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HOPEWELL PUBLIC SCHOOLS

HEAD START2014-2015

COMMUNITY ASSESSMENT

The City of Hopewell encompasses eleven (11) square miles and is located at the convergence of the James and Appomattox Rivers approximately thirty (30) miles southeast of Richmond, Virginia. According to the 2014 Census, the total population of the city of Hopewell is estimated to be 22,196, a population decrease of 1.7% since 2010. In 2013, 24.9% of the City’s population was under the age of 18 years (5,530 children), with approximately 409 of these children ages 0-4 years. This is about 1.2 percent higher than the State’s percentage of children (6.2%). As detailed in the following table and illustrated in the geographic area map, children under the age of five are distributed throughout the City with the largest numbers being in census tracts 8206 (the census tract where the Woodlawn Learning Center/Hopewell Head Start Program is located) and 8204 and 8205, while the largest percentage (relative to total population of the census tract) is seen in tract 8203. Note that tract 8208 is an industrial tract.

Hopewell Head Start Population Data

Census Tract 2000

PopulationMales Under 5 Years Old

Females Under 5 Years Old

Total Under 5 Years Old

Percent of Total Population

Census Tract 8201 1,515 52 49 101 6.67%Census Tract 8203 2,678 149 105 254 9.48%Census Tract 8204 5,292 175 174 349 6.59%Census Tract 8205 5,009 158 170 328 6.55%Census Tract 8206 5,691 236 228 464 8.15%Census Tract 8207 2,164 84 87 171 7.90%

Census Tract 8208 5 0 0 0 0.00%

I. DEMOGRAPHICS & INCOME

Updated 6/24/2015

Hopewell is one of the most economically depressed areas in the State of Virginia.

The estimated average annual household income was $37,933 in 2013, compared to a statewide

average of $63,907. In 2013, persons living below the poverty level in Hopewell represented

20.1% of the population, compared to 11.3% statewide.

Almost 30.7% of Hopewell's children were living below the federal poverty level in

2013, approximately double the average for Virginia (14%). These statistics are likely to be

higher now due to declining economic conditions statewide and nationally since 2009.

Hopewell has an estimated 22,591 families according to 2010 Census data, with almost

26.2% of the population under the age of 18 (5918 families). The fastest growing segment of

the poverty population in Hopewell consists of female-headed families. Hopewell’s female-

headed households are a targeted population for Head Start Services. For the City of

Hopewell, there were 53.2% of female-headed households in 2010 compared to 50.8% for the

state. In 2010, according to Census data, almost one-half of all Hopewell households with

children had only one parent present (1,415 families), of which 85% were headed by a female.

Hopewell has 1,195 female-headed families with children under the age of 18, of which 291

only have children under the age of 6 years and another 272 have children under 6 as well as

older children. Therefore, a total of 563 families, almost half of all female-headed

families have at least one child under the age of six – children potentially eligible for

Head Start, either currently or in the next few years. In fact, more than two-thirds (67.4%)

of Hopewell’s female-headed households with only children under 5 years of age (345 families)

live in poverty.

The major employers in the City of Hopewell include Honeywell, Hopewell Public

Schools, ICI America, Inc., and John Randolph Medical Center.

According to 2000 Census data, the largest employment by industry of Hopewell

residents in 2000 included manufacturing (1,710 or 18.2%); educational, health and social

services (1,508 or 16.1%), and retail trade (1,172 or 12.5%). Hopewell’s average

unemployment rate in 2002 was 6.6%, an increase from 4.0% in 2000 and fifty percent (50%)

higher than the State average rate of 4.1%.

Approximately 260 children in Hopewell are known to qualify for Head Start services

based on data received from the Hopewell Department of Social Services. The ethnic

composition of children and families eligible for Head Start services are as follows:

Updated 6/24/2015

Black or African American 39.1% White 51.4% Hispanic 6.8% Asian 1.1% Some Other Race .7% Multi-Racial 3%

The percentage of children identified as eligible for Head Start by the Department of

Social Services is disproportionately represented by minorities, when compared to the overall

representation of minorities in Hopewell (39.1% black, Hispanic 6.8%, 1.1% Asian). Part of

this is due to the greater percentage of minority children, relative to minorities’

representation in the overall population, but it also reflects the greater need of these

populations. Non-white persons represented 48.6% of Hopewell’s population in 2013, compared

to 37% of the population in 2010.

As of May 12, 2015, there is one foster child residing in Hopewell, according to Nancy

Waller, Family Services Supervisor of the Hopewell Department of Social Services. This

number represents a decrease of children in foster care from 2011.

II. PUBLIC ASSISTANCE

As of May 7, 2015, there were 3,539 open Medicaid cases representing 6,560 individuals

receiving Medicaid in the city of Hopewell, Virginia. However in the state there were 677,774

cases of Medicaid. This is not a significant variance for Hopewell residents in comparison

with the eligible families who receive Medicaid in the Commonwealth of Virginia. (Source:

Virginia Dept. of Social Services). Similarly, as of May 7, 2015 the average number of open

Supplemental Nutrition Assistance Program (SNAP) cases per month in the city of Hopewell was

2,999. This represents a total of 6,538 Hopewell families requiring food and daily

sustenance assistance. This is a decrease of 168 families since the 2011-2012 Community

Assessment.

III. HOUSING

According to Mr. Steven Benhan, Director of housing for the Hopewell Redevelopment and

Housing Authority, as of September 1, 2012, there were approximately 1,090 individuals

residing in public housing and 860 people reside in Section 8 housing in the City of

Hopewell. Therefore, a total of 1,950 Hopewell residents were in need of housing assistance.

IV. HEALTH STATUS

Updated 6/24/2015

According to Virginia’s Center for Health Statistics, there were 383 live births to

Hopewell residents in 2013. The City’s birth rate (17.3 births per 1000 population in 2013)

has consistently been higher than the State rate (12.3 per 1,000 in 2013). Hopewell’s infant

mortality rate (18.3% deaths per 1,000 births in 2013) is approximately 12.1% higher than the

State rate while its percentage of low birth weight babies (2.6% in 2013) is slightly lower

than Virginia’s percentage (1.6%). Note that both the infant mortality rate and the low

birth weight percentage can vary greatly from year to year in localities, such as Hopewell,

with a relatively small number of births. For example, in 2012, Hopewell had 10 low birth

weights. This is a decrease from the 24 low birth weights listed in 2004.

The percentage of births to teenagers in Hopewell, 54% was higher than the overall State

percentage of 14.4% in 2013.

After having the highest child abuse and neglect rate in the Central Virginia region from

1991 through 2001, a rate two and a half to four times the State rate, Hopewell’s current

rate is 6.4 per 1,000 children in 2013, which is down from the 2002 rate of 10.4%.

(Source: Kids Count in Virginia). Nevertheless, its rate was still more than double the

state of 3% per 1,000 children.

It is estimated that there are 162 Hopewell children ages 0-4 years with disabilities.

This estimate is based on 2010 Census data that identified 9.5% of Hopewell’s children ages

5-15 years with a disability and applying that percentage to the approximate number of

children ages 0-4 years, as illustrated in the chart below:

2010 DISABILITY DATA FOR HOPEWELL CHILDREN

CATEGORY NUMBERTOTAL POP.

% OF TOTAL POPULATION

Total Disabilities for people 5-15 years: 358 3,749 9.5%Sensory Disability 56 1.5%Physical Disability 40 1.1%Mental Disability 253 6.7%Self-care disability 9 0.2%

CATEGORY NUMBERTOTAL POP. % WITH DISABILITIES

Total Disabilities for people age 0-4 yrs 162 1,700 9.5%Sensory Disability 25 1.5%Physical Disability 18 1.1%Mental Disability 115 6.7%Self-care disability 4 0.2%

Updated 6/24/2015

While the number of children with identified mental disabilities may be overstated

when applied to younger children, the origins of many mental disabilities occur in early

childhood.

The number of hospital discharges of Hopewell residents’ ages 0 to 4 for asthma per

10,000, pre-school age child has remained consistently higher than both the planning district

and State rates. In fact, Hopewell’s rate has been at least two to three times higher than

the State rate for the last three years of available data.

Age-specific Hospitalization due to Asthma, Ages 0-4, Hopewell City, Planning District 19, and Virginia, 2011, 2012, & 2013 Combined

Count Population Rate LCI UCI

Hopewell City 31 5149 60.2 39.0 81.4

Planning District 19 136 31239 43.5 36.2 50.9

Virginia 3393 1531904 22.1 21.4 22. 9

Source: Hospital Inpatient Data provided to VDH Data Warehouse via Virginia Health Information.

Asthma hospitalization rates are based on primary diagnosis of hospitalization within ICD-9 codes 493.

Rates are calculated based on the number of hospitalization per 10,000 Virginia residents.

Data prepared by the Division of Policy and Evaluation, Virginia Department of Health.

Charges Per Hospitalization due to Asthma, Ages 0-4, Hopewell City, Planning District 19, and Virginia, 2011, 2012, & 2013 Combined

Count Total Charges ($) Average Charges ($)

Hopewell City 31 $474450 $15305

Planning District 19 136 $2147994 $15794

Virginia 3393 $31960369 $9419

Source: Hospital Inpatient Data provided to VDH Data Warehouse via Virginia Health Information.

Asthma hospitalization rates are based on primary diagnosis of hospitalization within ICD-9 codes 493.Data prepared by the Division of Policy and Evaluation, Virginia Department of Health.

Updated 6/24/2015

Asthma is the most chronic childhood illness. Most hospitalizations for asthma can be

avoided with good primary care and consistent compliance with physician protocols. All of

these statistics point to a large and growing need for Head Start’s and other early

intervention services, improving the City’s children’s health and consequently, the

community’s well being.

V. NUTRITION

Hopewell Public SchoolsFree or Reduced Price Breakfast and/or Lunch

School Year: 2014-2015

22%

21%

17%

15%

16%

9%

Free or Reduced Lunches for Hopewell Public Schools

Hopewell High SchoolFree: 624 Reduced: 60Carter G. Woodson Middle Free: 583 Reduced: 99Harry E. James ElementaryFree: 487 Reduced: 60Patrick Copeland ElementaryFree: 457 Reduced: 49Dupont Elementary Free: 478 Reduced: 52Woodlawn Learning CenterFree: 277 Reduced: 13

The total number of students receiving free or reduced breakfast

and /or lunch in Hopewell City Public Schools is 3,563 and Woodlawn Preschool students

represented almost 08% of all Hopewell students receiving free lunches and 03% of the total

students receiving reduced priced lunches even though it enrolls less than 5% of all of

Hopewell’s students.

In conclusion, at least 15% of Hopewell’s population has significant needs for public

assistance to meet basic nutritional, health, and/or housing needs.

VI. EDUCATION

In 2013, about 23.2% of all adults over the age of 25 in Hopewell did not have a high

school diploma, compared to only about 12% of all Virginians. Moreover, less than 10.2% of

Hopewell residents over the age of 25 had a bachelor’s degree, compared to about 35.2% Updated 6/24/2015

Statewide. These statistics point to a critical need for Head Start services to support early

educational stimulation for children of parents with limited formal education.

Hopewell Public Schools currently serve one hundred and fifty-six (156) Head Start

children at Woodlawn Learning Center. All children are served in a center based program

design, which operates five days per week for six hours per session. These 156 preschool

children represent approximately 10% of all Hopewell children ages 0-4, based on 2010 Census

data.

As illustrated in the table below, over half of the students are three years of age

and less than half are four years of age, with less than half of the students being enrolled

in the program for two years. Approximately 13% of the students attend day care before and

after their Head Start programs to allow their parents to participate in employment and/or

job training.

HEAD START DEMOGRAPHICS2014-2015 SCHOOL YEAR

CATEGORY NO. OF STUDENTS % OF STUDENTS

Three Years of Age81 52%

Four Years of Age75 48%

Five Years of Age

TOTAL156

2 Year Enrollees 75African American 124 79%Caucasian 16 10%Hispanic 5 3%Multi-Racial 10 6%Other* 1 .6% TOTAL

156Disabilities 22 14%DaycareWaiting List 16 *Other Students include Asian, Pacific Islander and Other Races.

Updated 6/24/2015

Woodlawn Learning Center also provides other comprehensive preschool programs in

addition to Head Start. Virginia Preschool Initiative and Preschool Special Education are

housed at Woodlawn. The demographics for the other preschool programs based at Woodlawn

Learning Center are as follows:

OTHER WOODLAWN PRESCHOOL PROGRAM DEMOGRAPHICS

Virginia Preschool Initiative 2014-2015 SCHOOL YEAR

CATEGORY No. of Students % of Students

Four Years of Age 124

Disabilities 14 11%

TOTAL 138

African-American 88 64%

Caucasian 33 24%

Hispanic 13 9%

Multi-Racial 4 3%

TOTAL 138

Waiting List 19

VII. IDENTIFIED CHILDREN WITH DISABILITIES

Presently, twenty-eight (28) Head Start students are enrolled with an identified

disability. The enrollment currently includes twenty-two (22) students with speech and

language delays and six (6) with developmentally delays. The Head Start Program has an

agreement with the Hopewell City Schools Department of Student Services providing staffing

for preschool inclusion classroom services in collaboration with Head Start staff.

In Hopewell, thirteen (13) students with disabilities age two to five years have been

identified and are currently enrolled in the self-contained preschool special education

classes located at Woodlawn Learning Center. These children have the following disabilities:

(7) Developmentally Delayed

(6) Autistic

Updated 6/24/2015

Hopewell City Public Schools participate with Hopewell Schools’ Department of Special

Education and support efforts for a smooth and effective transition for children who, at age

three, will need to be considered for services for preschool age children with disabilities.

PRESCHOOL SPECIAL EDUCATION 2014-2015 SCHOOL YEAR

Age (2-5)

African-American 4

Caucasian 6

Hispanic 3

Other 0

TOTAL 13

VIII. HEAD START TARGET AREAS

While Hopewell Public Schools serve the entire City of Hopewell, the primary focus is on

education. In contrast, the Hopewell Head Start program emphasizes the building of social

competencies of children and parental self-sufficiency. Many of those needing Head Start

services lack economic resources; therefore, geographic areas of lower socio-economic status

are often the source of Head Start clients.

The low-income housing areas from which many of these clients come include: South West

Hopewell-The Summit Place, Piper Square, Hopewell Heights, and South East Hopewell—Bland

Court, East Hopewell—Davisville, and Central Hopewell- Thomas Rolf Court. An area map is

provided to reflect recruitment areas, low income housing locations, Head Start Center and

administrative offices.

VIX. CHILD CARE

Presently there are five licensed day care centers in Hopewell with a capacity of 358

children. In addition, there are four licensed family day care homes in Hopewell with a

capacity of 48 children, resulting in a total capacity for 406 children. These centers serve

children from birth to twelve. The charge for full-day care averages $90.00 per week. Hours

of operation for these centers typically are 6:00 a.m. – 6:00 p.m.

Updated 6/24/2015

X. CURRENT STATUS OF ENROLLED FAMILIES

The education, health, nutrition and social services needs of families with children

enrolled in Head Start during 2015-2016 school year represented the following:

a. EDUCATION

Number of Head Start families with High School Diploma: 80

Number of Head Start parents with post high school training: 16

b. HEALTH

Number of children enrolled in Medicaid/EPSDT: 146

Number of children with private insurance: 10

Number of children who have been medically screened: 156

Number of children who are complete on immunizations: 156

Number of children who have received a dental exam: 156

Number of Children who have no health insurance: 0

c. NUTRITION

Number of children eligible for free meals: 156

Number of children eligible for reduced priced meals

Number of children eligible for full priced meals

Number of families receiving food stamps: 119

d. SOCIAL SERVICES

Families enrolled in Head Start with Family Partnership Agreements (FPA) completed

(September 2014): 156

XI. IDENTIFIED NEEDS OF CURRENT ENROLLEES

The following needs have been identified for Head Start families:

a. EDUCATION:

Number of Head Start parents in need of GED: 46

b. HEALTH:

Number of children who need dental exams: 0

c. NUTRITION:

Number of children diagnosed with food allergies: 9

Number of children diagnosed as being healthy weight: 98

Number of children diagnosed as being underweight: 8

Number of children diagnosed as being overweight: 22

Updated 6/24/2015

Number of children diagnosed as being obese: 28

d. SOCIAL SERVICES (AS of 9-8-2014):

The following social services needs have been identified:

Acquiring Housing: 4

Emergency Crisis Intervention: 6

Mental Health Services: 1

Health Education: 3

Parenting Education: 17

5

2

General Education Diploma/Employment Training: 45

Of the total number of Family Partnership Agreements (FPA) completed by enrollees from

the 2014-2015 school year, the most prevalent concerns of Hopewell’s Head Start enrollees are

employment, adult education, and emergency crisis intervention.

XII. IDENTIFIED NEEDS OF CURRENT NOT ENROLLEES

There are sixteen families eligible for Head Start; however, they are not being served

by any of the preschool programs in the city of Hopewell. The education, health, nutrition

and social services needs of families with children not enrolled in Head Start during 2014-15

represents the following:

The following needs were listed by families of children not enrolled in Hopewell Public

Schools Head Start:

General Education Diploma/Employment Training: 1

Note: The information listed above was based on data extracted from Head Start Program

applications.Updated 6/24/2015

Updated 6/24/2015

GOAL : We believe the most promising strategy to advance the mission of Hopewell’s Public Schools is to develop trusting, mutual relationships with our parents and community resulting in student achievement gains that will cause us to be the model for the Commonwealth of Virginia.

COMPOSITION: The self-assessment teams included ( ) staff members, and ( ) Policy Council members.

Area Action Steps and

InterventionTime Frame

Estimated Resources

Person(s) Responsible

Means of Evaluation

Program Design & Management I: Planning & Operations

Ensure the usage of a translation

program that will translate documents

into Spanish.

(Long Range Goal)

June 2014 to

September 2019

0

Executive DirectorHead Start Coordinator

Family Service Manager

Head Start Teachers

Staff Evaluations

Parent Surveys

Program Design & Management II:

Governance & Human Resources/

Children Services II: Education

Provide all teaching staff with professional development

opportunities, including CLASS.(Short Range Goal)

2014-2015Monthly Staff

Meetings

$300.00Head Start Coordinator Staff

Evaluations


Governance & Human Resources:

Financial Management

Staff will be required to fill out

travel reimbursements on time and correctly. (Short Range Goal)


Meetings

0

Head Start CoordinatorHead Start Fiscal

Secretary

Staff Evaluations



Financial Management

Staff will be required to fill out

and submit time sensitive documents in a timely manner in order to ensure

the meeting of deadlines.

(Short Range Goal)


Meetings

0

Executive DirectorHead Start Coordinator

Staff Evaluations



Safety

Parent volunteers will be offered CPR training once a

year.

(Long Range Goal)

June 2014 to

September 2019

$100.00

Head Start Coordinator

Parent Involvement Coordinator

Parent Evaluations



Safety

Parent Volunteers will be offered

First Aide Training on a Quarterly

basis.

(Short Range Goal)

June 2014 to

September 2015

$300.00



Parent Evaluations

Updated 6/24/2015

Area Action Steps andIntervention

Time Frame

Estimated Resources


Means of Evaluation

Children Services I: Health

Have a community health fair annually

for parents that include information about dental health,

medical health, vaccinations, and

developmental milestones for preschool aged

students.

(Short Range Goal)

June 2014 to

September 2015

$100.00


Parent Involvement CoordinatorSchool Nurse

Parent Evaluations

Children Services I: Disabilities

The Child Study Chairperson will be

made available during Recruitment in order to answer parent questions. (Short Range Goal)

March 2015 0 Head Start

CoordinatorParent

Evaluations

Family & Community Engagement:

Elicit community members to come in

and work with parents in trade skill development,

i.e. computer, cooking, active living (exercise)

(Short Range Goal)

September 2014 -May

20150

Head Start Coordinator &


Parent Evaluations

Children Services I

Provide a suggestion box for parents,

students, and staff to submit ideas for breakfast and lunch menu items. (Short

Range Goal)

September 2014--May

20150 Head Start

CoordinatorNutritionist Evaluations

Children Services II:

Mental Health

Have quarterly meetings scheduled and held with a

mental health team compromised of the

mental health consultant, child’s teacher, parent and

family service worker.

(Short Range Goal)

September 2014-May 2015

0 Head Start Coordinator

Staff Evaluations/Obs

ervations


Mental Health

Intercept staff member will be

included on staff meeting agenda’s bi-monthly to provide staff training on

behavior management. (Short Range Goal)


Meetings



ervations

Updated 6/24/2015

Area Action Steps andIntervention

Time Frame

Estimated Resources


Means of Evaluation


Mental Health

Develop one partnership

agreement annually with Intercept to provide parent & staff development quarterly. (Long

Range Goal)


Meetings



ervations


Disabilities

To provide classroom teachers with more training on special needs students in

the general education classroom.

(Long Range Goal)

Quarterly Training $200.00

Head Start Coordinator &

Special Education Staff

Teacher Evaluations

Children Services II: Education

Order Al’s Pals parent letters that are to be sent home

(Short Range Goal)

September 30, 2014 $60.00

Head Start CoordinatorHead Start Teachers

Staff observations

Updated 6/24/2015

HOPEWELL PUBLIC SCHOOLS HEAD START PROGRAMGRANT NO.: 03CH3468

2015-2016 SCHOOL READINESS PLAN

Carefully developed, early learning expectations linked to Virginia Department of Education kindergarten expectations are aligned with the Head Start Early Learning Child Development Outcomes Framework. Early learning expectations can contribute to a more cohesive, unified approach to young children’s educational experiences. This school’s readiness report contains goals based on the second assessment period using Teaching Strategies Gold and the Phonological Awareness Literacy Screening (PALS) assessment. This report was completed in accordance to the Head Start Program Performance Standards and the Head Start Act 2007. The goals are relevant and data driven based on the five essential domains from the Head Start Early Learning Child Development Outcomes Framework.

Table 1.1 Hopewell Public Schools Head Start Program School Readiness Outcomes

Program Component

Source of Measure

Measurable Outcome Staff Local MeasuresFamily

Engagement

Social-Emotional

TS Gold Social Emotional 1a, 1b, 1c, 2a, 2b, 2c, 3a, 3c

Goal: Children will have pro-social and emotional behaviors and have positive and negative consequences, know what behaviors are acceptable, awareness that they are capable of controlling their behavior and they have the power to manage their emotions.

Objective: Children will increase pro-social and emotional behaviors by 15%.

TeachersTeachers will discuss the reasons for limits and the consequences of behaviors. Teachers will create warm, supportive and secure relationships with their students. Teachers will utilize Al’s Pals curriculum to help with problematic behaviors and to help reinforce awareness and self-regulation of students’ emotions. Teachers will allow children to make choices throughout the day.

There is a transition plan in place to assist parents and students with transitioning to the elementary schools.

Parents will participate in at least one workshop on the following topic: Al’s Pals and/or Learning Through Play.

Approaches to Learning

TS Gold Cognitive Development 3a, 3b, 11a, b, c, d, e

Goal: Children will have the opportunities to approach tasks, activities and problems with creativity, imagination and/or willingness to try new experiences or activities.

Objective: Children will be given opportunities at least six times throughout the day.

Teachers100% of teachers will show improvements on the Classroom Assessment Scoring System (CLASS) instrument by the end of the 2015 program year, specifically in the instructional learning formats indicators, which focus on student interest, attention, and active participation.

Parents will participate in one workshop on the Classroom Assessment Scoring System (CLASS) domains.

Updated 6/24/2015


Program Component

Source of Measure


Engagement

Cognitive & General Knowledge

TS Gold Mathematics20a, 20b, 20c, 22

TS Gold Science24, 28

TS Gold Social Studies 29, 31

.

Goal: Children will increase cognitive knowledge.

Objective: increase cognitiveknowledge by 20% by completing the following goals: Four year-old children will rote count to at least 20 without prompts or cues from the teacher.

Three year-old children will rote count to at least to 10 without prompts or cues from the teacher.

Four year-old children will demonstrate one to one correspondence when counting to 15.

Three year-old children will demonstrate one to one correspondence when counting to at least 5.

compare the number of objects using vocabulary such as: more, less, greater than, fewer, and/or equal.

name and identify: square, triangle, rectangle, circle, rhombus and octagon.

skip rote counting where students start at another number other than one and count to a designated stopping point.

Teachers Teachers will provide parents with Creative Curriculum Learning Games once a month to increase cognitive development.

Parent surveys will be conducted once a month.

Parents will be provided one workshop on cognitive development, parents as the child’s first teacher, and how parents can partner with the Head Start Program for optimal child development.

Parents will participate in at least one “Make It and Take It” activity, which will focus on cognitive development.

Updated 6/24/2015


Program Component

Source of Measure


Engagement

Languages & Literacy

TS Gold Language Development 8a, 8b, 10a, 10b

TS Gold Literacy 17a, 17b, 16b, 18a, 18b

Goal: Children will recognize the letters in his/her first and last name and demonstrate word recognition skills.Objective:

Four year-old children will recognize the letters in his/her name and demonstrate word recognition skills with 70% accuracy.

Three year-old children will recognize the letters in his/her name with 30% accuracy.

Goal: Children will show an increase in the language development domain.Objective: Children will show at least an additional 20% increase in the language development domain.Objective: Teachers will strive for at least five feedback loops throughout the day.

Teachers Teachers will add functional and environmental print, alphabet letters, word walls, vocabulary, age appropriate book genres, signs, labeled centers and murals, interactive bulletin boards, experience charts, and poems to the classroom environment.

Teachers will focus on open ended questions throughout the day. These open ended conversations will focus on items like routines, schedules, expressing needs as well as child centered interests.

Parents will be offered the opportunity to obtain library cards for themselves and their children. Parents will be encouraged to ensure that their children recognize their name as it is written on their birth certificate. RIF books will be sent home at a minimum of three times a year to build home libraries.

Updated 6/24/2015


Program Component

Source of Measure


Engagement

Cognitive & General Knowledge

TS Gold Mathematics20a, 20b, 20c, 22

TS Gold Science24, 28

TS Gold Social Studies 29, 31

.

Goal: Children will increase cognitive knowledge.

Objective: increase cognitiveknowledge by 20% by completing the following goals: Four year-old children will rote count to at least 20 without prompts or cues from the teacher.

Three year-old children will rote count to at least to 10 without prompts or cues from the teacher.

Four year-old children will demonstrate one to one correspondence when counting to 15.

Three year-old children will demonstrate one to one correspondence when counting to at least 5.

compare the number of objects using vocabulary such as: more, less, greater than, fewer, and/or equal.

name and identify: square, triangle, rectangle, circle, rhombus and octagon.

skip rote counting where students start at another number other than one and count to a designated stopping point.

Teachers Teachers will provide parents with Creative Curriculum Learning Games once a month to increase cognitive development.

Parent surveys will be conducted once a month.

Parents will be provided one workshop on cognitive development, parents as the child’s first teacher, and how parents can partner with the Head Start Program for optimal child development.

Parents will participate in at least one “Make It and Take It” activity, which will focus on cognitive development.

Updated 6/24/2015


Program Component

Source of Measure


Engagement

Physical Development & Health

TS Gold Physical Development6, 7a, 7b

Goal: Children will maintain healthy and age appropriate well-being by engaging in oral hygiene activities.Objective: Children will maintain healthy and age appropriate well-being by engaging in oral hygiene activities once a day and by increasing gross motor skills overall by 10%.Objective: Implement “I Am Moving I Am Learning” Curriculum by at least offering one activity or recommendations from the curriculum daily. Other activities will include learning how to jump rope, using ‘Noodle Mania’ activities and other activities that have students cross the midline. Objective: 100% of children will write their name and increase fine motor skills overall by 10%.

TeachersThe daily routine will be augmented to reflect tooth brushing with fluoridated tooth paste after breakfast.

Teachers will develop structured activities engaging children in moderate to vigorous physical activity for at least 10 minutes each day.

Teachers will provide at least two structured activity daily for children (i.e. cutting and name writing). Teachers will provide at least two opportunities during the day for unstructured play in the area of fine motor (child choice: play-dough, coloring, writing, and painting.

Parents will be provided with at least one newsletter that addresses oral health hygiene and how to foster oral health at home.

Provide parents with at least one workshop to address childhood obesity, healthy menu planning, family exercise, and developing a wellness approach.

Provide parents with recommendations and activities to implement at home with children that will help develop and strengthen fine motor skills.

Updated 6/24/2015

HOPEWELL PUBLIC SCHOOLS HEAD START PROGRAMPHONOLOGICAL AWARENESS LITERACY SCREENING (PALS) DATA

It’s important to note that the Phonological Awareness Literacy Screening measures achievement within a developmental range. The spring benchmark range for each category is listed in the table. The percentages listed represent the number of students who met or exceeded the spring developmental range. Additionally, the lower-case and letter sounds section are if-then scenarios. If a student knows at least twelve upper-case letters, the child can be assessed on his or her lower case letters. If the child knows at least nine lower case letters, then he or she can be assessed on letter sounds. So, for those two sections, the number of assessed children can be different from the other six sections.

Spring Developmental

Range

2012-2013 2013-2014 2014-2015

NAME WRITING 5-7 97% 86% 86%

UPPER CASE RECOGNITION

12-21 99% 85% 88%

LOWER CASE RECOGNITION

9-17 99% 19% 81%

LETTER SOUNDS

4-8 97% 54% 62%

BEGINNING SOUNDS

5-8 100% 90% 100%

PRINT & WORD 7-9 98% 90% 100%

RHYME AWARENESS

5-7 100% 90% 90%

NURSERY RHYME

6-10 99% 90% 100%

Updated 6/24/2015

hopewell public schools · web viewhopewell public schools head start 2014-2015 community...

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