UCHRA Van Buren County Head Start School Readiness Report...
Transcript of UCHRA Van Buren County Head Start School Readiness Report...
UCHRA
Van Buren County Head Start
School Readiness Report
2015-2016
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, Science 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 Emotional; Approaches to
Learning; Cognitive and General Knowledge; Language and Literacy and Physical
Development. 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), 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 the fifth edition of the
Creative Curriculum and is designed for early childhood programs serving children age’s
three to five. It rests on a firm foundation of research and responds to new requirements
for addressing academic content. It includes five volumes that help teachers build their
professional knowledge of best practice. The 38 objectives are organized into ten areas of
development and learning: Social-Emotional, Physical, Language, Cognitive, Literacy,
Mathematics, Science and Technology, Social Studies, the Arts and English Language
Acquisition.
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, 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 three
CLASS reliable evaluators on staff. All classrooms are monitored
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 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 by utilizing NCQTL Engaging Interactions and
Environments In-service Suites. Peer mentoring is also provided utilizing action
plans through the practiced based coaching techniques. 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. Families will be prepared for Kindergarten transitioning by trainings
provided by Head Start in conjunction with the LEA, such as, “Ready for Kindergarten”
and “Getting Ready for Kindergarten”.
UCHRA Van Buren County Head Start staff work to connect 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 meetings and all
reports are published on the web 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 teachers 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,
he/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 had a dental exam will be provided a dental
exam within 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 ensure all children have the
required immunizations.
Medical Home- Head Start staff members work with families to establish a
medical home 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 checklists
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.
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 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 needs 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
(minimum of 2 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 local agriculture
extension office provides a monthly training for parents and children on the importance
of nutrition and exercise. 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 School
Kindergarten Readiness Skills 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 two CLASS reliable evaluators on staff. All
VBCHS classrooms are monitored 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 certified class
observer card to 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 Organization, 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)The national average for 2015, lowest 10% thresholds,
(a) For the Emotional Support domain the minimum threshold is 5.65;
(b) For the Classroom Organization domain, the minimum threshold is 5.27;
(c) For the instruction Support domain, the minimum threshold is 2.22;
(3)The national overall average for 2015,
(a) For the Emotional Support domain the minimum threshold is 6.03;
(b) For the Classroom Organization domain, the minimum threshold is 5.80;
(c) For the instruction Support domain, the minimum threshold is 2.88;
(4)UCHRA Van Buren County Head Start overall average for 2015-2016 Program
Year,
(a) For the Emotional Support domain the minimum threshold is 6.09;
(b) For the Classroom Organization domain, the minimum threshold is 5.48;
(c) For the Instruction Support domain, the minimum threshold is 4.73;
Classroom Organization includes the dimension of Behavior Management. Due to the
teacher’s attempts to redirect misbehavior being ineffective, the misbehavior continues
and/or escalates and takes time away from learning. This program year has allotted
many children with challenging behaviors, higher than the norm. Instruction Support
has dropped, however, mentor teacher has recently attended a Cluster meeting with a
concentration of CLASS and extensive training will be conducted on the topic of
teaching practice versus teaching activity. We feel this will strengthen our staff’s ability
to continue to provide high quality services.
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 NCQTL 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
UCHRA Van Buren County Head Start provides for ongoing training and assistance
focusing on areas of quality teaching and learning. All Staff are provided opportunities to
expel on current skills and knowledge base. All staff are surveyed using staff training
interest/request form to determine needs. This survey is conducted by the professional
development coordinator in the month of March. All training requested will be addressed
in in-service, state, federal and local training opportunities. The plan outlines new teacher
training and current teacher training in areas including curriculum, assessment, quality
environment, health and safety, family engagement, and school readiness. Systems are
developed to provide CEU training and technical assistance to address the need for
ongoing staff professional development. Education staff will use results from CLASS
observation/practice based coaching results, job performance evaluations, teacher
performance evaluation, outcomes, and personal training request to determine
professional development goals. All support staff will use job performance evaluations
to determine professional development goals. (Goals will be documented on professional
development action plan form.) Teacher Performance Evaluation Form will be filled out
by each teacher and submitted to supervisor for feedback by November. CLASS
observation will be conducted (mid-year practice base coaching/CLASS action plan will
be created in conjunction with lead teacher unless otherwise specified by class
performance. i.e.: poor performance in Sept. etc.). CLASS observation is done every
September, December and February. Staff will devise a plan of action and set 2 to 3 goals
(to include dates) for individual staff growth (goals must include higher educational
needs when applicable.) Goals are to be set with dates by April. Staff will implement the
plan of action and the Professional Development Staff will track progress. Staff will be
notified of approaching deadlines and staff training interest/request for training needs
deadlines. 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 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. Education staff are supported by a mentor teacher utilizing the NCQTL
method and are offered support in family and community engagement. The criteria to be
a teacher in a classroom is an associates, 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.
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.
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.
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, families as lifelong educators and learners, family connections to peers and
community, and families roles as advocates and leaders. 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.
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 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.
Through this Program year (14-15) the program discovered that Family Well Being is an
area of concern. Data determines many families whom have needed food, housing, and/or
transportation. Many of these families have moved several times, needed food on more
than one occasion, and/or child was absent due to lack of transportation. Referrals to
resources for them to use in support with providing a Stress and Money Management
Training & Materials. Our goal is to strengthen Family Well Being so that the families
we serve will gain additional knowledge and take opportunities to advance their
education/ employment/etc...
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. Support will be provided to Dual Language Learners,
through translating and interpreting as needed.
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 Intake Process
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, 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 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 few 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 from high school. During this
recognition event student and parent are invited to attend a banquet in their honor where
each student is recognized with a certificate and gift bag for their achievement, at this
time an outstanding student is awarded the Parent Committee Head Start scholarship for
those who plan 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.
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
Language
Developme
nt
Receptive
Language
The ability to
comprehend or
understand
language.
LC1, LC2,
LC3, LC4,
LC5, LC6,
LC7, LC8,
LC9, LC10,
LC11, LC12,
LC13, LC14,
LC15, LC16,
LC17, LC18,
LC19, LC20,
LC21, LC22,
LC23, PS1,
PS5, PS27,
CC1, CC2,
CC4, CC6,
CC7, CC8,
CC9, CC10,
CC11, CC12,
CC13, CC14,
CC17, CC18,
CC19, CC24,
CC25, CC276,
CC27, CC29,
CC30
CC-L.8 Listens
to and
understands
increasingly
complex
language.
CC-L.8.a
Comprehends
language
b. Follows
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,
LN37, 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
SR-L 2
Children will
use and
understand
print as a
meaningful
and organized
symbolic
system of
communicatio
n
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
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 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
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
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 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.
LE.37-48.1
Listen with
understanding
and interest to
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
conservations,
directions, music
and a variety of
reading
materials.
RI.PK.10.
Actively listen
and participate in
small and large
group activities
when
informational
text is read aloud
or discussed.
RL.PK.5.
Participate in
listening to
common types of
text
(e.g., storybooks,
nursery rhymes,
and poetry).
LE.37-48.1
Listen with
understanding
and interest to
conversations,
directions, music
and a variety of
reading
materials.
Language
Developme
nt
Expressive
language
The ability to
use language
LN1, LN2,
LN3, LN4,
LN5, LN6,
LN7, LN8,
LN9, LN10,
LN11, LN12,
CC-L.9 Uses
language to
express thoughts
and needs.
CC-L.9.a Uses
an expanding
CG7, CG13,
CG16, CG22,
CG26, CG32,
CG34, CG35,
CG36, CG39,
CG41, CG42,
RF.PK.4.
Demonstrate
awareness that
books carry a
message. Can
retell the story
SR-L 2
Children will
use and
understand
print as a
meaningful
KRSC – 1
Know full
name
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
LN13, LN14,
LN15, LN16,
LN17, LN18,
LN19, LN20,
LN21, LN22,
LN23, LN24,
LN25, LN26,
LN27, LN28,
LN29, LN30,
PS6, PS9,
PS12, PS15,
PS18, PS22,
PS26, PS28,
PS29, PS31,
PS37, PS41,
PS45, CC12,
CC13, CC14,
CC15, CC16,
CC17, CC20,
CC21, CC22,
CC23, CC25,
CC27, CC29,
CC30, CC31,
CC32, CC33
expressive
vocabulary
b. Speaks clearly
c. Uses
conventional
grammar
d. Tells about
another time or
place.
CC-L.10 Uses
appropriate
conversational
and other
communication
skills
CC-L 10.a
Engages in
conversations
b. Uses social
rules of
language
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,
LN35, LN36,
LN38, LN39,
LN40, LN41,
LN42, LN43,
LN44, LN46,
LN47, LN48,
LN49, LN50,
LN51, LN52,
LN53, LN55,
LN56, LN59,
LN60, LN62,
LN63, LN64,
LN65, LN67,
LN68, LN69,
PS6, PS9,
PS12, PS15,
PS18, PS22,
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 include
book reading and
theme-related
vocabulary, with
adults and other
children during
transitions and
routine daily
activities,
and organized
symbolic
system of
communicatio
n
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
PS26, PS28,
PS29, PS31,
PS37, PS41,
PS45
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.
SL.PK.4.
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
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
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
modeling and
support, use
frequently
occurring (often
theme-based)
vocabulary
words.
L.PK.1c. With
modeling and
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.
L.PK.4. With
guidance and
support, ask or
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
answer questions
about the
meaning of new
and unfamiliar
words and
phrases
introduced
through current
themes and
related books,
activities, and
play.
RI.PK.1. With
modeling and
support, ask and
answer questions
about
informational
text.
RI.PK.2. With
modeling and
support, recall
important age
appropriate facts
from
informational
text by engaging
in meaningful
discussions and
activities.
RI.PK.3. With
guidance and
support, relate
informational
text to personal
experience or
other text.
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
RI.PK.4.
Develop new
vocabulary by
engaging in
meaningful
discussions and
activities to
promote learning
of unfamiliar
words found in
informational
text.
RI.PK.5. Identify
that the title of
the book is found
on the front
cover.
RI.PK.6. With
guidance and
support, identify
the role of the
author and the
illustrator
RI.PK.7. With
guidance and
support, discuss
the use of
illustrations to
support the
descriptions of
characters,
settings or to
predict events in
the text.
RI.PK.9. With
guidance and
support, explore
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
and identify the
similarities and
differences
between books
on the same
topic.
RL.PK.1. With
modeling and
support, ask, and
answer (respond
to) questions
about text read
aloud.
RL.PK.2. With
guidance and
support, recall
important
facts to retell a
familiar story in
sequence.
RL.PK.3. With
guidance and
support, identify
major
characters,
settings, and
events from a
familiar story or
nursery rhyme.
RL.PK.4.
Develop new
vocabulary by
engaging in
meaningful
discussions and
activities to
promote learning
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
of unfamiliar
words related to
text.
RL.PK.6. With
guidance and
support identify
the role of
the author and
the illustrator.
RL.PK.7. With
guidance and
support, discuss
the use
of illustrations to
support the
descriptions of
characters,
settings, or
predict events in
the story
RL.PK.9. With
guidance and
support, relate
the story to
previously read
stories, ideas in
the themes, or
personal
life experiences.
RL.PK.10.
Actively listen
and participate in
small and
large group
activities when
literature is read
aloud or
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
discussed.
LE.37-48.2 Use
language for a
variety of
purposes.
LE.37-48.3
Produce speech
that is clear
enough to be
understood by
most people.
LE.37-48.4
Demonstrate
interest in books
and what they
contain.
LE.37-48.5
Demonstrate
knowledge of
how to use a
book.
LE.37-48.6
Show awareness
that print
conveys a
message, that
print is read
rather than
pictures.
Literacy
Knowledge
and Skills
Book
Appreciation
and
Knowledge
Interest in
books and their
PS25, FM3,
FM7, LN21,
LC13, LC18
CC-LI.17
Demonstrates
knowledge of
print and its uses
FM6, LN4,
LN18, LN19,
LN27, LN28,
LN29, LN33,
LN37, LN42,
LN49, LN52,
RF.PK.1.
Demonstrate
understanding of
basic features of
print; distinguish
between words
SR-L 2
Children will
use and
understand
print as a
meaningful
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
characteristics,
and the ability
to understand
and get
meaning from
stories and
information
from books and
other texts.
CC-LI.17a Uses
and appreciates
books
CC-LI.18
Comprehends
and responds to
books and other
texts
CC-LI.18.a
Interacts during
read-alouds and
book
conversations
b. Uses
emergent
reading skills
c. Retell stories
LN53, LN57,
LN58, LN61,
LN65, LN67,
LN68, PS25
and pictures.
.
and organized
symbolic
system of
communicatio
n
Literacy
Knowledge
and Skills
Phonological
Awareness
Awareness that
language can
be broken into
words,
syllables, and
smaller pieces
of sound.
LN1, LN30,
LC22, LC23,
CC-LI.15
Demonstrates
phonological
awareness
CC-LI.15.a
Notices and
discriminates
rhyme
b. Notices and
discriminates
alliteration
c Notices and
discriminates
smaller and
smaller units of
sound
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
KRSC – 10
Recites
Alphabet
KRSC – 11
Recites
Numbers
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
by identifying
familiar words in
books and the
environment and
begin making
connection that
letters in words
make sounds.
LE.37-48.7
Begin to attend
to print in the
environment,
especially own
name.
Literacy
Knowledge
and Skills
Alphabet
Knowledge
The names and
sounds
associated with
letters
LC22, LN27,
CM12, CM16,
CM21, CM24
CC-LI.16
Demonstrates
knowledge of
the alphabet
CC-LI.16a
Identifies and
names letters
b. Uses letter-
sound
knowledge
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
KRSC – 4
Recognize
name
KRSC – 5
Writes name
KRSC – 8
Recognize
Upper case
letters A-Z
KRSC – 9
Recognize
Lower case
letters a-z
KRSC – 12
Recognize
words
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
lowercase letters.
RF.PK.2e. With
guidance and
support, identify
whether or not
two words begin
with the same
sound.
Literacy
Knowledge
and Skills
Print concepts
& conventions
The concepts
about print and
early decoding
(identifying
letter-sound
relationships).
LN27, LN30,
LC22, LC23,
CM12, CM16,
CM21, CM24,
CC18, CC24,
CC25, CC31
CC-LI.17
Demonstrates
knowledge of
print and its uses
CC-LI.17b. Uses
print concepts
CG46, CG53,
CG66, CG70,
CG71, CG75,
LN31, LN33,
LN35, LN37,
LN42, LN44,
LN45, LN49,
LN52, LN53,
LN56, LN57,
LN58, LN68
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
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
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
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
Knowledge
and Skills
Early Writing
The familiarity
FW1, FW2,
FW3, FW4,
FW5, FW6,
CC-LI.19
Demonstrates
emergent
PW1, PW2,
PW3, PW4,
PW5, PW6,
RF.PK.1b.
Recognize
spoken words
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
with writing
implements,
conventions,
and emerging
skills to
communicate
through written
representations,
symbols, and
letters.
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,
writing skills
CC-LI.19.a
Writes name
b. Writes to
convey meaning
CC-P.7.b. Uses
writing and
drawing tools
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
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.
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
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
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 letters
(letters may not
be of
conventional size
or shape).
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
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.
LE.37-48.8
Attempt to
“write” own
name.
Mathematic
s
Knowledge
and Skills
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.)
FW24, FW29,
CC1, CC8,
CC10, CC12,
CC13, CC14,
CC15, CC16,
CC17, CC18,
CC19, CC20,
CC21, CC22,
CC23, CC24,
CC25, CC26,
CC27, CC28,
CC29, CC31,
CC32, CC33,
CM16,
LC19
LN27
CC-M.20 Uses
number concepts
and operations
CC-M.20.a
Counts
c. Connects
numerals with
their quantities
PW35, PW37,
CG8, CG13,
CG18, CG19,
CG26, CG34,
CG40, CG41,
CG46, CG53,
CG56, CG62,
CG66, CG67,
CG69, 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
KRSC – 2
Knows age
KRSC – 3
Knows
birthday
KRSC – 11
Recite
numbers
KRSC – 13
Recognize and
match number
words to
numbers
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
10 (includes
subitizing – the
ability to look at
a quantity and
say the quantity
(1-4) quickly …
just by looking).
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
KRSC – 14
Place numbers
in numerical
order 1-5
KRSC – 15
Recite last 4
digits of social
security
number
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
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
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
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
cards).
MA.37-48.1
Begin to identify
and label objects
using numbers
Mathematic
s
Knowledge
and Skills
Number
Relationships
& Operations
The use of
numbers to
describe
relationships
and solve
problems.
CC1, CC8,
CC10, CC13,
CC14, CC15,
CC16, CC17,
CC19, CC20,
CC21, CC22,
CC23, CC25,
CC26, CC27,
CC28, CC29,
CC31, CC32,
CC33,
CM16
CC-M.20 Uses
number concepts
and operations
CC-M.20.b
Quantifies
CG3, CG18,
CG19, CG24,
CG26, CG40,
CG41, CG51,
CG53, CG54,
CG56, CG58,
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.
PK.OA.2: Solve
addition and
subtraction
problems using
objects for
problems up
through five.
PK.MD.2:
Explore the
concept of
SR-C4:
Children will
use math
everyday to
count,
compare,
relate,
measure, and
identify
patterns and
problem solve.
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
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).
MA.37-48.2
Begin to use
comparative
language such as
more/less, equal
to describe
objects.
Mathematic
s
Knowledge
and Skills
Geometry &
Spatial Sense
The
understanding
of shapes, their
properties, and
how objects are
related to one
another.
FM17, FM18,
FM19, FM20,
FM23, FW12,
FW18, FW22,
CM1, CM2,
CM3,
CM5, CM7,
CM13, CM15,
CM18, CM20,
CM22, CM23
CC2, CC5,
CC9, CC11,
LC6, LC15,
LC21
CC-M.21
Explores and
describes spatial
relationships and
shapes
CC-M.21.a
Understands
spatial
relationships
b. Understands
shapes
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
SR-C5
Children will
display
knowledge of
shapes and
their properties
KRSC – 7
Knows shapes
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
the attributes of
two- and three-
dimensional
shapes.
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).
MA.37-48.5
Become aware of
his body and
personal space
during active
exploration of
physical
environment.
Mathematic
s
Knowledge
and Skills
Patterns
The recognition
of patterns,
sequencing, and
critical thinking
skills necessary
CM3, CM5,
CM6, CM7,
CM8, CM9,
CM10, CM13,
CM15, CM17,
CM19, CM21,
CC-M.23
Demonstrates
knowledge of
patterns
CG6, CG11,
CG14, CG23,
CG24, CG38,
CG50, CG60,
CG64, CG70
SR-C4:
Children will
use math
everyday to
count,
compare,
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
to predict and
classify objects
in a pattern.
CM23, CC3,
CC5, CC28
relate,
measure, and
identify
patterns and
problem solve.
Mathematic
s
Knowledge
and Skills
Measurement
& Comparison
The
understanding
of attributes
and relative
properties of
objects as
related to size,
capacity, and
area.
CM3, CC3,
CC4, CC5,
CC6, CC7,
CC10, CC11,
CC19, CC26,
CC278,
CC28, CC29,
LN24, LN26
CC-M.22
Compares and
measures
CC-C.13 Uses
classification
skills
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.
PK.G.4: With
guidance and
support, compare
and contrast the
SR-C4:
Children will
use math
everyday to
count,
compare,
relate,
measure, and
identify
patterns and
problem solve.
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
attributes of two-
and three-
dimensional
shapes of
different sizes
and orientations,
identifying
shapes that are
___ and shapes
that are not ___.
L.PK.5a. Sort
familiar objects
into categories
and identify the
“common” factor
of the group (e.g.
Identify reason
{common
factor} for
grouping objects;
categorize
animals by those
who fly or walk;
group cars by
color or number
of doors).
MA.37-48.3
Explores and
begins to sort
and classify
objects.
MA.37-48.4
Begin to
demonstrate
understanding of
time, length,
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
weight,
capacity and
temperature.
S.37-48.9
Describe and
categorize
objects based on
some observable
properties.
Science
Knowledge
and Skills
Scientific
Skills and
Methods
The skills to
observe and
collect
information and
use it to ask
questions,
predict,
explain, and
draw
conclusions.
CM3, CM8,
CM9, CM17,
CM19, CM21,
LN11, LN15,
LN18,
LN19, LN28,
LN29
CC-S.24 Uses
scientific inquiry
skills
CG23, CG31,
CG27, G30,
CG33,
CG35,CG36,
CG43, CG47,
CG49, CG57,
CG61, CG68,
CG76, CG78,
CG85, LN18,
LN27, LN28
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.
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
S.PK.4: Use
simple tools for
investigation for
the home,
classroom and
other familiar
places.
PD.PK.1:
Compare/contras
t and describe
different sights,
smells, sounds,
tastes, and
textures found in
the environment.
S.37-48.1
Demonstrate
growing ability
to connect
sensory input
with words and
expressions.
S.37-48.4 Imitate
familiar actions
in using simple
tools to build
knowledge
of world through
observation and
awareness of
surroundings.
Science
Knowledge
and Skills
Conceptual
Knowledge of
the Natural &
Physical
World
CC6, CC7,
CC11, CC30,
LN15, LN17,
LN20, LN22,
LN23, LN24,
CC-S.25
Demonstrates
knowledge of
the
characteristics of
CG10, CG21,
CG23, CG27,
CG28, CG29,
CG30, CG31,
CG33, CG36,
S.PK.5:
Investigate and
identify a variety
of earth materials
by their
SR-A 3
Children will
show initiative
and curiosity
through an
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
The acquisition
of concepts and
facts related to
the natural and
physical world
and the
understanding
of naturally-
occurring
relationships.
LN25, LN26,
LN28, LN29,
LC16, LC17,
LC18, CM8,
CM9, CM17
living things
CC-S.26
Demonstrates
knowledge of
the physical
properties of
objects and
materials
CC-S.27
Demonstrates
knowledge of
Earth’s
environment
CG47, CG65,
CG68, CG76,
LN15, LN39,
LN48
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
roots, stems,
leaves, animals
have eyes,
mouths, ears).
S.PK.9: Observe,
describe and
compare the
habitats of plants
interest in
varied topics
and activities,
an eagerness to
learn,
creativity and
independence
in their
interactions
and use of
materials.
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
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)
S.37-48.2
Observe
surroundings in
relation to prior
knowledge and
Methods
S.37-48.5 Begin
to investigate
and identify a
variety of earth
materials by their
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
observable
properties.
S.37-48.8
Demonstrates
understanding of
simple weather
conditions and
related
vocabulary.
S.37-48.9 Begin
to describe and
identify the
similarities,
categories, and
different
structures of
familiar plants
and animals.
S.37-48.10
Observe and
describe and
characteristics
and needs of
plants and
animals.
SS.37-48.5 React
to changes in
environment.
Creative
Arts
Expression
Creative
Movement &
Dance
The use of the
body to move
to music and
express oneself.
PS43
CC-CA.35
Explores dance
and movement
concepts
GM32, PS43 CA.PK.6:
Express feelings
of what is felt
and heard
through dance or
creative
movement.
CA.PK.7: Move
in spontaneous
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
and imaginative
ways to music,
songs, rhythm
and silence (e.g.,
sway, twist, use
of props).
CA.PK.10:
Participate in
artistic activities
(music and
dance)
representing
different
cultures.
CA.37-48.5
Control body to
participate in
creative
movement and
drama.
Creative
Arts
Expression
Music
The use of
voice and
instruments to
create sounds.
CC-CA.34
Explores
musical
concepts and
expression
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.
CA.37-48.1
Enjoy
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
participating in
group music
activities and
music making
activities.
CA.37-48.2
Experiment with
voice and
instruments.
Creative
Arts
Expression
Art
The use of a
range of media
and materials to
create
drawings,
pictures, or
other objects.
FM8, FM15,
FM25, FW13,
FW15, FW21,
FW23, FW25,
FW26, FW30
CC-CA.33
Explores the
visual arts
FM10, FM18,
FM19, FM25,
FM32, FM34,
FM39, PW6,
PW8, PW13,
PW14, PW16,
PW17, 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.
CA.37-48.4
Scribble and
paint and begin
to use other art
materials.
KRSC – 6
Knows colors
Creative
Arts
Expression
Drama
The portrayal
of events,
characters, or
PS25, PS33,
LN21, LC18
CC-CA.36
Explores drama
through actions
and language
LN30, LN41,
LN52, LN67,
PS25, PS33
CA.PK.8:
Participate in a
variety of
dramatic play
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
stories through
acting and
using props and
language
activities
(teacher guided
or child initiated)
to represent
fantasy and real
life experiences.
CA.PK.9:
Respond and
react to theatre
and drama
presentations.
CA.37-48.6
Become more
creative in
dramatic play
activities.
Social &
Emotional
Developme
nt
Social
Relationships
The healthy
relationships
and interactions
with adults and
peers.
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
CC-SE.2
Establishes and
sustains positive
relationships
CC-SE.2.a
Forms
relationships
with adults
b. Responds to
emotional cues
c. Interacts with
peers
d. Makes friends
CC-SE.3
Participates
cooperatively
and
constructively in
group situations
CC-SE.3.a
Balances needs
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
SR-SE1
Children will
demonstrate
positive social-
emotional
skills,
including
increasingly
confident and
cooperative
interactions
with peers and
adults.
D-A.1 Act in
a way that
made adults
smile or
show interest
in him/her?
D-SC.2
Listen to or
respect
others?
D-A.17 Ask
adults to
play with or
read to
him/her
D-A.24
Trust
familiar
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
and rights of self
and others.
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
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
adults and
believe what
they say
D-A.26 Seek
help from
children/adul
ts when
necessary
D-A.32
Appear
happy when
playing with
others
D-A.34
Look
forward to
activities at
home or
school ( for
instance,
birthdays or
trips)
D-A.36
Show
preference
for a certain
adult,
teacher or
parent
D-SR.37
Play well
with others
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
purposefully,
safely, and
respectfully as
set by group
rules.
SE.37-48.5
Begin to
demonstrate an
understanding of
social
expectations.
SE.37-48.9 Show
increasing ability
to understand the
feelings of
others.
Social &
Emotional
Developme
nt
Self-concept &
Self-efficacy
The perception
that one is
capable of
successfully
making
decisions,
accomplishing
tasks, and
meeting goals.
LN16, LC21,
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,
SH38, SH39,
SH40, SH41,
SH42, SH43,
SH44, SH45,
SH46, SH47,
SH48, SH49,
CC-SE.1
Regulates own
emotions and
behaviors
CC-SE.1.c
Takes care of
own needs
appropriately
CC-SS.29
Demonstrates
knowledge
about self
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,
SH38, SH39,
SH40, SH41,
SH42, SH43,
SH44, SH45,
SH46, SH47,
SH48, SH49,
SH50, PS7,
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
acknowledgemen
t when
completing a
task or solving a
problem.
SE.PK.13.
D-I.5 Show
confidences
in his/her
abilities (for
instance, say
“I can do
it!”)
D-SR.25
Accept
another
choice when
his/her first
choice was
not available
D-I.31 Make
decisions for
himself/hers
elf
KRSC 16
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
SH50, PS7,
PS10, PS14,
PS18, PS20,
PS23, PS28,
PS29, PS31,
PS36, PS40,
PS44
PS10, PS14,
PS18, PS20,
PS23, PS28,
PS29, PS31,
PS36, PS40,
PS44
Engage easily in
routine activities
(e.g., large
group, small
group, center
time).
SE.37-48.1 Show
positive self-
esteem.
SE.37-48.3 Show
greater comfort
with
independence
and increased
feelings of self-
worth.
S.37-48.7 Use
acquired
knowledge of
details of
routines to carry
out some
routines
independently.
SS.37-48.4
Begin to
categorize time
intervals.
D-I.38
Remember
important
information
Social &
Emotional
Develop-
ment
Self-concept &
Self-efficacy
The perception
that one is
capable of
successfully
making
decisions,
accomplishing
LN16, LC21,
SH7, SH8,
SH9, SH10,
SH11, SH12,
SH13, SH14,
SH15, SH17,
SH20, SH21,
SH22, SH23,
SH24, SH25,
CC-SE.1
Regulates own
emotions and
behaviors
CC-SE.1.c
Takes care of
own needs
appropriately
CC-SS.29
SH7, SH8,
SH9, SH10,
SH11, SH12,
SH13, SH14,
SH15, SH17,
SH20, SH21,
SH22, SH23,
SH24, SH25,
SH26, SH27,
SE.PK.1.
Describe self
using several
different
identifying
characteristics
and/or unique
qualities (e.g.,
abilities,
D-I.5 Show
confidences
in his/her
abilities (for
instance, say
“I can do
it!”)
D-SR.25
KRSC 16
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
tasks, and
meeting goals.
SH26, SH27,
SH28, SH29,
SH30, SH31,
SH32, SH33,
SH34, SH35,
SH36, SH37,
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
Demonstrates
knowledge
about self
SH28, SH29,
SH30, SH31,
SH32, SH33,
SH34, SH35,
SH36, SH37,
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
interests, gender,
and culture).
SE.PK.3.
Display sense of
accomplishment,
contentment, and
acknowledgemen
t when
completing a
task or solving a
problem.
SE.PK.13.
Engage easily in
routine activities
(e.g., large
group, small
group, center
time).
SE.37-48.1 Show
positive self-
esteem.
SE.37-48.3 Show
greater comfort
with
independence
and increased
feelings of self-
worth.
S.37-48.7 Use
acquired
knowledge of
details of
routines to carry
out some
routines
independently.
SS.37-48.4
Accept
another
choice when
his/her first
choice was
not available
D-I.31 Make
decisions for
himself/hers
elf
D-I.38
Remember
important
information
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
Begin to
categorize time
intervals.
Social &
Emotional
Developme
nt
Self-regulation
The ability to
recognize and
regulate
emotions,
attention,
impulses, and
behavior.
PS5, PS7,
PS13, PS17,
PS18, PS19,
PS24, PS27,
PS28, PS29,
PS30, PS31,
PS32, PS34,
PS35, PS42,
PS44
CC-SE.1
Regulates own
emotions and
behaviors
CC-SE.1.a
Manages
feelings
b. Follows limits
and expectations
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.
RF.PK.1a.
Handle books
respectfully and
appropriately,
right-side-up and
turning pages
one at a time,
front to back.
SE.37-48.4
Manage own
behavior with
increasing skill.
SE.37-48.8 Show
increasing
willingness to
work out
problems
D-SR.3
Control
his/her anger
D-B.6 Have
a temper
tantrum
D-B.9 Use
obscene
gestures or
offensive
language
D-B.12
Destroy or
damage
property
D-SR.16
Show
patience
D-SR.19
Share with
other
children
D-SR.20
Handle
frustration
well
D-B.21 Fight
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
with peers. with other
children
D-B.22
Become
upset or cry
easily
D-B.27 Hurt
others with
actions or
words
D-SR.29
Calm
himself/hers
elf down
D-B.35
Touch
children or
adults in a
way that you
thought was
inappropriate
Social &
Emotional
Develop-
ment
Emotional &
Behavioral
Health
A healthy range
of emotional
expression and
learning
positive
alternatives to
aggressive or
isolating
behaviors.
PS3, PS7,
PS8, PS11,
PS14, PS16,
PS17, PS18,
PS19, PS20,
PS21, PS24,
PS25, PS28,
PS29, PS30,
PS31, PS34,
PS35, PS37,
PS39, PS42,
PS44
CC-SE.2
Establishes and
sustains positive
relationships
c. Interacts with
peers
CC-SE.3
Participates
cooperatively
and
constructively in
group situations.
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
SE.37-48.2
Verbalize
feelings, needs
and wants.
D-B.4 Seem
sad or
unemotional
at a happy
occasion?
D-A.11
Seem happy
or excited to
see his/her
parent or
guardian
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
CC-SE.3.b
Solves social
problems
D-A.14
Show
affection for
familiar
adults
Approaches
to Learning
Initiative and
Curiosity
An interest in
varied topics an
activities,
desire to learn,
creativeness,
and
independence
in learning.
FM8, FM10,
FM12, FM14,
FM16, FM21,
FM27, FM28,
LN16, PS2,
PS7, PS25,
PS37
CC-S.28 Uses
tools and other
technology to
perform tasks
CC-C.11
Demonstrates
positive
approaches to
learning
CC-C11.d
Shows curiosity
and motivation
e. Shows
flexibility and
inventiveness in
thinking
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,
SR-A 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.
D-B.8 Seem
uninterested
in other
children or
adults
D-I.13 Try
or ask to try
new things
or activities
D-I.23 Show
an interest in
learning new
things
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
and 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.
AL.37-48.1
Demonstrate
increasing
interest in
interactions
within his
environment.
AL.37-48.6 Use
materials in
complex ways,
may use in ways
other than
originally
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
intended.
CA.37-48.3
Focus on and
shows
fascination for
fun things.
Approaches
to Learning
Persistence &
Attentiveness
The ability to
begin and finish
activities with
persistence and
attention.
FM2, FM4,
FM9, FM10,
FM11, FM13,
FM14, FM6,
FM17, FM18,
FM19, FM20,
FM21, FM23,
FM26, FM27,
FM28, LN18,
LN19, LN22,
PS7, CM1,
CM2, CM4,
CM11, CM14,
CM18, CM20,
CM21, CM22
CC-C.11
Demonstrates
positive
approaches to
learning
CC-C.11.a
Attends and
engages
b. Persists
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 task.
AL.37-48.2
Demonstrate
ability to act out
more complex
pretend play
scenarios.
AL.37-48.3
Demonstrate
awareness of
connection
between prior
and new
knowledge.
AL.37-48.4
D-I.7 Keep
trying when
unsuccessful
(show
persistence)
D-I.10 Try
different
ways to
solve a
problem
D-B.18 Have
a short
attention
span
D-B.30 Get
easily
distracted
D-I.33
Choose to do
a task that
was hard for
him/her
D-I.38
Remember
important
information
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
Attempt more
challenging
things.
AL.37-48.9 Stay
interested in an
activity for
longer periods of
time.
AL.37-48.10
Work at a task or
activity for
longer periods of
time.
Approaches
to Learning
Cooperation
An interest and
engagement in
group
experiences.
PS3, PS10,
PS11, PS17,
PS19, PS21,
PS24, PS25,
PS27, PS28,
PS30, PS34,
PS35, PS36,
PS37, PS39,
PS42, PS43,
PS44
CC-SE.2
Establishes and
sustains positive
relationships
CC-SE.2c
Interacts with
peers
CC-SE.3
Participates
cooperatively
and
constructively in
group situations
CC-SE.3.a
Balances needs
and rights of self
and others
LN46, LN53,
PS3, PS10,
PS11, PS17,
PS19, PS21,
PS24, PS25,
PS27, PS28,
PS30, PS34,
PS35, PS36,
PS37, PS39,
PS42, PS43,
PS44
S-E11:
Participates in
the group life of
the class.
SE.37-48.6
Engage in
cooperative play
with other
children.
SE.37-48.7
Begin to develop
more complex
pretend play
themes
D-I.15 Start
or organize
play with
other
children
D-SR.28
Cooperate
with others
KRSC 17
Physical
Develop-
ment &
Health
Physical
Health Status
The
maintenance of
healthy and age
appropriate
physical well-
SH13, SH16,
SH19, SH28,
SH36, SH37,
SH38, SH43,
SH46
CC-SS.29
Demonstrates
knowledge
about self
LN15, LN39,
SH13
, SH16, SH19,
SH28, SH36,
SH37, SH38,
SH43, SH46
PD.PK.7:
Demonstrate
personal care and
hygiene skills.
SR-P 8
Children will
identify and
practice basic
safety habits
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
being.
Physical
Develop-
ment &
Health
Health
Knowledge &
Practice
The
understanding
of healthy and
safe habits and
practicing
healthy habits.
LN22, LC5,
LC7, 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,
SH34, SH35,
SH36, SH37,
SH38, SH39,
SH40, SH41,
SH42, SH43,
SH44, SH45,
SH46, SH47,
SH48, SH49,
SH50, PS5,
PS27, PS32
CC-SE.1
Regulates own
emotions and
behaviors
CC-SE.1.c
Takes care of
own needs
appropriately
CC-SS.29
Demonstrates
knowledge
about self
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,
SH34, SH35,
SH36, SH37,
SH38, SH39,
SH40, SH41,
SH42, SH43,
SH44, SH45,
SH46, SH48,
SH49, SH50,
PS5, PS27,
PS32
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.
PD.37-48.3
Begin to perform
self-help skills
and follows basic
health and
safety rules.
SR-P 8
Children will
identify and
practice basic
safety habits
KRSC 18
Physical
Developme
nt & 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,
CC-P.4
Demonstrates
traveling skills
CC-P.5
Demonstrates
balancing skills
CC-P.6
GM1, GM2,
GM3, GM4,
GM5, GM6,
GM7, GM8,
GM9, GM10,
GM11,
GM12,
PD.PK.3:
Develop body
strength, balance,
flexibility, and
stamina to move
self through
space in a variety
SR-P 6
Children will
demonstrate
control of large
muscles for
movement,
navigation, and
KRSC 19
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
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,
Demonstrates
gross-motor
manipulative
skills
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,
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.)
PD.37-48.1
Move with
enough control
to perform more
complex tasks.
balance
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
GM50,
GM51,
GM52,
GM53,
GM54, CG2,
CG4
Physical
Develop-
ment &
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
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, CC1,
CC 2, CC5,
CC-P.7
Demonstrates
fine-motor
strength and
coordination
CC-P.7.a Uses
fingers and
hands
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,
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).
PD.37-48.2 Use
hands with
increasing
control and
SR-P 7
Children will
demonstrate
control of
small muscle
for such
purposes as
using utensils,
self-care,
building,
writing and
manipulation.
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
CM1, CM2,
CM4, CM11,
CM14, CM18,
CM20, CM22,
SH7, SH11,
SH20, SH22,
SH27, SH29,
SH33, SH40,
SH42, SH45,
SH49, SH50
PW23, PW24,
PW25, PW26,
PW27, PW28,
PW29, PW30,
PW31, PW32,
PW33, PW34,
PW35, PW36,
PW37, PW38,
CG3, CG5,
CG25, CG37,
CG38, SH7,
SH11, SH20 ,
SH22, SH27,
SH29, SH33,
SH40, SH42,
SH45, SH49,
SH50
precision for a
variety
of purposes.
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.
PS29, PS40,
CM3, CM5,
CM6, CM7,
CM8, CM9,
CM10, CM11,
CM12, CM13,
CM14, CM15,
CM16, CM17,
CM19, CM21,
CM23, CC3,
CC4, CC5,
CC6, CC7,
CC10, CC11,
CC19, CC26,
CC27, CC28,
CC29, LN4,
LN6, LN7,
LN8, LN9,
LN10, LN11,
LN12, LN15,
CC-C.11
Demonstrates
positive
approaches to
learning
CC-C.11.c
Solves problems
CC-C.12
Remembers and
connects
experiences
CC-C.12.a
Recognizes and
recalls
b Makes
connections
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,
L.PK.1d. With
guidance and
support, use
question words
(e.g., who, what,
where, when,
why, how) to
gather
information.
AL.37-48.5
Continue to ask
questions for
information or
clarification.
“Who’s that?”
AL.37-48.7
Identify a
problem and
sometimes solve
it with the help
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
LN17, LN18,
LN19, LN20,
LN21, LN22,
LN24, LC8,
LC9, LC10,
LC11, LC12,
LC13, LC18
CG85, CG86,
LN8, LN9,
LN10, LN13,
LN14, LN15,
LN17, LN18,
LN19, LN24,
LN27, LN28,
LN32, LN37,
LN38, LN39,
LN41, LN48,
LN52, LN61,
LN64, LN66,
PS29, PS40
of
others.
MA.37-48.6
Show interest in
creating simple
graphs.
S.37-48.3 Build
understanding of
reasoning skill
and imagination
when
planning ways to
make things
happen.
S.37-48.11
Observe, predict,
and solve
problems based
on prior
knowledge
and experiences
and describe how
objects move.
Logic &
Reasoning
Symbolic
Representatio
n
The use of
symbols or
objects to
represent
something else.
FM2, FM4,
FM8, FM9,
FM11, FM12,
FM17, FM18,
FM19, FM20,
FM23, FM26,
FW4, FW5,
FW6, FW8,
FW9, FW10,
FW11, FW12,
FW13, FW14,
FW15, FW16,
FW17, FW18,
FW19, FW20,
CC-C.14 Uses
symbols and
images to
represent
something not
present
CC-C.14.a
Thinks
symbolically
b. Engages in
socio-dramatic
play
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,
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.
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
FW21, FW22,
FW23, FW25,
FW26, FW27,
FW28, PS29,
PS40
PW29, PW31,
PW32, PW32,
PW34, PW35,
PW36, PW37,
PW38, PS2,
PS25, PS43
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.
PS2, PS6,
PS9, PS11,
PS12, PS13,
PS15, PS18,
PS19, PS22,
PS24, PS26,
PS27, PS28,
PS32, PS38,
PS39, PS41,
PS44, PS45,
FW13, FW15,
FW21, FW23,
FW25, FW26
CC-SS.29
Demonstrates
knowledge
about self
CC-SS.30
Shows basic
understanding of
people and how
they live
PW20, PW27,
PW32, PW33,
PW36, CG85,
LN44, PS2,
PS6, PS9,
PS11, PS12,
PS13, PS15,
PS18, PS19,
PS22, PS24,
PS26, PS27,
PS28, PS32,
PS38, PS39,
PS41, PS44,
PS45
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:
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).
.
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
SS.37-48.1
Begins to
understand
concept of
individual,
culture and
community.
Social
Studies
Knowledge
& Skills
People & The
Environment
The
understanding
of the
relationship
between people
and the
environment in
which they
live.
LN23, LN24,
LN28, LN29,
LC16
CC-SS.32
Demonstrates
simple
geographic
knowledge
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.
AL.37-48.8
Continue to make
things happen
within his
environment.
S.37-48.6
Understand
sequencing and
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
time in relation
to daily routines.
S.37-48.10
Develop an
awareness that
objects can
change in their
environment.
SS.37-48.2
Demonstrate
increasing
interest in
unfamiliar
people.
Social
Studies
Knowledge
& Skills
History &
Events
The
understanding
that events
happened in the
past and how
these events
relate to one’s
self, family,
and
community.
CC30, LN14,
LN15, LN16,
LN17, LN20
CC-SS.31
Explores change
related to
familiar people
or places
CG57, CG68,
CG76, CG82,
CG84, LN41,
LN61
SS.PK.2.
Demonstrate
awareness of
different cultures
through
exploration of
customs and
traditions, past
and present.
SS.PK.3:
Demonstrate an
interest in
currents events
which relate to
family, culture,
and community.
SS.37-48.1
Identify common
events and
routines.
English
Language
Developmen
Receptive
English
Language
DLLR1,
DLLR2,
DLLR3,
CC-ELL.37
Demonstrates
progress in
DLLR1,
DLLR2,
DLLR3,
SL.PK.6a
English Learner
students use
SR-ELL 9 Dual
language
learners will
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
t
Skills
The ability to
comprehend or
understand the
English
language.
DLLR4,
DLLR5,
DLLR6,
DLLR7,
DLLR8,
DLLR9,
DLLR10,
DLLR11,
DLLR12,
DLLR13,
DLLR14,
DLLR15
listening to and
understanding
English
DLLR4,
DLLR5,
DLLR6,
DLLR7,
DLLR8,
DLLR9,
DLLR10,
DLLR11,
DLLR12,
DLLR13,
DLLR14,
DLLR15,
DLLR16,
DLLR17
home language
as well as
English language
through
prompting and
support.
demonstrate
continued
competency in
their home
language while
increasing their
ability to
understand and
speak English
English
Language
Developmen
t
Expressive
English
Language
Skills
The ability to
speak or use
English
DLLE1,
DLLE2,
DLLE3,
DLLE4,
DLLE5,
DLLE6,
DLLE7,
DLLE8,
DLLE9,
DLLE10,
DLLE11,
DLLE12,
DLLE13,
DLLE14
CC-ELL.38
Demonstrates
progress in
speaking
English
DLLE1,
DLLE2,
DLLE3,
DLLE4,
DLLE5,
DLLE6,
DLLE7,
DLLE8,
DLLE9,
DLLE10,
DLLE11,
DLLE12,
DLLE13,
DLLE14,
DLLE15,
DLLE16,
DLLE17,
DLLE18,
DLLE19
SR-ELL 9 Dual
language
learners will
demonstrate
continued
competency in
their home
language while
increasing their
ability to
understand and
speak English
English
Language
Developmen
t
Engagements
in English
Literacy
Activities
DLLR2,
DLLR4,
DLLR13,
DLLR14,
CC-LI.18
Comprehends
and responds to
DLL1, DLL2,
DLL3, DLL4,
DLL5, DLL6,
DLL7
SR-ELL 9 Dual
language
learners will
demonstrate
Correlation: Early Childhood Curricula and Assessments Outcome
Domains
Head Start
Outcomes
Framework
Learning
Accomplish
ment Profile-
Diagnostic
Creative
Curriculum
Learning
Accomplishm
ent Profile-3
TN-ELDS School
Readiness
DECA Kindergarten
Readiness
Skills
Checklist
Understanding
and responding
to books,
storytelling,
and songs
presented in
English.
DLLE2,
DLLE3,
DLLE6,
DLLE7,
DLLE9,
DLLE10,
DLLE11,
DLLE12,
DLLE13,
DLLE14,
LN21, LC18
books and other
texts
CC-LI.18.a
Interacts during
read-alouds and
book
conversations
continued
competency in
their home
language while
increasing their
ability to
understand and
speak English
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
Head Start Outcomes Framework
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
Creative Curriculum
CC-SE Social emotional development
CC-P Physical development
CC-L Language development
CC-C Cognitive development
CC-LI Literacy
CC-M Mathematics
CC-S Science and technology
CC-SS Social studies
CC-CA The Arts
CC-ELL English language acquisition
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
TN ELDS
AL approaches to learning
SE social emotional development
LE language and early literacy
MA math
S science
SS social studies
CA creative arts
PD physical development
School Readiness
SR-SE Social and emotional development
SR-L Language and literacy goals
SR-A Approaches to learning goals
SR-C Cognitive and general knowledge goals
SR-P Physical development and health goals
SR-ELL English language development
DECA
D-I Initiative
D-SR Self-Regulation
D-A Attachment/Relationships
D-B Behavior
Kindergarten Readiness Skills Checklist
KRSC-L Language
KRSC-LI Literacy
KRSC-M Mathematics
KRSC-CA Creative Arts
KRSC-SE Social emotional
KRSC-A Approaches to learning
KRSC-P Physical health & development
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
2015-2016
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. During the
previous year’s analysis it was determined that Lap-D needed to address the areas of
Self-Help and Personal Social Skills. Therefore, in collaboration with Red-e-learner, our
contracted web based data collection service, we as a collaborative group devised and
implemented a system to collect and document the missing Lap-D unaddressed domains.
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 includes and demonstrates assessment breakout.
Collected Data
The following charts were supplied by Lap-3. 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
Combination 3 & 4 Year Old
4 Year Old Transitioning to Kindergarten
Combination 3 & 4 Year Old
4 Year Old Transitioning to Kindergarten
Combination 3 & 4 Year Old
4 Year Old Transitioning to Kindergarten
Combination 3 & 4 Year Old
4 Year Old Transitioning to Kindergarten
Combination 3 & 4 Year Old
4 Year Old Transitioning to Kindergarten
Combination 3 & 4 Year Old
4 Year Old Transitioning to Kindergarten
Combination 3 & 4 Year Old
4 Year Old Transitioning to Kindergarten
Combination 3 & 4 Year Old
4 Year Old Transitioning to Kindergarten
Combination 3 & 4 Year Old
4 Year Old Transitioning to Kindergarten
Combination 3 & 4 Year Old
4 Year Old Transitioning to Kindergarten
Combination 3 & 4 Year Old
4 Year Old Transitioning to Kindergarten
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. The first set of data represents
program wide statistical information (3 & 4 year olds). The second set of data includes
only children entering Kindergarten which are returning children from last assessment
year. Also, increased end of the year percentages will be reflected when actual end of the
year data is analyzed in May versus this data that was collected in March. The top three
areas that demonstrated the most programmatic gains for the combined 3 and 4 year old
group are Creative Arts Expression, Science Knowledge & Skills, English Language
Development. The 4 year old group areas showing the most gains are English Language
Development, Science Knowledge & Skills, and Creative Arts Expressions.
Lap-3 Data Combination 3 and 4 Year Olds
1. Domain: Creative Arts Expressions
Domain Elements: Music
Creative Movement & Dance
Art
Drama
Lap-3 Combination of 3 and 4 year olds
Beginning of Year Mid-Year End of Year Total
37.79% 49.03% 55.78% 17.99%
2. Domain: Science Knowledge & Skills
Domain Elements: Scientific Skills & Method
Conceptual Knowledge of the Natural & Physical
World
Lap-3 Combination of 3 and 4 year olds
Beginning of Year Mid-Year End of Year Total
36.44% 44.67% 53.70% 17.26%
3. Domain: English Language Development
Domain Elements: Receptive English Language Skills
Expressive English Language Skills
Engagement in English Literacy Activities
Lap-3 Combination of 3 and 4 year olds
Beginning of Year Mid-Year End of Year Total
51.16% 55.81% 67.44% 16.28%
Lap-3 Data 4 Year Old Transitioning to Kindergarten
1. Domain: English Language Development
Domain Elements: Receptive English Language Skills
Expressive English Language Skills
Engagement in English Literacy Activities
Lap-3 4 year olds entering Kindergarten
Beginning of Year Mid-Year End of Year Total
51.16% 55.81% 67.44% 16.28%
2. Domain: Science Knowledge & Skills
Domain Elements: Scientific Skills & Method
Conceptual Knowledge of the Natural & Physical
World
Lap-3 4 year olds entering Kindergarten
Beginning of Year Mid-Year End of Year Total
49.38% 58.02% 65.53% 16.15%
3. Domain: Creative Arts Expressions
Domain Elements: Music
Creative Movement & Dance
Art
Drama
Lap-3 4 year olds entering Kindergarten
Beginning of Year Mid-Year End of Year Total
52.98% 63.99% 68.96% 15.98%
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. Although we
have attained improved percentages 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 incorporating “High Five Mathematize” activities with a specific
concentration on the geometry and spatial sense area integrating activities into our lesson
plans. We will enhance Social Studies knowledge skills by incorporating books and
whiteboard activity resources which address topics such as (Who Are You?, Being A
Good Citizen, North, South, East and West, Maps and Long Ago and Today). 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. We will enhance literacy in the classroom
by strengthening skills through resources from “Handwriting Without Tears” which
targets Early Writing and Alphabet Knowledge areas. Scholastic Home Activities are sent
home weekly and additional Literacy Power Packs have been added to provide families
further opportunities to increase a literacy rich home environment. We will continue to
strive toward improving outcomes in these areas and enlisting new strategies for further
enhancement.
Lap-3 Data Combination 3 and 4 Year Olds
1. Domain: Mathematics Knowledge & Skills
Domain Elements: Number Concepts & Quantities
Number Relationships & Operations
Geometry & Spatial Sense
Patterns
Measurement & Comparison
Lap-3 Combination of 3 and 4 year olds
Beginning of Year Mid-Year End of Year Total
32.90% 38.89% 43.92% 11.02%
Lap-3 4 year olds entering Kindergarten
Beginning of Year Mid-Year End of Year Total
40.83% 47.08% 52.18% 11.35%
2. Domain: Social Studies Knowledge & Skills
Domain Elements: Self, Family & Community
People and the Environment
History and Events
Lap-3 Combination of 3 and 4 year olds
Beginning of Year Mid-Year End of Year Total
34.70% 40.87% 44.52% 9.82%
Lap-3 4 year olds entering Kindergarten
Beginning of Year Mid-Year End of Year Total
53.92% 50.90% 52.81% 8.89%
3. Domain: Literacy Knowledge & Skills
Domain Elements: Book Appreciation and Knowledge
Phonological Awareness
Alphabet Knowledge
Print Concepts and Conventions
Early Writing
Lap-3 Combination of 3 and 4 year olds
Beginning of Year Mid-Year End of Year Total
33.89% 40.97% 46.37% 12.48%
Lap-3 4 year olds entering Kindergarten
Beginning of Year Mid-Year End of Year Total
43.94% 51.95% 55.14% 11.20%
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 37 milestones which determine the average percentile. Of these 36
milestones, 19 are based upon tasks which are developed for a 60 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. This program year the majority of the children in both classrooms chronological
age range are 36 to 48 months. This factor affects the overall percentile totals.
5. When reviewing only returning 4 year olds who will attend kindergarten next year
the percentiles reflect larger gains.
Systematic Use of Data
The Head Start Management System includes four content areas: Fiscal Integrity,
Governance, Management Systems, Comprehensive Services and School Readiness.
This section of the Outcome Framework Report is Van Buren County Head Start’s
attempt to connect positive outcomes for children with the four Head Start Systems.
Fiscal Integrity
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.
Continue to utilize Red E Learner (Lap-3 & Lap-D), DECA and Galileo web
based program for tracking.
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 2015-2016 school year.
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 2015-2016 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. 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 2015-2016 school year.
Education staff will continue to mentor each other in their classroom techniques
to develop a concise and cohesive team approach.
Implement Practiced Based Coaching (PBC) strategies to enhance/support
effective teaching skills.
Implement additional training utilizing NCQTL Engaging Interactions and
Environments In-Service Suites.
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 2015-2016.
Van Buren County Head Start utilized the tracking system (Galileo) for the 2015-
2016 school year. 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 two reliable CLASS assessors.
Comprehensive Services and School Readiness
Continue to recruit children with disabilities
Continue to utilize “report card” with a section dedicated to child attendance, to
help keep parents aware of day’s absent.
Continue to enroll the neediest children of the community first
Van Buren County Public Schools will be a partner in the Outcome/School
Readiness process through the transitioning program.
Lead Teacher will meet with local LEA’s and provide information to kindergarten
teachers of child’s developmental level, social/emotional skills and current health
status.
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 2016.
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 the school kindergarten readiness checklist will be used to
enhance classroom literacy techniques.
Utilize the revised Van Buren School Kindergarten Readiness Skills checklist for
program analysis.
Will continue to utilize an Aero Garden in each classroom and outside garden
area 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.
Continue to utilize step-by-step process for Zoo-phonics program to enhance
alphabet knowledge.
Implement “My First Steps to Math and Reading” book series to enhance math
and literacy.
Implement hands on excavating and prospecting activities to enhance science
knowledge.
Implement the “Ready for Kindergarten” program for parents sponsored by the
Department of Education. Head Start in conjunction with the LEA will provide
training and tools for parents that will help create a smoother transition into
Kindergarten.
Implement strategies from the High Five Mathematize Resource Guide to be
incorporated on lesson plans.
Increase literacy skills in the home by partnering with families to read 20 minutes
daily, checkout & implement power packs and complete Scholastic Weekly Home
Activities.
Enhance Social Studies area by incorporating Newmark Books and Whiteboard
Social Studies Resource.
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. Parent Educational/School Readiness Partnership Form will be utilized
throughout the school year to set the goals in order to ensure school readiness.
3. Kindergarten School Readiness Skills Checklist was designed in conjunction with
the kindergarten teachers in the local school system to document adherence to
school readiness goals.
4. Addition of Scholastic weekly reader home activity as part of School Readiness
goal preparation enlisting support from the home.
5. 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.
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. Continue to implement the use of white boards within the classroom to expose
children to science, math, social studies and literacy activities.
8. 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.
9. 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- revised thematic activity bags, including activities aligned with the
TN-ELDS which the family may check out to provide quality educational
experiences 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.
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.
Journal Writing- Children utilize journals at a minimum of twice monthly to
express creativity and writing samples.
Leap Pad – Incorporate leap pads in the classroom for children’s use to enhance
technology knowledge, literacy and developmental skills.
Ready for Kindergarten Program Implement in conjunction with LEA to enhance
school readiness and a smooth transition into kindergarten (incorporating 3 year
olds also).
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
principal (intervention meeting)
Share written records align
early learning standards
Education staff will
provide school system with
:
*Van Buren School
Kindergarten 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 of current status of children and
individual children’s needs upon entering
school
School - Community LEA and Head Start partner
together to implement “Ready
for Kindergarten” program.
The local school system makes
available kindergarten
registration dates
Head Start Staff and LEA
provide training for
parents.
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
Ensure smooth transition into
Kindergarten.
Ensure all children attend kindergarten
registration prior to 1st day of school
School Readiness Activity Checklist
Alumni activities will be
conducted by head start staff
Kindergarten” prior
registration dates
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
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
Children will visit kindergarten
classroom, meet teachers, tour
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
*Power Packs
*Classroom volunteer
opportunities
*Parent/Teacher
Conference
*Home Visits
* Progress reports
Encourages continual educational
opportunities for the child and families
School Readiness Activity Checklist
Partnership Specialist will
make available to parents:
*family meetings each
month
*Summer Education
Activities
*Newsletter each month
*Training Activities
*Facebook communication
*Opportunities to attend
child/parent events