
CG72, CG74,
CG75, CG76,
CG77, CG82,
CG84, CG85,
CG87, LN1,
LN2, LN5,
LN8, LN11,
LN12, LN14,
LN15, LN16,
LN17, LN18,
LN20, LN21,
LN22, LN24,
LN27, LN28,
RF.PK.4.
Demonstrate
awareness that books
carry a message. Can
retell the story events
and overall theme in
familiar picture
books, by using
illustrations
(observing and
discussing) to
support "reading" the
words in the text.
W.PK.8. With
guidance and
support, recall
information from
experiences or gather
information from
provided sources
(e.g., books, internet,
classroom guests), to
answer a question.
SL.PK.1. Participate
in collaborative
conversations which
SR-L1: Children will
build, use, and
comprehend
increasingly
complex and varied
vocabulary.
SR-L2: Children will
use and comprehend
oral language for
conversation and
communication.
SR-L6: Children
who are dual
language learners
(DLLs) will
demonstrate
increased
competency in their
home language
while developing
proficiency in
English.
SR-A3: Children
33Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
LN35, LN36,
LN38, LN39,
LN40, LN41,
LN42, LN43,
LN44, LN46,
LN47, LN4
include book reading
and theme-related
vocabulary, with
adults and other
children during
transitions and
routine daily
activities, including
free play.
SL.PK.1a. Observe
and use appropriate
ways of interacting
in a group (e.g.,
taking turns in
talking, actively
listening to peers,
waiting to speak
until another person
is finished talking,
asking questions and
waiting for an
answer).
SL.PK.1b. Engage in
an extended
conversation,
striving for five
verbal exchanges
between adult and
child.
SL.PK.3. With
modeling and
guidance, ask and
answer questions in
order to seek help,
get information, or
clarify something
which is not
understood.
will learn and use
words and concepts
that parallel the
information
available in the
activities and
materials.
34Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
SL.PK.4. Actively
participate in
conversations to tell
or talk about familiar
people, places,
things and events,
and with prompting
and support, add
additional details
that help enrich and
extend the
conversation.
SL.PK.6. Speak
clearly and audibly
to express thoughts,
feelings, and ideas.
SL.PK.6a. English
Learner students use
home language as
well as English
language through
prompting and
support.
L.PK.1. Through
adult modeling,
guidance and
support, use
complete sentences
to express a thought
or idea.
L.PK.1b. With
modeling and
support, use
frequently occurring
(often theme-based)
vocabulary words.
L.PK.1c. With
modeling and
35Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
support, use the
plural form of
regular nouns in oral
communication.
L.PK.1e.
Appropriately use
the most frequently
occurring
prepositions (e.g., to,
from, in, out, on, off,
for, of, by, with).
L.PK.1f. With
scaffolding and
specific feedback
from adults,
participate in shared
language activities
and use increasingly
complex and varied
spoken vocabulary.
Literacy Phonological
Awareness
An awareness that
language can be broken
into words, syllables, and
smaller pieces of sound.
LC23,
CM24 Listening & Speaking
38. Hears and
discriminates the sounds
of language
LN31, LN40,
LN59, LN60,
LN63, LN64,
LN66, LN69
RF.PK.2a.
Recognize and
discriminate rhyming
words in spoken
language.
RF.PK.2b.
Participate in oral
activities to
introduce counting
syllables in familiar
words and words in a
sentence.
RF.PK.3.
Demonstrate word
awareness by
identifying familiar
words in books and
SR-L3: Children can
identify and
discriminate the
sounds within words,
as separate from the
word itself.
36Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
the environment and
begin making
connection that
letters in words make
sounds.
Literacy Alphabet Knowledge
The names and sounds
associated with letters
LC22, LN27 Reading & Writing
46. Demonstrates
knowledge of the
alphabet
47. Uses emerging
reading skills to make
meaning from print.
LN31, LN35,
LN44, LN45,
LN49, LN56,
LN60, LN62,
LN63, LN64,
LN66, LN68,
LN69
RF.PK.1c. With
guidance and
support, understand
that words are made
up of alphabet letters
which have
individual names and
are written in a
specific sequence in
order to create words
that can be read.
RF.PK.1d.
Recognize frequently
occurring uppercase
letters and some of
the most frequently
occurring lowercase
letters.
RF.PK.2e. With
guidance and
support, identify
whether or not two
words begin with the
same sound.
.
Literacy Print concepts &
conventions
The concepts about print
and early decoding
(identifying letter-sound
relationships).
LN30
Reading & Writing
45. Demonstrates
understanding of print
concepts
47. Uses emerging
reading skills to make
CG46, CG53,
CG66, CG70,
CG71, CG75,
LN31, LN33,
LN35, LN37,
LN42, LN44,
RF.PK.1.
Demonstrate
understanding of
basic features of
print; distinguish
between words and
SR-L4: Children will
use and understand
print as a system of
visible marks that
represent the sound
within words and
37Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
meaning from print. LN45, LN49,
LN52, LN53,
LN56, LN57,
LN58, LN68
pictures.
RF.PK.2.
Demonstrate
increasing
understanding of
spoken words,
syllables, and sounds
RF.PK.3a.
Demonstrate
developing basic
knowledge of letter-
sound
correspondence
association by
beginning to match
the name and initial
sound of some
consonant letters
such as in own name,
classmates' names, or
common words.
RF.PK.3c.
Recognize own
name in print and
some other common
symbols and words
in the environment
(e.g., universal
symbols, classmates'
names, STOP, GO).
RF.PK.3d. With
guidance and
support, discriminate
between words with
the same and
different first letter
sounds.
L.PK.2c. Show
words themselves.
38Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
awareness of
conventional letter-
sound relationships
through use of
invented spelling in
writing.
L.PK.2d. With
modeling and
support, demonstrate
awareness of sounds
in words by
identifying initial
letter of familiar
words.
Literacy Early Writing
The familiarity with
writing implements,
conventions, and
emerging skills to
communicate through
written representations,
symbols, and letters.
FW1, FW2, FW3,
FW4, FW5, FW6,
FW7, FW8, FW9,
FW10, FW11, FW12,
FW13, FW14, FW15,
FW16 FW17, FW18,
FW19, FW20,FW21,
FW22, FW23, FW24,
FW25 FW26, FW27,
FW28, FW29, FW30,
FW31,
Fine Motor
20. Coordinates eye-
hand movement
21. Uses tools for
writing and drawing.
Representation and
Symbolic Thinking
37. Makes and interprets
representation.
Reading & Writing
49. Understands the
purpose of writing.
50. Writes letters and
words
PW1, PW2,
PW3, PW4,
PW5, PW6,
PW7, PW8,
PW9, PW10,
PW11, PW12,
PW13, PW14,
PW15, PW16,
PW17, PW18,
PW19, PW20,
PW21, PW22,
PW23, PW24,
PW25, PW26,
PW27, PW28,
PW29, PW30,
PW31, PW32,
PW33, PW34,
PW35, PW36,
PW37,
PW38
RF.PK.1b.
Recognize spoken
words can be written
and read.
W.PK.1. With
modeling and
support, use a
combination of
drawing, dictating,
and emergent writing
to express a
preference, opinion
or idea about a
specific topic or text.
W.PK.2. With
modeling and
support, use a
combination of
drawing, dictating,
and letters to explain
information about a
familiar topic or
informational text.
39Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
W.PK.3. With
modeling and
support, use a
combination of
drawing, dictating,
and emergent writing
to tell a real or
imagined story
indicating some
order of the events.
W.PK.6. With
guidance and
support, explore a
variety of digital
tools (e.g.,
computers, smart
board and tables,
iPads, phones), to
convert oral
messages and ideas
into words and/or
pictures.
W.PK.7. With
guidance and
support, participate
in shared writing
projects (e.g.,
explore several
books by one author
and express opinions
about them through
activities such as
dictated writing or
drawing).
L.PK.1a. With
modeling and
support print some
upper and lowercase
40Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
letters (letters may
not be of
conventional size or
shape).
L.PK.2. Use some
letters to represent
ideas and
inconsistently use
conventions of
standard English
capitalization and
punctuation.
L.PK.2a. Show
awareness of the
difference between
upper and lower case
letters.
Mathematics Number Concepts &
Quantities
The understanding that
numbers represent
quantities and have
ordinal properties
(number words represent
a rank order, particular
size, or position in a list.)
CC1, CC8, CC10,
CC12, CC13, CC14,
CC15, CC16, CC17,
CC18, CC19, CC20,
CC21, CC22, CC23,
CC24, CC25, CC26,
CC27, CC28, CC29,
CC31, CC32, CC33,
CM17,
LC16
Logical Thinking
29. Arranges objects in
a series
33. Uses one-to-one
correspondence
34. Uses numbers and
counting
PW35, PW37,
CG8, CG13,
CG19, CG26,
CG34, CG40,
CG41, CG46,
CG53, CG56,
CG62, CG66,
CG67, CG70,
CG71, CG72,
CG73, CG74,
CG75, CG77,
CG79, CG81,
CG83,
PK.CC.1: Listen to
and say the names of
numbers in many
contexts.
PK.CC.2: Verbally
count forward in
sequence from 1-30.
PK.CC.3:
Understand the
relationships
between numbers,
names of numbers
and quantities up to
10 (includes
subsidizing – the
ability to look at a
quantity and say the
quantity (1-4)
quickly … just by
looking).
41Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
PK.CC.4:
Understand the
relationship between
numbers and
quantities with
concrete objects up
to 10.
PK.CC.4a: Use one-
to-one
correspondence to
accurately count up
to 10 objects in a
scattered
configuration.
PK.CC.4b:
Understand that the
last number name
said tells the number
of objects counted,
up to ten.
PK.CC.5: With
guidance and support
count to answer
“how many?”
questions about as
many as 10 things
arranged in a line or
as many as 5 things
in a scattered
configuration; given
a number from 1-10,
count out that many
objects.
PK.OA.3: Compose
and decompose
numbers to five by
using objects or
drawings (may be an
42Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
extension activity
after reading a
book).
SS.PK.6:
Demonstrate an
understanding that
money is needed in
exchange for some
goods and services.
SS.PK.7: Recognize
that goods and
services may be
purchased using
different forms of
payment (e.g., coins,
paper money,
checks, electronic
payments, credit
cards).
Mathematics Number Relationships
& Operations
The use of numbers to
describe relationships
and solve problems.
CC1, CC8, CC10,
CC13, CC14, CC16,
CC17, CC18, CC20,
CC21, CC23, CC24,
CC25, CC26, CC27,
CC28, CC29, CC31,
CC32, CC33,
CM17
Logical Thinking
33. Uses one-to-one
correspondence
34. Uses numbers and
counting
CG3, CG18,
CG19, CG24,
CG26, CG40,
CG41, CG51,
CG53, CG54,
CG56, CG64,
CG69, CG70,
CG71, CG72,
CG73, CG79,
CG81
PK.CC.6: Use
comparative
language, such as
more/less than or
equal to, to compare
and describe
collections of objects
by matching.
PK.OA.1: Represent
real-world addition
(putting together),
and subtraction
(taking from)
problems up through
five with concrete
objects or by acting
out situations.
SR-C1: Children
will use math
regularly and in
everyday routines to
count, compare,
relate, identify
patterns, and
problem solve.
43Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
PK.OA.2: Solve
addition and
subtraction problems
using objects for
problems up through
five.
PK.MD.2: Explore
the concept of
measurement to
compare the
attributes of two or
more concrete
objects and use
words to define
attributes of the
objects (i.e.
heavier/lighter,
longer/shorter,
covers more/covers
less, holds
more/holds less).
Mathematics Geometry & Spatial
Sense
The understanding of
shapes, their properties,
and how objects are
related to one another.
FM17, FM18, FM20,
FM21, FM23,
CM5, CM6, CM7,
CM12, CM18, CM20,
CM22, CM23
CC2, CC4, CC9,
LC6, LC14
Logical Thinking
27. Classifies objects
29. Arranges objects in
a series
32. Shows awareness of
position in space.
CG11, CG14,
CG15, CG38,
CG44, CG45,
CG52, CG55,
CG59, CG63,
CG64, CG80,
LN25, LN34,
LN36
Pk.G.1: Identify
relative positions of
objects in space, and
use appropriate
language (e.g.,
beside, inside, next
to, close to, above,
below, apart).
PK.G.2: Identify
several basic shapes.
PK.G.3: With
guidance and
support, explore the
attributes of two- and
three- dimensional
shapes.
44Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
PK.G.5: Identify
shapes in the real
world environment.
PK.G.6: With
guidance and
support, create and
name new shapes
formed when putting
two shapes together
(i.e., two right
triangles of the same
size put together
would make a
rectangle).
Mathematics Measurement &
Comparison
The understanding of
attributes and relative
properties of objects as
related to size, capacity,
and area.
CC3, CC6, CC7,
CC11,
CM3, CM10, CM21
Logical Thinking
27. Classifies objects
28. Compares/measures
30. Recognizes patterns
and can repeat them
CG9, CG10,
CG12, CG20,
CG21, CG23,
CG28, CG30,
CG31, CG33,
CG51, CG54,
CG59, CG64,
CG69
PK.MD.1:
Recognize the
attributes of length,
(how long, tall,
short), area (how
much it covers),
weight (how heavy
or light), and volume
or capacity (how
much it holds) of
everyday objects
using appropriate
vocabulary.
PD.PK.2:
Demonstrate
awareness of spatial
boundaries and the
ability to work and
move within them
PK.MD.3: Sort,
categorize, and
classify objects by
more than one
attribute.
45Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
PK.G.4: With
guidance and
support, compare
and contrast the
attributes of two- and
three- dimensional
shapes of different
sizes and
orientations,
identifying shapes
that are ___ and
shapes that are not
___.
Science Scientific Skills and
Methods
The skills to observe and
collect information and
use it to ask questions,
predict, explain, and
draw conclusions.
CM8, CM9, CM19,
LN19, LN28, LN29 Learning & Problem
Solving
22. Observes objects
and events with curiosity
23. Approaches
problems flexibly
25. Explores cause and
effect
26. Applies knowledge
or experience to a new
context
Logical Thinking
28. Compares/measures
CG23, CG27,
G30, CG33,
CG35,CG36,
CG61, CG76,
CG78, CG85
S.PK.1: Use senses
to gather, explore,
and interpret
information.
S.PK.2: Make
predictions based on
background
knowledge, previous
scientific
exploration, and
observations of
objects and events in
the world.
S.PK.3: Record and
organize data using
graphs, charts,
science journals, etc.
to communicate
conclusions
regarding
experiments and
explorations.
S.PK.4: Use simple
SR-C2: Children
will use observation
and manipulation,
ask questions, make
predictions, and
develop hypotheses
to gain a better
understanding of
information and
activities in their
surroundings.
46Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
tools for
investigation for the
home, classroom and
other familiar places.
PD.PK.1:
Compare/contrast
and describe
different sights,
smells, sounds,
tastes, and textures
found in the
environment.
Science Conceptual Knowledge
of the Natural &
Physical World
The acquisition of
concepts and facts
related to the natural and
physical world and the
understanding of
naturally-occurring
relationships.
CM15,
LN15, LN16, LN17,
LN20
Representation and
Symbolic Thinking
37. Makes and interprets
representation.
CG29, CG43,
CG47, CG49,
CG57, CG65,
CG68, CG82,
CG84, PW20
S.PK.5: Investigate
and identify a variety
of earth materials by
their observable
properties (e.g., soil,
rocks, minerals)
S.PK.6: Make simple
observations of the
characteristics and
movements of the
sun, moon, stars and
clouds.
S.PK.7 Observe and
discuss changes in
weather and seasons
using common
weather related
vocabulary.
S.PK.8: Describe
and identify the
similarities,
categories, and
different structures
of familiar plants and
animals (Plants have
SR-C2: Children
will use observation
and manipulation,
ask questions, make
predictions, and
develop hypotheses
to gain a better
understanding of
information and
activities in their
surroundings.
47Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
roots, stems, leaves,
animals have eyes,
mouths, ears).
S.PK.9: Observe,
describe and
compare the habitats
of plants and
animals.
S.PK.10: Describe
and categorize
objects based on
their observable
properties.
S.PK.11:
Demonstrate an
awareness of
changes that occur in
their environment
(e.g.,
freezing/melting,
color mixing)
S.PK.12: Observe,
predict and describe
how objects move
and use common
motion related
vocabulary (e.g.,
straight, fast/slow,
zigzag, up/down)
Creative
Arts
Creative Movement &
Dance
The use of the body to
move to music and
express oneself.
***
Gross Motor
15. Shows balance
while moving
GM32, PS43 CA.PK.6: Express
feelings of what is
felt and heard
through dance or
creative movement.
CA.PK.7: Move in
spontaneous and
imaginative ways to
music, songs, rhythm
48Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
and silence (e.g.,
sway, twist, use of
props).
CA.PK.10:
Participate in artistic
activities (music and
dance) representing
different cultures.
Creative
Arts
Music
The use of voice and
instruments to create
sounds.
***
Listening and Speaking
38. Hears and
discriminates the sounds
of language.
GM32, CG48,
CG50, LN21
CA.PK.4: Engage in
music activities
having different
moods, tempos, and
rhythms by listening,
singing or
performing.
CA.PK.5: Create
sounds using voice,
traditional
instruments and/or
non-traditional
instruments.
Creative
Arts
Art
The use of a range of
media and materials to
create drawings,
pictures, or other
objects.
*** Fine Motor
21. Uses tools for
writing and drawing.
FM10, FM18,
FM19, FM25,
FM32, FM34,
FM39, PW6,
PW8, PW13,
PW14, PW16,
PW20, PW27,
PW29, PW32
CA.PK.1:
Experiment with a
variety of mediums
and art materials for
tactile experience
and exploration.
CA.PK.2: Create
artistic works with
intent and purpose
using varying tools,
texture, color, and
technique.
CA.PK.3: Respond
and react to visual
arts created by self
and others.
49Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
Creative
Arts
Drama
The portrayal of events,
characters, or stories
through acting and using
props and language
*** Representation &
Symbolic Thinking
35. Takes on pretend
roles and situations
36. Makes believe with
objects
37. Makes and interprets
representations
LN30, LN41,
LN52, LN67,
PS25, PS33
CA.PK.8: Participate
in a variety of
dramatic play
activities (teacher
guided or child
initiated) to represent
fantasy and real life
experiences.
CA.PK.9: Respond
and react to theatre
and drama
presentations.
Social &
Emotional
Development
Social Relationships
The healthy
relationships and
interactions with adults
and peers.
*** Prosocial Behavior
10. Plays well with
other children
11. Recognizes the
feelings of others and
responds appropriately
12. Shares and respects
the rights of others.
Sense of Self
1. Shows ability to
adjust to new
situations
2. Demonstrates
appropriate trust in
adults.
LN46, LN53,
PS1, PS3,
PS4, PS8,
PS10, PS11,
PS14, PS16,
PS17, PS18,
PS19, PS20,
PS21, PS24,
PS27, PS28,
PS30, PS31,
PS34, PS35,
PS36, PS37,
PS38, PS39,
PS42, PS44
SE.PK.4. Interact
and develop positive
relationships with
significant adults
(e.g., primary
caregivers, teachers,
and other familiar
adults).
SE.PK.5. Seek and
accept guidance
from primary
caregivers, teachers,
and other familiar
adults.
SE.PK.6. Initiate
play and interact
positively with
another child or
children.
SE.PK.7. Develop
friendship skills
(e.g., help, share,
take turns, give
compliments) with
increasing ease and
comfort to sustain
SR-S1: Children will
engage in and
maintain positive
adult-child
relationships and
interactions.
SR-S2: Children
engage in and
maintain positive
peer relationships
and interactions.
SR-S4: All children
will develop and
display a sense of
self, confidence in
their abilities, and a
strong identity that is
rooted in their family
and culture.
50Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
interaction by
cooperating, helping,
and suggesting new
ideas for play.
SE.PK.10.
Appropriately name
types of emotions
(e.g., happy, sad,
frustrated) and
associate them with
different facial
expressions, words,
and behaviors.
SE.PK.12.
Demonstrate an
understanding of
rules through actions
and conversations.
SE.PK.14. Use
materials
purposefully, safely,
and respectfully as
set by group rules.
Social &
Emotional
Development
Self-concept & Self-
efficacy
The perception that one
is capable of
successfully making
decisions,
accomplishing tasks, and
meeting goals.
*** Sense of Self
4. Stands up for rights
Responsibility for Self
and Others
5. Demonstrates self-
direction and
independence
6. Takes responsibility
for own well-being
SH7, SH8,
SH9, SH10,
SH11, SH12,
SH13, SH14,
SH15, SH17,
SH20, SH21,
SH22, SH23,
SH24, SH25,
SH26, SH27,
SH28, SH29,
SH30, SH31,
SH32, SH33,
SH34, SH35,
SH36, SH37,
SE.PK.1. Describe
self using several
different identifying
characteristics and/or
unique qualities
(e.g., abilities,
interests, gender, and
culture).
SE.PK.3. Display
sense of
accomplishment,
contentment, and
acknowledgement
when completing a
SR-C3: Children
will use their skills
in remembering
information and in
being aware of their
own thinking.
51Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
SH38, SH39,
SH40, SH41,
SH42, SH43,
SH44, SH45,
SH46, SH47,
SH48, SH49,
SH50, PS7,
PS10, PS14,
PS18, PS20,
PS23, PS28,
PS29, PS31,
PS36, PS40,
PS44
task or solving a
problem.
SE.PK.13. Engage
easily in routine
activities (e.g., large
group, small group,
center time).
Social &
Emotional
Development
Self-regulation
The ability to recognize
and regulate emotions,
attention, impulses, and
behavior.
*** Sense of Self
3. Recognizes own
feelings and manages
them appropriately
Responsibility for self
and others.
7. 7. Respects and cares for
classroom environment
and materials.
8. Follows classroom
routines
9. Follows classroom
rules.
PS5, PS7,
PS13, PS17,
PS18, PS19,
PS24, PS27,
PS28, PS29,
PS30, PS31,
PS32, PS34,
PS35, PS42,
PS44
SE.PK.8. Show
empathy and caring
for others.
SE.PK.11.
Demonstrate ability
to modify behavior
in different situations
using multiple
problem solving
strategies (e.g., trade,
take turns, share,
wait) with or without
adult guidance and
support.
SR-S3: Children will
display levels of
attention, emotional
regulation, and
behavior in the
classroom that are
appropriate to the
situation and the
supports available.
SR-S4: Child will
learn and internalize
(follow) classroom
rules, routines, and
directions.
52Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
Social &
Emotional
Development
Emotional &
Behavioral Health
A healthy range of
emotional expression
and learning positive
alternatives to
aggressive or isolation
behaviors.
*** Prosocial Behavior
13. Uses thinking skills
to resolve conflicts
PS3, PS7,
PS8, PS11,
PS14, PS16,
PS17, PS18,
PS19, PS20,
PS21, PS24,
PS25, PS28,
PS29, PS30,
PS31, PS34,
PS35, PS37,
PS39, PS42,
PS44
SE.PK.9. Express
feelings, needs,
opinions, and desires
in a way which is
appropriate to the
situation
Approaches
to Learning
Initiative and Curiosity
An interest in varied
topics an activities, desire
to learn, creativeness, and
independence in learning.
*** Representation and
Symbolic Thinking
35. Takes on pretend
roles and situations.
36. Makes believe with
objects.
FM4, FM7,
FM10, FM12,
FM15, FM17,
FM18, FM19,
FM21, FM34,
FM40, CG32,
CG61, CG65,
CG68, CG78,
CG85, LN28,
LN30, LN46,
LN52, LN53,
LN67, PS2,
PS7, PS25,
PS37
Al.PK.1:
Independently
interact with a
variety of materials
through multiple
play activities.
AL.PK.2: Self-select
play activities to
support own
curiosity and to
engage in pretend
and imaginative play
(e.g., testing
theories, acting out
imagination).
AL.PK.3:
Demonstrate an
awareness of
connection between
prior and new
knowledge.
AL.PK.4. Choose
materials/props and
use novel ways to
represent ideas,
characters, and
SR-A1: Children
will show an interest
in varied topics and
activities, an
eagerness to learn,
creativity, and
independence in
their interactions
with activities and
materials.
53Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
objects in a move
toward symbolic
play.
AL.PK.5. Seek
additional clarity to
further own
knowledge (e.g.,
asks what, how,
why, when, where,
and/or what if).
AL.PK.6.
Demonstrate a
willingness to
engage in new
experiences and
activities.
AL.PK.7. Identify a
problem and attempt
multiple ways to
solve it, with or
without assistance.
Approaches
to Learning
Persistence &
Attentiveness
The ability to begin and
finish activities with
persistence and attention.
***
Learning & Problem
Solving
24. Shows persistence in
approaching tasks
FM3, MF7,
FM11, FM12,
FM15, FM17,
FM21, FM22,
FM26, FM28,
FM29, FM36,
FM37, FM40,
CG1, CG2,
CG4, CG5,
CG17, CG25,
CG37, CG38,
CG60, LN3,
LN22, LN23,
LN41, LN46,
LN54, LN55
AL.PK.8.
Demonstrate a
willingness to
collaborate with
others to solve a
problem.
AL.PK.9. Maintain
focus appropriate to
completing task
and/or learning
activity.
AL.PK.10. Seek
assistance and/or
information when
needed to complete a
SR-A2: Children
will demonstrate
persistence when
working with
materials, activities,
and information.
54Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
task.
Approaches
to Learning
Cooperation
An interest and
engagement in group
experiences.
***
Prosocial Behavior
10. Plays well with
other children
LN46, LN53,
PS3, PS10,
PS11, PS17,
PS19, PS21,
PS24, PS25,
PS27, PS28,
PS30, PS34,
PS35, PS36,
PS37, PS42,
PS43, PS44
S-E11: Participates
in the group life of
the class.
Physical
Development
& Health
Physical Health Status
The maintenance of
healthy and age
appropriate well-being.
*** Responsibility for Self
and Others
6. Takes responsibility
for own well-being
LN15, LN39,
SH1
, SH16, SH19,
SH28, SH36,
SH37, SH38,
SH43, SH46
PD.PK.7:
Demonstrate
personal care and
hygiene skills.
Physical
Development
& Health
Health Knowledge &
Practice
The understanding of
healthy and safe habits
and practicing healthy
habits.
*** Responsibility for self
and Others
5. Demonstrates self-
direction and
independence
6. Takes responsibility
for own well-being
LN3, LN15,
LN23, LN39,
LN54, SH1,
SH2, SH3,
SH4, SH5,
SH6, SH7,
SH8, SH9,
SH10, SH11,
SH12, SH13,
SH14, SH15,
SH16, SH17,
SH18, SH19,
SH20, SH21,
SH22, SH23,
SH24, SH25,
SH26, SH27,
SH28, SH29,
SH30, SH31,
SH32, SH33,
PD.PK.8:
Demonstrate
awareness and
understanding of
healthy habits (e.g.,
sufficient rest,
nutritious foods,
exercise).
PD.PK.9:
Demonstrate
awareness and
understanding of
safety rules.
SR-P3: Children will
identify and practice
healthy and safe
habits.
55Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
SH34, SH35,
SH36, SH37,
SH38, SH39,
SH40, SH41,
SH42, SH43,
SH44, SH45,
SH46, SH48,
SH49, SH50,
PS5, PS27,
PS32
Physical
Development
& Health
Gross Motor Skills
The control of large
muscles for movement,
navigation, and balance.
GB1, GB2, GB3,
GB4, GB5, GB6,
GB7, GB8, GB9,
GB10, GB11, GB12,
GB13, GB14, GB15,
GB16, GB17, GB18,
GB19, GB20, GB21,
GB22, GB23, GB24,
GB25, GB26, GB27,
GB28, GB29, GB30,
GB31, GB32, GB33,
GB34
GO1, GO2, GO3,
GO4, GO5, GO6,
GO7, GO8, GO9,
GO10, GO11, GO12,
GO13, GO14, GO15,
GO16, GO17, GO18,
GO19, GO20, GO21,
GO22, GO23,
Gross Motor
14. Demonstrates basic
locomotor skills
(running, jumping,
hopping, galloping)
15. Shows balance
while moving
16. Climbs up and down
17. Pedals and steers a
tricycle (or other
wheeled vehicle)
18. Demonstrates
throwing, kicking, and
catching skills
GM1, GM2,
GM3, GM4,
GM5, GM6,
GM7, GM8,
GM9, GM10,
GM11, GM12,
GM13, GM14,
GM15, GM16,
GM17, GM18,
GM19, GM20,
GM21, GM22,
GM23, GM24,
GM25, GM26,
GM27, GM28,
GM29,
GM30, GM31,
GM32, GM33,
GM34, GM35,
GM36, GM37,
GM38, GM39,
GM40, GM41,
GM42, GM43,
GM44, GM45,
GM46, GM47,
GM48, GM49,
GM50, GM51,
GM52, GM53,
PD.PK.3: Develop
body strength,
balance, flexibility,
and stamina to move
self through space in
a variety of ways
(e.g., running,
jumping, skipping).
PD.PK.4: Explore a
variety of equipment
and activities which
enhance gross motor
development and
coordinate
movements with
upper and/or lower
body (e.g., balls,
slides, locomotive
toys, and assistive
technology.)
SR-P1: Children will
demonstrate control
of large muscles for
movement,
navigation, and
balance.
56Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
GM54, CG2,
CG4
Physical
Development
& Health
Fine Motor Skills
The control of small
muscles for such
purposes as using
utensils, self-care,
building, and exploring.
FM1, FM2, FM3,
FM4, FM5, FM6,
FM7, FM8, FM9,
FM10, FM11, FM12,
FM13, FM14, FM15,
FM16, FM17, FM18,
FM19, FM20, FM21,
FM22, FM23, FM24,
FM25, FM26, FM27,
FM28
Fine Motor
19. Controls small
muscles in hands
20. Coordinates eye-
hand movement
FM1, FM2,
FM3, FM4,
FM5, FM6,
FM7, FM8,
FM9, FM10,
FM11, FM12,
FM13, FM14,
FM15, FM16,
FM17, FM18,
FM19, FM20,
FM21, FM22,
FM23, FM24,
FM25, FM26,
FM27, FM28,
FM29, FM30,
FM31, FM32,
FM33, FM34,
FM35, FM36,
FM37, FM38,
FM39, FM40,
PW1, PW2,
PW3, PW4,
PW5, PW6,
PW7, PW8,
PW9, PW10,
PW11, PW12,
PW13, PW14,
PW15, PW16,
PW17, PW18,
PW19, PW20,
PW21, PW22,
PW23, PW24,
PW25, PW26,
PW27, PW28,
PW29, PW30,
PW31, PW32,
PD.PK.5:
Experiment with
handheld tools to
develop strength,
control, and dexterity
of small muscles
(e.g., paintbrushes,
crayons, markers,
and a variety of
technological tools)/.
PD.PK.6: Explore
and engage in
activities which
enhance hand-eye
coordination (e.g.,
building with blocks,
creating with clay,
putting puzzles
together, and using
other manipulative).
SR-P2: Children will
demonstrate control
of small muscles for
such purposes as
using utensils, self-
care, building,
writing, and
manipulation.
57Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
PW33, PW34,
PW35, PW36,
PW37, PW38,
CG3, CG5,
CG25, CG37,
CG38, SH7,
SH11, SH20 ,
SH22, SH27,
SH29, SH33,
SH40, SH42,
SH45, SH49,
SH50
Logic &
Reasoning
Reasoning & Problem
Solving
The ability to recognize,
understand and analyze a
problem and draw on
knowledge or experience
to seek solutions to a
problem.
***
Prosocial Behavior
13. Uses thinking skills
to resolve conflicts
Learning & Problem
Solving
S. Approaches
problems
flexibly.
CG1, CG2,
CG4, CG6,
CG9, CG10,
CG11, CG12,
CG14, CG15,
CG20, CG21,
CG23, CG24,
CG27, CG28,
CG29, CG30,
CG31, CG32,
CG33, CG35,
CG43, CG47,
CG49, CG51,
CG52, CG54,
CG57, CG58,
CG59, CG60,
CG61, CG63,
CG64, CG65,
CG68, CG76,
CG78, CG80,
CG85, CG86,
LN8, LN9,
LN10, LN13,
LN14, LN15,
LN17, LN18,
L.PK.1d. With guidance and support, use
question words (e.g., who, what,
where, when, why, how) to gather
information.
58Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
LN19, LN24,
LN27, LN28,
LN32, LN37,
LN38, LN39,
LN41, LN48,
LN52, LN61,
LN64, LN66,
PS29, PS40
Logic &
Reasoning
Symbolic
Representation
The use of symbols or
objects to represent
something else.
*** Representation and
Symbolic Thinking
37. Makes and interprets
representation.
FM10, FM15,
FM17, FM18,
FM19, FM26,
FM34, FM37,
FM40, PW3,
PW4, PW5,
PW8, PW9,
PW10, PW11,
PW14, PW15,
PW19, PW20,
PW21, PW22,
PW23, PW24,
PW25, PW26,
PW27, PW28,
PW29, PW31,
PW32,
PW332,
PW34, PW35,
PW36, PW37,
PW38PS2,
PS25, PS43
SL.PK.5. Create
representations and
extensions of
experiences or
stories (e.g.,
drawings, dramatic
play, construction
with blocks, clay or
other materials) and
discuss them with
others.
Social
Studies
Knowledge &
Skills
Self, Family &
Community
The understanding of
one’s relationship to the
family and community,
roles in the family and
community, and respect
for diversity.
*** Prosocial Behavior
11. Recognizes the
feelings of others and
responds appropriately
Listening and Speaking
43. Actively participates
in conversations.
Representation and
Symbolic Thinking
PW20, PW27,
PW32, PW33,
PW36, CG85,
LN44, PS2,
PS6, PS9,
PS11, PS12,
PS13, PS15,
PS18, PS19,
PS22, PS24,
SE.PK.2. Develop a
basic awareness of
self as an individual,
self within the
context of family and
self within the
context of
community.
SS.PK.3:
SR-S4: All children
will develop and
display a sense of
self, confidence in
their abilities, and a
strong identity that is
rooted in their family
and culture.
59Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
35. Takes on pretend
roles and situations.
PS26, PS27,
PS28, PS32,
PS38, PS39,
PS41, PS44,
PS45
Demonstrate an
interest in current
events which relate
to family, culture,
and community.
SS.PK.5: Participate
in the community or
group life of the
class (e.g., making
and following rules,
doing classroom
jobs, expressing
concern for others,
participating in
decision making
processes).
Social
Studies
Knowledge &
Skills
People & The
Environment
The understanding of the
relationship between
people and the
environment in which
they live.
*** Logical Thinking
28. Compares/measures.
Learning and Problem
Solving
26. Applies knowledge
or experience to a new
context.
CG29, CG49,
CG65, CG76
SS.PK.1: Develop
and understanding of
how people and
things change over
time.
SS.PK.4: Recognize
that all children and
adults have roles,
rights, and
responsibilities at
home, school, in the
classroom and in the
community.
SS.PK.8: Develop
awareness about a
wide variety of
careers and work
environments.
Social
Studies
Knowledge &
History & Events
The understanding that
events happened in the
CC30
Logical Thinking
31. Shows awareness of
time concepts and
CG57, CG68,
CG76, CG82,
CG84, LN41,
SS.PK.3:
Demonstrate an
interest in currents
60Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start Outcomes
Framework
Learning
Accomplishment
Profile-Diagnostic
Creative Curriculum Learning
Accomplishment
Profile-3
TN-ELDS
School Readiness
Skills past and how these events
relate to one’s self,
family, and community.
sequence. LN61 events which relate
to family, culture,
and community.
Table Key
The Head Start Child Outcomes Framework is intended to guide Head Start programs in their ongoing
assessment of the progress and accomplishment of children and in their efforts to analyze and use data on
child outcomes in program assessment and continuous improvement. The Framework is organized into 11
Domains, 37 Domain Elements and over 100 examples.
Head Start Outcome Domains
Language Development
Literacy Knowledge & Skills
Mathematics Knowledge & Skills
Science Knowledge & Skills
Creative Arts Expression
Social & Emotional Development
Approaches to Learning
Physical Development & Health
Logic & Reasoning
Social Studies Knowledge & Skills
English Language Development
The Learning Accomplishment Profile – Diagnostic Edition assesses 8 sub-areas.
FM fine motor – manipulation
FW fine motor – writing
CM cognitive - matching
CC cognitive counting
LN language naming
LC language comprehension
GB gross motor body movement
GO gross motor object movement
The Learning Accomplishment Profile-3 assesses 7 sub-areas.
FM fine motor
GM gross motor
CG cognitive
PW pre-writing
LN language
SH self-help
PS personal/social
The purpose of this table is to provide an integrated approach to planning for education staff. By reviewing
different criteria, individuals can meet national, state, and local requirements.
UCHRA
VAN BUREN COUNTY
HEAD START
OUTCOMES
2013-2014
PROGRAM DATA
Introduction
Van Buren County Head Start is operated by grantee UCHRA, which is located in Van
Buren County, Tennessee. The program consists of two center-based classrooms of three
to five year old children. The program is funded for 37 slots, all center-based.
Our early childhood philosophy is based on principles of theory and research in early
childhood development. The primary information source is the Lap-D and Lap-3
assessment tools. Creative Curriculum Philosophy is used for the basis of our lesson
plans and individualization; a thematic focus drives our teaching scheme and is
developed on the basis of the community and children’s interest. The curriculum
includes social, emotional, cognitive, motor, communication and self-help skills. We use
DECA (Devereux Early Childhood Assessment) for assessing needs in the social
emotional area, which includes initiative, self-regulation, attachment/relationships and
behavior. The learning environment provides opportunities for choice, problem solving,
self-control, responsibility, as well as literacy enhancement. Van Buren County Head
Start believes in inclusionary practices. Individual children’s strengths and experiences
are maximized to provide the best learning opportunities for all children.
The Lap-D screening tool is used to screen all children and provide information for
individualization purposes. The Lap-D screening consists of Motor, Cognitive and
Language areas. Parents provide information through developmental and DECA
observation. The DECA is an individual profile to identify strengths and comparative
weaknesses of a child’s protective factors. The DECA guides and supports primary
prevention efforts, to foster healthy social and emotional growth. Teachers collect
children’s information in a timely manner and incorporate each child’s individualized
data into lesson plans. Each child’s needs are met in a systematic manner. Screening
information from the Lap-D screening is used to determine the administration of Lap-D
or Lap-3 assessment tool, through a score of pass or refer.
Van Buren County Head Start uses the Lap-D assessment instrument. As a standardized
assessment device, the Lap-D measures children’s developmental performance across
four domains each containing two subscales and provides information concerning each
child’s developmental progress as compared to the normative sample. Lap-3 is used for
typically developing children and includes eleven domains including Self-Help.
Information on children’s progress is defined by Domains, Domain Elements and
Indicators which are obtained from multiple sources, such as teacher observations,
analysis of samples of children’s work and performance, parent reports and direct
assessment of children. A computerized and in-house tracking method has been
developed to document each child’s progress in all areas and the Head Start Outcomes
Framework is aligned through shared objectives/ milestones/ indicators. The program
data included demonstrates assessment breakout.
Collected Data
The following charts were supplied by Lap-3 & Lap-D Red E-Learner software. Data
was collected from each of the two classrooms and reports generated after each
assessment period to date reflecting beginning, mid and end of year data. Site
information is the same as program information because Van Buren County Head Start
only has one site. The reports reflect the progress results in Physical Development and
Health, Social and Emotional Development, Approaches to Learning, Logic and
Reasoning, Language Development, Literacy Knowledge & Skills, Mathematics
Knowledge & Skills, Science Knowledge & Skills, Creative Arts Expressions, Social
Studies Knowledge & Skills and English Language Development. Collective classroom
data encompasses progression related to entire multi-aged classrooms.
Classroom
Data
Lap-3
Lap-D
Lap-3
Lap-D
Lap-3
Lap-D
Lap-3
Lap-D
Lap-3
Lap-D
Lap-3
Lap-D
Lap-3
Lap-D
Lap-3
Lap-D
Lap-3
Lap-D
Lap-3
Lap-D
Lap-3
Lap-D
Analyzed
Data
Analyzed Data
Results are program wide to ensure success for all children based on scores
related to combined classroom percentiles of multi-aged classrooms. Outcome
percentiles vary between classrooms. The children’s results are reported in percentiles.
The percentiles are averaged to represent gains of Lap3 assessment data and then Lap-D
assessment data. The first set of data represents program wide statistical information.
The top three areas that demonstrated the most programmatic gains are:
Lap-3 Data
1. Domain: Science Knowledge & Skills
Domain Elements: Scientific Skills & Method
Conceptual Knowledge of the Natural & Physical World
Lap-3 Beginning of Year Mid-Year End of Year Total
40.74% 47.79% 65.86% 25.12%
2. Domain: Mathematics Knowledge & Skills
Domain Elements: Number Concepts & Quantities
Number Relationships & Operations
Geometry & Spatial Sense
Patterns
Measurement & comparison
Lap-3 Beginning of Year Mid-Year End of Year Total
34.43% 41.94% 54.79% 20.36%
3. Domain: Language Development
Domain Elements: Receptive Language
Expressive Language
Lap-3 Beginning of Year Mid-Year End of Year Total
45.16% 51.46% 64.79% 19.63%
Lap-D Data
1. Domain: Literacy Knowledge & Skills
Domain Elements: Book Appreciation and Knowledge
Phonological Awareness
Alphabet Knowledge
Lap-D
Beginning of Year Mid-Year End of Year Total
22.00% 32.00% 46.00% 24.00%
2. Domain: Domain: Creative Arts Expressions
Domain Elements: Music
Creative Movement & Dance
Art
Drama
Lap-D
Beginning of Year Mid-Year End of Year Total
18.75% 18.75% 37.50% 18.75%
3. Domain: Logic & Reasoning
Domain Elements: Reasoning & Problem Solving
Symbolic Representation
Lap-D Beginning of Year Mid-Year End of Year Total
46.59% 51.14% 64.77% 18.18%
The three lowest areas in the Lap-3 assessment data are mathematics knowledge and
skills, social studies knowledge and skills and literacy knowledge and skills and.
Although we have attained our goal of improving percentages to above 50%, math still
remains an area the education staff will endeavor to continue to pursue increased
outcomes. We will continue to enhance our math skills by adding additional curriculum
to the whiteboard and implementing High Five Mathematize strategy incorporating
Scholastic write on/wipe off graphs. We will continue to strive toward improving
outcomes in these areas. Literacy, as always, remains as one of our lowest areas.
Although we have experienced improvements, illiteracy is still a concern. It is a top
priority at our facility. Our goal is to provide numerous literacy opportunities to the
children and families in our program resulting in exposure not only while they are present
at school, but extending into the homes of our families. Social Studies continue to reflect
increases due to implemented strategies. We will continue to enlist new strategies for
further enhancement. The three lowest areas in the Lap-D assessment data are creative
arts expression, science knowledge & skills and literacy. Exposure to science activities
will be enhanced through hands-on classroom experiences. Social Studies will be
enhanced through newly acquired interactive big book activities, All About Me Books,
community helpers, visitors and exposure to monthly cultures.
Lap-3 Data
1. Domain: Mathematics Knowledge & Skills
Domain Elements: Number Concepts & Quantities
Number Relationships & Operations
Geometry & Spatial Sense
Patterns
Measurements & Comparisons
Lap-3 Beginning of Year Mid-Year End of Year Total
34.43% 41.94% 54.79% 20.36%
2. Domain: Social Studies Knowledge & Skills
Domain Elements: Self, Family & Community
People & the Environment
History & Events
Lap-3 Beginning of Year Mid-Year End of Year Total
44.17% 47.69% 57.85% 13.68%
3. Domain: Literacy Knowledge & Skills
Domain Elements: Book Appreciation and Knowledge
Phonological Awareness
Alphabet Knowledge
Print Concepts and Conventions
Early Writing
Lap-3 Beginning of Year Mid-Year End of Year Total
42.65% 46.96% 59.58% 16.93%
Lap-D Data
1. Domain: Domain: Creative Arts Expressions
Domain Elements: Music
Creative Movement & Dance
Art
Drama
Lap-D Beginning of Year Mid-Year End of Year Total
18.75% 18.75% 37.50% 18.75%
2. Domain: Science Knowledge and Skills
Domain Elements: Scientific Skills & Method Conceptual Knowledge of the Natural & Physical World
Lap-D Beginning of Year Mid-Year End of Year Total
32.00% 32.00% 40.00% 8.00%
3. Domain: Literacy Knowledge & Skills
Domain Elements: Book Appreciation and Knowledge
Phonological Awareness
Alphabet Knowledge
Lap-D Beginning of Year Mid-Year End of Year Total
22.00% 32.00% 46.00% 24.00%
During the analysis of program data of Van Buren Co. Head Start, the following
factors appeared to affect the percentiles of gain and the results of the outcomes
report:
1. Each domain has milestones that determine the percentage of progress that each
child makes. The percentages are calculated by averaging the number of
milestones accomplished by the number of milestones listed. Some milestones
listed include age ranges up to 72 months which is not developmentally
appropriate for the age group we service. For example, the Social Studies area is
comprised of 38 milestones which determine the average percentile. Of these 38
milestones, 15 are based upon tasks which are developed for a 66 to 72 month age
range which is developmentally above the age group we service.
2. In the Literacy area, of the 99 milestones, 32 are based upon tasks developed for
66-72 month age range.
3. In the Math area, of the 87 milestones, 31 are based upon tasks developed for 66-
72 month age range.
4. Report includes former Lap-D returning children which had progressed to Lap-3
this school year, however were still functioning below their developmental age.
Systematic Use of Data
The Head Start Management System includes seven sections: Program Governance, Management
Systems, Fiscal Integrity, ERSEA, Child Health & Safety, Family & Community Engagement and Child
Development & Education. This section of the Outcome Framework Report is Van Buren County Head
Start’s attempt to connect positive outcomes for children with the seven Head Start Systems.
Program Governance Both Policy Council and Board of Directors have received Head Start Outcome/School
Readiness Framework trainings.
Policy Council and Parent Committee received curriculum information prior to
curriculum development.
Web-based access of all policy and procedures, plans, reports and outcomes/school
readiness analysis is available for the 2013-2014 school years.
Management Systems Outcome/School Readiness Report was incorporated for strategic planning purposes.
Areas needing enhancement were noted and strategies were planned to address
improvements.
Program addressed findings in a Head Start Systematic manner.
The gathering data process was reviewed in the 2013-2014 school year to maximize
assessment consistency.
Data will be analyzed after each assessment period to monitor inconsistencies.
Lap-D and Lap-3 assessments will continue to be used.
E-DECA, a web-based computer application that administers the social/ emotional
assessment online, will continue to be used and generated reports utilized for planning
purposes of activities in the classroom. In best practice, standardized assessments should
be restandardized about every 10 years to ensure that the norms remain current reflecting
any changes that may occur within the population over time. Following this best practice
Devereux launched the second edition, DECA-P2 for the 2013-2014 school years. The
DECA-P2 completes all scoring, generates reports and stores the data in a secure
database.
Staff was trained on the Outcome/School Readiness process and will continue to train
and build on existing knowledge.
Data exposed the need for additional trainings in social studies, literacy and math areas.
Training will be provided in these areas for the 2013-2014 school years.
Education staff will continue to mentor each other in their classroom techniques to
develop a concise and cohesive team approach utilizing teacher based coaching and
NCQTL training modules.
All staff will receive Outcome/School Readiness Report information during pre-service.
Strategies will be developed to enhance services.
Van Buren County Head Start utilized the computer-based data reporting system
throughout the school year of 2014-2015.
Van Buren County Head Start utilized the tracking system (Galileo) for the 2013-2014
school years. We are continuing to utilize this system and work on establishing and
creating program specific reports to define areas of need. .
Van Buren County Head Start Staff will continue to be trained in the CLASS (Classroom
Assessment and Scoring System) to assist classrooms in the 10 areas defined (positive
climate, negative climate, teacher sensitivity, regard for student perspectives, behavior
management, productivity, instructional learning formats, concept development, quality
of feedback and language modeling) and provide increased outcomes and maintain
multiple reliable CLASS assessors.
Fiscal Integrity Although progress was made in social studies, literacy and math the averages still reflect a need
for additional enhancement. To address this issue, Van Buren County Head Start is pursuing
funding opportunities to purchase and train staff on the implementation and use of white boards.
All staff will continue to seek training as funds are available.
Van Buren County Head Start will purchase additional educational enhanced tools to aid teachers
in the classroom.
Van Buren County Head Start Educational staff will continue to seek higher education in their
area of service to strengthen their knowledge base.
Utilize Red E Learner (Lap-3 & Lap-D), DECA and Galileo web based program for tracking.
ERSEA
Continue to recruit children with disabilities
Implement “report card” with a section dedicated to child attendance, to help keep parents aware
of day’s absences.
Continue to enroll the neediest children of the community first
Family & Community Engagement
Van Buren County Public Schools will be a partner in the Outcome/School Readiness process
through the transitioning program.
Staff will ensure through training opportunities and partnerships that parents have sufficient
exposure to concepts related to personal responsibility to direct and participate in their child’s
education.
Parents receive Outcome/School Readiness data information during “Phase-in”, parent-teacher
conferences, home visits and periodic progress reports.
The Outcome/School Readiness Framework data will be shared with the Multi-Services Advisory
Committee at its first fall meeting in 2014.
Child Development & Education
To ensure quality of services, classroom techniques will be monitored on an ongoing basis.
Outcome data will be used to enhance monitoring process.
Outcome data will be monitored for any inconsistencies within the assessment process.
The ELLCO observation instrument as well as ECERS, NAEYC, Circle Steps, file reviews and
teaching guides will be used to enhance classroom literacy techniques.
Currently devising a kindergarten readiness report for program analysis.
Will continue to utilize dictated Class Stories or Field Trip book to enhance literacy experiences in
the classrooms.
Will continue to utilize an Aero Garden in each classroom providing hands-on experiences for
children to plant and cultivate seedpods in an attempt to strengthen scientific knowledge.
Utilize the “Child Progress Reports” to document emerging and accomplished educational goals
monitored by the program.
Implement step-by-step process for Zoo-phonics program to enhance alphabet knowledge.
Van Buren County Head Start’s Plan of Action to
Address results of Outcomes Report
1) Report Card will be provided to parents three times a year. Information contained on the report
card report includes gains, outcome/school readiness objectives, attendance and health and dental
requirements.
2) Continue to utilize parent engagement through progress report review and increased awareness of
parental involvement importance to secure increased outcomes as partners in their child’s
education.
3) Addition of Scholastic weekly reader home activity as part of School Readiness goal preparation
enlisting support from the home.
4) Parent Educational/School Readiness Partnership Form will be utilized throughout the school year
to set the goals in order to ensure school readiness.
5) Kindergarten School Readiness Checklist was designed in conjunction with the kindergarten
teachers in the local school system to document adherence to school readiness goals.
6) Continue to utilize the Aero Garden in each classroom to provide hands-on experiences for
children to plant and cultivate seed pods in an attempt to strengthen scientific knowledge.
7) Add additional science activities through implementation of Fossil Fish and Dino Claws
excavation kits, outdoor garden on playground and gold panning activity.
8) Incorporate Social Studies Big Books into lesson plans with additional whiteboard activities as
soon as software becomes available.
9) Enhance Math Knowledge by adding Scholastic Data Collection Activity Graphs.
10) Continue to utilize strategies from Zoo-phonics for implementation. This curriculum incorporates
teaching letter sounds and letter recognition and builds on phonemic awareness to enlist in future
reading skills.
11) Continue to support literacy by making available opportunities for staff, parents and children
through our many literacy activities to include:
Book Swap - on first home visit before children enter program they may swap one of their old
books for a new one.
First Book- Every Child receives a book with their name in it to keep here at school for the year.
The book goes home with child at the end of the year.
Top Ten Reader- every child and their family spend time reading at home and send us their list of
books they have read.
Family Reading Night- the child(ren) and parent/guardians attend family engagement night at the
center for refreshments and reading time together once a month.
Power Packs- thematic activity bags which the family may check out to provide families with a
quality educational experience at home.
Lending Library- Onsite library provides families access all year to check out books and videos.
Dolly Parton- register children and siblings (up to age five) for the Dolly Parton’s Imagination
Library Station.
Library Card- registers each child/family for the Spencer Public Library during phase-
in/orientation with a public library card.
Scholastic book fair -Host a book fair for families and community to purchase low cost books
for themselves and children.
Reading Week- in March we schedule a reading week, the children wear different thematic ideas
to reflect support of reading.
Newsletter monthly- Once a month a newsletter with information on different aspects of our
program is available for viewing to families and community.
Scholastic book orders- affordable book orders for children and families.
Smart Kids Computers- computer programs with hands-on educational activities the children
access during center time.
Journal Writing- Children utilize journals at a minimum of twice monthly to express creativity and
writing samples.
Field Trip Memory Book- Children create and inscribe a class field trip book about their field trips
taken throughout the year.
School Readiness Goals and Checklist
UCHRA Van Buren County Head Start
School Readiness Goals
Head Start’s Approach to School Readiness means that children are ready for school, families are ready to support their children’s learning, and schools are ready for children.
Head Start encompasses a strong, clear and comprehensive focus on all aspects of healthy development, including physical, cognitive, social and emotional development all of which are essential to children getting ready for school. Head Start has established school readiness goals which include the expectations of children’s status and progress across domains of
language and literacy development, cognition and general knowledge, approaches to learning, physical health and well being and motor development, and social and emotional
development that will improve readiness for kindergarten ensuring children possess the skills, knowledge and attitudes necessary for success in school and for later learning and life.
For parents and families, school readiness means they are engaged in the long term, lifelong success of their child. Head Start recognizes parents are their children primary teacher and
advocate. The program consults with parents to establish school readiness goals and work together to promote school readiness and to engage school systems and families as their children make the transition to kindergarten.
The approach encompasses three major frameworks that promote an understanding of school readiness for parents and families and their children. These three frameworks provide the foundation for implementing systemic and interrogated comprehensive child development services and family engagement efforts. These frameworks entail “Parent, Family and
Community Engagement Framework”, “Management Systems”, and “Education Domains”.
The final report can be linked on our web site vanburenheadstart.com located under the tab program governance and report School Readiness.
Social and Emotional
Development
1
1. Children will demonstrate positive social-emotional skills, including increasingly confident and cooperative interactions with peers and
adults. This includes but is not limited to • Communicates with familiar adults and accepts or requests guidance. • Cooperates with others. •
Develops friendships with peers. • Establishes secure relationships with adults. • Uses socially appropriate behavior with peers and adults, such as helping, sharing, and taking turns. • Resolves conflict with peers alone and/or with adult intervention as appropriate. • Recognizes and labels
others’ emotions. • Expresses empathy and sympathy to peers. • Recognizes how actions affect others and accepts consequences of one’s
actions.
Language and
Literacy Goals
2
2. Children will use and understand print as a meaningful and organized symbolic system of communication. This includes but is not
limited to •Demonstrates letter knowledge by identifying letters and associating sounds •Identifies book knowledge (e.g., holding book upright, turning pages right to left) •Recognizes that spoken word can be written and read •Realize that print conveys information to the reader
•Recognizes environmental print •Identifies letters in her/his name • Displays a familiarity with writing implements, conventions, and emerging
skills to communicate through written representations, symbols, and letters.• Copies name from a sample or without assistance •Uses scribbles or letter-like shapes to communicate.
Approaches to
Learning Goals
3
3. Children will show initiative and curiosity through an interest in varied topics and activities, an eagerness to learn, creativity and
independence in their interactions and use of materials. This includes but is not limited to • Demonstrates flexibility, imagination, and inventiveness in approaching tasks and activities. • Demonstrates eagerness to learn about and discuss a range of topics, ideas, and tasks. • Asks
questions and seeks new information. •Combines materials, objects, equipment in new ways to produce multiple uses. •Seeks a wide range of
activities, information, or materials that foster learning and skills.
Cognitive and General
Knowledge Goals
4-5
4. Children will use math everyday to count, compare, relate, measure, identify patterns, and solve problems. This includes but is not
limited to •Counting to find how many are in a group up to 10. • Rote count to 20. • Write numeral to indicate between 1-20 objects. •Use non-standard unit to measure. •Sort objects by diverse attributes. •Identify and extend patterns. • Describes the comparison with terms, such as
more, less, greater than, fewer, or equal to. • Identifies the new number created when numbers are combined or separated.
5. Children will display knowledge of shapes and their properties. This includes but is not limited to • Recognizes and names common shapes,
their parts, and attributes. • Combines and separates shapes to make other shapes. • Compares objects in size and shape. • Understands
directionality, order, and position of objects, such as up, down, in front, behind.
Physical Development
and Health Goals
6-8
6. Children will demonstrate control of large muscles for movement, navigation, and balance. This includes but is not limited to • Develops
motor control and balance for a range of physical activities, such as walking, propelling a wheelchair or mobility device, skipping, running, climbing, and hopping. • Develops motor coordination and skill in using objects for a range of physical activities, such as pulling, throwing,
catching, kicking, bouncing or hitting balls, and riding a tricycle. • Understands movement concepts, such as control of the body, how the body
moves (such as an awareness of space and directionality), and that the body can move independently or in coordination with other objects.
7. Children will demonstrate control of small muscle for such purposes as using utensils, self-care, building, writing, and manipulation. This includes but is not limited to • Develops hand strength and dexterity. • Develops eye-hand coordination to use everyday tools, such as pitchers for pouring or utensils for eating. • Manipulates a range of objects, such as blocks or books. • Manipulates writing, drawing, and art
tools. •Uses scissors to cut out a simple pre-formed shape. •Uses computer keyboard/mouse without assistance.
8. Children will identify and practice basic safety habits. This includes but is not limited to • Completes personal care tasks, such as dressing,
brushing teeth, toileting, and washing hands independently from adults. • Communicates an understanding of the importance of health and
safety routines and rules. • Follows basic health and safety rules and responds appropriately to harmful or unsafe situations. •Follows fire safety/drill rules, without assistance • Distinguishes food on a continuum from most healthy to less healthy. • Selects and eats a variety of
nutritious foods. • Participates in structured and unstructured physical activities. • Recognizes the importance of doctor and dentist visits. •
Cooperates during doctor and dentist visits and health and developmental screenings.
English Language
Development
9
When Applicable
9. Dual language learners will demonstrate continued competency in their home language while increasing their ability to understand and
speak English. This includes but is not limited to • Participates with movement and gestures while other children and the teachers dance and
sing in English. • Acknowledges or responds nonverbally to common words or phrases, such as “hello” “good bye” “snack time” “bathroom“, when accompanied by adult gestures. • Points to body parts when asked, “Where is your nose, hand, leg…?” Comprehends and responds to
increasingly complex and varied English vocabulary, such as “Which stick is the longest?” “Why do you think the caterpillar is hungry?” •
Follows multi-step directions in English with minimal cues or assistance. • Repeats word or phrase to self, such as “bus” while group sings the “Wheels on the Bus” or “brush teeth” after lunch. • Requests items in English, such as “car,” “milk,” “book,” “ball.” • Uses one or two English
words, sometimes joined to represent a bigger idea, such as “throw ball.” • Uses increasingly complex and varied English vocabulary. •
Constructs sentences, such as “The apple is round.” or “I see a fire truck • Demonstrates eagerness to participate in songs, rhymes and stories in English. • Points to pictures and says the word in English, such as “frog,” “baby,” “run.” • Learns part of a song or poem in English and repeats
it. • Talks with peers or adults about a story read in English.
School Readiness Activity Checklist
Type of
Connection
Information Shared Building Relational
Supports
Expected Outcome
Completed
Date
Verifying
Staff
Initials
School-School Head Start teacher discusses
child’s strengths and challenges
with kindergarten teachers and
principle (intervention meeting)
Share written records align
early learning standards
Education staff will
provide school system with
:
*School Readiness Skills
checklist
*Merlin Health
Developmental Services
Report
*Devereux Social Skills
pre-post comparison report
*Birth Certificate,
*Shot record
Kindergarten teachers will be well-
informed about current status of children
are and individual children’s needs upon
entering school
School - Community The local school system makes
available kindergarten
registration dates
Family Community
Partnership Specialist
notifies parents of
registration dates though
flyers sent home, center
contact and phone calls and
provides parents with
opportunity to attend
training “Getting Ready for
Kindergarten” prior
registration dates
Ensure all children attend kindergarten
registration prior to 1st day of school
School Readiness Activity Checklist
Alumni activates will be
conducted by head start staff
Education staff will contact
school system to arrange
meetings with graduating
former head start students,
meet with graduating
seniors for alumni
activities, arrange alumni
banquet
Family Partnership
Specialist will work with
Parent Committee to
establish scholarship
opportunity, present
applications to policy
council for selection and
notify school system of
awarding recipient
Build self esteem and confidence as an
adult, positive teacher/child relationships,
promotes parent awareness related to
higher education
Child -School teachers will discuss and read
books to children about
kindergarten
Children will participate in
lunch room activities to ensure
smooth transition from family
style food service to cafeteria
style food service
Children will participate in bus
safety and riding training
provided by local school system
Children will visit kindergarten
classroom, meet teachers, tour
Education Staff and Family
Partnership Staff will
organize Head Start
children’s field trip to
kindergarten
Children will be less anxious and feel
more comfortable upon enrollment
School Readiness Activity Checklist
school, take part in meal time
and participate in educational
activities with current
kindergarten students
Teaches will stay in contact
with former students
Back packs and school supplies
are provided to each child
entering public school along
with parent information on
school policies and school
supply request
Education staff will visit
students within first two
weeks of new placement
Family Partnership
Specialist will work in
conjunction with parent
committee through
donations to assemble
transition backpacks
Ensure children establish a strong “Head
Start” in public school
parents are provided with two way
communication with local school system
Family -School Parents will be encouraged to
engage in their child’s
education
Education Staff will make
available to parents:
*Home activities
*Classroom volunteer
opportunities
*Parent/Teacher
Conference
*Home Visits
* Progress reports
Partnership Specialist will
make available to parents:
*family meetings each
month
Encourages continual educational
opportunities for the child and families
School Readiness Activity Checklist
*Summer Education
Activities
*Newsletter each month
*Training Activities
*Facebook communication
*Opportunities to attend
child/parent events