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