Central Kentucky Community Action Council Head StartSchool Readiness Goals & Plan

Central Kentucky Community Action Head Start (CKCACHS) provides services for 520 Head Start students, 395 children and families in center based program and 125 in a Pre-School Blended program with Hardin County School System. The program serves 6 counties; Hardin, Meade, Larue Nelson, Washington and Marion. Central Kentucky Head Start School Readiness Plan targets three areas:

Establishing school readiness goals in the five essential domains of the Head Start Child Development and Early Learning Framework.

Improving teacher-child interactions. Parent and Family Community Engagement

School Readiness Goals – Preschool– Families

Preschool School Readiness Goals

Central Kentucky Head Start’s leadership understands that school readiness goals are statements that articulate knowledge and skills for preschool children entering kindergarten. These goals address social and emotional development, language and literacy, physical development and health, approaches to learning, and cognitive development including mathematics and science.

Domain: Social & Emotional DevelopmentGoals: 80% Achieve Widely Held Expectations1. Children will demonstrate positive relationships and interactions with adults and peers.2. Children will recognize and regulate emotions, attentions, impulses, and behavior.Objectives to reach these goals: Children will identify themselves by name, age and gender take care of own needs and personal belongings and classroom materials appropriately point to and name body parts identify teachers and peers by name and form relationships with both groups engage appropriately in small and large group activities interact with peers in play and group activities display appropriate emotions demonstrate self-regulation follow limits and expectations use words to solve conflicts balance needs and rights of self and others show pride in created products demonstrate confidence in tackling new tasks

Domain: Language & Literacy KnowledgeGoals: 68% Achieve Widely Held Expectations3. Language Development - Children will demonstrate the ability to use language to express their

wants and needs, engage in conversations, and follow directions.4. Literacy Knowledge and Skills - Children will demonstrate an interest in books and their

characteristics, and the ability to understand and get meaning from stories and information from books and other texts.

5. Literacy Knowledge and Skills - Children will demonstrate knowledge of concepts about print and early decoding (identifying letter-sound relationships).

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6. Literacy Knowledge and Skills - Children will demonstrate familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters.

7. English Language Development - Children who are dual language learners will demonstrate competency in their home language while acquiring beginning proficiency in English

Objectives to reach these goals: Children will engage in conversations with teachers and peers use acceptable language and social rules while communicating with others take turns in conversations use complete sentences in conversations that follow most grammatical rules use different forms of language understand and use an increasingly complex and varied vocabulary progress in listening to and understanding English and in speaking English (non-English

speaking children) respond appropriately to questions understand and follow simple directions attend to language during songs and stories understand how books are read – front to back and characteristics of books, e.g. title, author,

illustrator show an interest in books of choice and print make connections to everyday experiences interact during read-alouds and book conversations identify story-related problems, events, resolutions use print concepts in reading and writing identify and name letters (at least 10 for 4 year olds) notice and discriminate rhyme associate sounds with written words identify syllables in words identify and discriminate between sounds and phonemes identify sounds at the beginning and end of words engage in story-telling incorporate writing into play activities recognize and write own name recognize peer names in print use writing and drawing tools appropriately

Domain: Approaches to LearningGoals: 80% Achieve Widely Held Expectations8. Creative Arts Expressions - Children will demonstrate the use of creative and imaginative

expression, such as music, art, creative movement, and drama.9. Approaches to Learning - Children will demonstrate an interest and engagement in group

experiences.

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Objectives to reach these goals: Children will use voice and instruments to create sounds use their body to move to music and express themselves use a range of media and materials to create drawings, pictures, or other objects portray events, characters, or stories through acting and using props and language demonstrate flexibility and inventiveness in thinking demonstrate eagerness to learn about a variety of topics and ideas sustain interest in working on a task, especially when teachers offer suggestions

questions, and comments sustain work on age-appropriate tasks until completed plan and pursue a variety of appropriately challenging tasks initiate, join in, and sustain positive interactions with peers initiate the sharing of materials in the classroom help, share and cooperate in a group setting take turns with peers

Domain: Cognition & General KnowledgeGoals: 55% Achieve Widely Held Expectations10.Mathematics Knowledge and Skills – Children will demonstrate the use of numbers to describe

relationships and solve problems.11.Logic and Reasoning – Children will demonstrate the ability to recognize, understand, and

analyze a problem and draw on knowledge or experience to seek solutions to a problem.12.Science Knowledge and Skills – Children will demonstrate the ability to observe and collect

information and use it to ask questions, predict, explain, and draw conclusions.13.Social Studies Knowledge and Skills – Children will demonstrate the understanding of one’s

relationship to the family and community, roles in the family and community, and respect for diversity.

Objectives to reach these goals: Children will verbally count to 20 count 10-20 objects accurately, tell what number (1-10) comes next in order by counting make sets of 6-10 objects and then describes the parts identify which part has more, less or the same (equal) count all or count on to find out how many identify numerals to 10 by name and connect each to counted objects use positional words indicating location, direction, and distance appropriately describe basic two- and three-dimensional shapes by using own words extend and create simple repeating patterns use multiples of the same unit to measure use numbers to compare know the purpose of standard measuring tools manipulate objects in order to compare and contrast – likenesses and differences demonstrate ability to solve problems tell experiences in order, provide details, and evaluate the experience group objects by one characteristic or multiple characteristics plan and then use drawings, constructions, movements, and dramatization to represent ideas interact with peers during pretend play, assigning and/or assuming roles and discussing

actions use objects for multiple purposes

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observe and describe natural events and processes observe and describe properties of materials and transformations of substances participate in observations observe and describe living things and natural processes use tools and technology to perform tasks show basic understanding of people and how they live demonstrate simple geographic knowledge

Domain: Physical Development & HealthGoals: 80% Achieve Widely Held Expectations14.Children will understand and practice healthy and safe habits.15.Children will demonstrate age appropriate control of large muscles for movement, navigation,

and balance.16.Children will demonstrate age appropriate control of small muscles for such purposes as using

utensils, self-care, building, and exploring.Objectives to reach these goals: Children will demonstrate knowledge about self regulate own emotions and behaviors take responsibility for own well-being Participate in healthy practices, e.g. hand washing, coughing into elbow. brushing teeth engage in activities promoting healthy habits and food take care of personal needs, e.g. toileting, wiping nose participate in pedestrian, bus, bike, fire, tornado, earthquake, lock-downs and personal safety

lessons use complex movements in play and games according to each child’s developmental level,

e.g. hopping, jumping, skipping, bending, stretching, starting, stopping, and turning sustain balance during complex movement experiences manipulate balls or similar objects with a full range of motion go up and down stairs using alternate feet pedal tricycle manipulate, explore and use a variety of art materials and writing materials for the

development of creativity as well as fine motor use scissors correctly and effectively manipulate materials and toys, e.g. puzzles, legos, lacing card, play doh, stringing beads, peg

boards

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Family Engagement School Readiness Goals

Area: Family Well-BeingGoal: Parents and families are safe, healthy, and have increased financial security.Objectives to reach these goals: Staff will ensure systems support and resources are in place related to family well-being have appropriate training, e.g. cross-cultural responsiveness, strength-based perspective,

mental health, child development, variety of parenting practices, engaging fathers, family financial literacy and stability, effective relationship-building, and other related topics

have reasonable caseloads to the extent possible develop a written partnership agreement with community members and organizations that

support families’ interest and needs promote cross-service area teamwork use resources, assessments and surveys to understand community and family needs and

interests collect data from individual families to determine effectiveness of family services use family partnership assessments as a tool for relationship building and as a basis for

individualized services link families with support systems and resources with follow-up to determine effectiveness participate in community meetings and initiatives that increase program capacity

Area: Positive Parent-Child RelationshipsGoal: Beginning with transitions to parenthood, parents and families will develop warm relationships that nurture their child’s learning and development.Objectives to reach these goals: Staff will use resources and assessments to better understand participants’ parenting practices, and

use information to improve parenting education and parenting supports provide opportunities that support parents’ needs to connect with other parents, parent

meetings, parent trainings, advisory committee and special events. provide parent training that encourage developing role of young parents help families identify appropriate practices that complement the stages of their developing

child support families to ensure the health, mental health and safety of their child and family support fathers’ efforts to connect with and be involved with their child foster strong co-parenting relationships as appropriate engage parents as equal partners in education of their child, while acknowledging parents’

premier role as their child’s first teacher support parents setting educational goals for their child work with parents to help children overcome behavioral challenges

Area: Families as Lifelong EducatorsGoals:1. Parents and families will be involved in the everyday learning of their children at home, school,

and in their communities.2. Parents and families will advance their own learning interests through education, training and

other experiences that support their parenting, careers, and life goals.

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use assessments and surveys to improve staff-family relationships and to strengthen family literacy practices, and family options for GED, training, certificate, and degree programs

include teaching staff in parenting education sessions to share about child learning and development, and program curriculum

invite parents to volunteer in their child’s classroom provide information and support to parents in working toward their own literacy goals connect with families to gather child information and parent observations to inform teaching –

social, emotional and cognitive development and the importance of the home language (with DLL children)

share information about approaches that promote positive child outcomes and school readiness goals

support parents understanding of child assessment information and progress toward individual goals

connect families with community resources that support children’s learning and development, e.g. library, museums

share information with families about resources and services for children with disabilities

assist families with their education and training goals, and provide referrals to educational resources

support family literacy activities between parents and children form partnerships with educational resources and adult educators

Area: Family Engagement in TransitionsGoal: Parents and families will support and advocate for their child’s learning and development as they transition to new learning environments ,preschool, kindergarten.Objectives to reach these goals: Staff will conduct joint transition trainings between preschool and kindergarten staff include parents in transition activities ensure families know their rights under IDEA share information about activities and interactions that promote school readiness as defined

by Kentucky and Head Start ensure families have ongoing opportunities to discuss their observations and concerns about

their child’s strengths and challenges develop and maintain partnerships among preschool and kindergarten staff support the development of parents’ advocacy skills

Goal: Parents and families will participate in formal or informal social networks that are supportive and/or educational and that enhance social well-being and community life.Objectives to reach these goals: Staff will use assessments and surveys to improve practices related to parent connections, peers and

community participate in training related to parent goal setting, learn about transitions, and parent

leadership and advocacy provide regularly scheduled parent events provide skill-building volunteer opportunities

Area: Families as Advocates and LeadersGoal: Parents and families will participate in leadership development, decision-making, program policy development, and/or in community and state organizing activities to improve children’s development and learning experiences.Objectives to reach these goals: Staff will ensure parents’ voices are heard and included in program planning processes, e.g. policy

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council, parent committees, and DLL surveys use assessments and surveys to improve practices related to parent leadership/advocacy create an environment that welcomes and affirms parent leadership and advocacy

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School Readiness Plan

Alignment Process for Setting Preschool School Readiness Goals

Central Kentucky CAC Head Start Readiness Goals articulate high expectations for children’s progress across the domains of the Head Start Child Development and Early Learning Framework, the Creative Curriculum and the Kentucky Early Childhood Standards. The goals are aligned with the Kentucky Core Academic Kindergarten Standards, Head Start Child Development and Early Learning Framework, Kentucky Early Childhood Standards, Brigance Screener, and Teaching Strategies GOLD Assessments and Objectives for Development and Learning. The preschool goals also encompass the Kentucky Head Start School Readiness Goals. The Family Engagement School Readiness Goals are derived from the Head Start Parent, Family and Community Engagement Framework.

In order to facilitate each child’s entry into kindergarten ready to engage in and benefit from early learning experiences that best promote his/her success, Central Kentucky CAC Head Start Program will:

Provide engaging environments, interactions and developmental experiences that promote growth and learning to ensure that all children enter kindergarten eager and excited to learn.

Develop individual child goals based on Head Start Child Development and Early Learning Framework, Kentucky Early Childhood Standards, Teaching Strategies Gold Objectives for Development.

Provide highly individualized intentional teaching and learning. Implement research-based curricula and teaching practices. Provide intentional support to English language learners and children with disabilities. Implement strategies to improve attendance. Assess all children three times per year on Teaching Strategies GOLD Objectives and a

pre- and post-developmental skills checklist (Brigance Assessment). Conduct ECERS-R and CLASS for preschool classrooms a minimum of four times per

year. Use data to plan improvement with classroom staff instructional practices and teacher-child

interactions; determine professional development activities; and budget funds for classroom materials and supplies and staff professional development.

Build positive, ongoing, goal-oriented relationships with families that support family well-being, strong relationships between parents and their children, and ongoing learning and development for both parents and children

Develop and maintain community partnerships to meet the interests and needs of families Inform all stakeholders of progress of school readiness goals.

The alignment of Kentucky Core Academic Kindergarten Standards, Head Start Child Development and Early Learning Framework, Kentucky Early Childhood Standards, Brigance Screeners, and Teaching Strategies GOLD Objectives for Development and Learning, enables administrators, staff, parents, Policy Council and Board members to:

See the connections among local, state and federal expectations for young children prior to entering kindergarten.

Provide clarity and a shared vision of the program’s school readiness mission. Focus administrators and teaching staff on children’s school readiness. Provide content for partnerships with parents, families and community partners.

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These document alignments assist teaching staff to: Use written statements of expectations for children’s learning in their thinking and decision

making about curriculum and their classroom environments. Have ongoing experience in practical goal setting for each child. Implement increased individualized teaching strategies for children to support their

maximum progress in each developmental domain. Evaluate their own implementation of learning experiences in their classrooms and

teacher-child interactions, in order to guide the planning of future activities. Conceptualize why and how children’s individual developmental needs, curriculum,

assessment, and Head Start and Kentucky standards work together toward excellent early childhood education experiences.

Alignment of Preschool School Readiness Goals with Curriculum, Assessment & Standards

Domain: Social & Emotional DevelopmentGoal 1: Children will demonstrate positive relationships and interactions with adults and peers. KY ECH Standard –Health/Mental Wellness Standard 1: Demonstrates health/mental wellness

in individual and cooperative social environments – 1.2 Shows social cooperation. KY Core Academic Kindergarten Standards – Practical Living 2.29 Students demonstrate skills

that promote individual well-being and healthy family relationships. 4.3 Students individually demonstrate consistent, responsive, and caring behavior.4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others.

Creative Curriculum for Preschool/Teaching Strategies Gold – 2 Establishes and sustains positive relationships;2a Forms relationships with adults; 2b Responds to emotional cues; 2c Interacts with peers; 2d Makes friends; 3 Participates cooperatively and constructively in group situations; 3a Balances needs and right of self and others.

Goal 2: Children will recognize and regulate emotions, attentions, impulses, and behavior. KY ECH Standard – Health/Mental Wellness Standard 1 Demonstrates health/mental wellness

in individual and cooperative social environments – 1.1 demonstrates independent behavior; 1.3 Applies social problem solving skills.

KY Core Academic Kindergarten Standards – Practical Living 3.5 Students will demonstrate self-control and self-discipline. 4.1 Students effectively use interpersonal skills; 4.3 Students individually demonstrate consistent, responsive, and caring behavior. 4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others.

Creative Curriculum for Preschool/Teaching Strategies Gold – 1 Regulates own emotions and behaviors; 1a Manages feelings; 1b Follows limits and expectations..

Domain: Language & Literacy DevelopmentGoal 3: Language Development - Children will demonstrate the ability to use language to express their wants and needs, engage in conversations, and follow directions. KY ECH Standard – Language Arts Standard 1:Demonstrates general skills and strategies of

the communication process – 1.2 Uses language (verbal, signed, symbolic) for a variety of purposes; 1.3 Communicates with increasing clarity and use of conventional grammar

KY Core Academic Kindergarten Standards – English Language Arts 1.3 Students make sense of the various messages they observe. 1.2 Students make sense of the variety of materials they read. 1.4 Students make sense of the various messages to which they listen.

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1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes

Creative Curriculum for Preschool/Teaching Strategies Gold – 9 Uses language to express thoughts and needs; 9a Uses an expanding expressive vocabulary; 9b Speaks clearly; 9c Uses conventional grammar; 9d Tells about another time or place; 10 Uses appropriate conversational and other communication skills; 10a Engages in conversation; 10b Uses social rules of language.

Brigance Screen, 1A through 5AGoal 4: Literacy Knowledge and Skills - Children will demonstrate an interest in books and their characteristics, and the ability to understand and get meaning from stories and information from books and other texts. KY ECH Standard – Language Arts Standard 3: Demonstrates general skills and strategies of

the reading process – 3.1 Listens to and/or responds to reading materials with interest and enjoyment; 3.2 Shows interest and understanding of the basic concepts and conventions of print; 3.5 Draws meaning from pictures, print, and text; 3.6 Tells and retells a story.

KY Core Academic Kindergarten Standards – English Language Arts 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools.1.2 Students make sense of the variety of materials they read.

Creative Curriculum for Preschool/Teaching Strategies Gold – 17 Demonstrates knowledge of print and its uses; 17a Uses and appreciates books; 18 Comprehends and responds to books and other texts; 18a Interacts during read-alouds and book conversations; 18b Uses emergent reading skills; 18c Retells stories.

Brigance Screen, 5A, 10A, 11AGoal 5: Literacy Knowledge and Skills - Children will demonstrate knowledge of concepts about print and early decoding (identifying letter-sound relationships). KY ECH Standard – Language Arts Standard 3: Demonstrates general skills and strategies of

the reading process – 3.3 Demonstrates knowledge of the alphabet; 3.4 Demonstrates emergent phonemic/phonological awareness

KY Core Academic Kindergarten Standards – a) Demonstrate understanding of the organizations and basic features of print; b) Know and apply grade-level phonics and word analysis skills in decoding words; c) Demonstrate understanding of spoken words, syllables and sounds; d) Know and apply grade-level phonics and word analysis skills in decoding words.

Creative Curriculum for Preschool/Teaching Strategies Gold – 15 Demonstrates phonological awareness; 15a Notices and discriminates rhyme; 15b Notices and discriminates alliteration; 15c Notices and discriminates smaller and smaller syllables in words; 16 Demonstrate knowledge of the alphabet; 16a Identifies and names letters; 16b Uses letter-sound knowledge.

Brigance Screen, 10A, 11A

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Goal 6: Literacy Knowledge and Skills - Children will demonstrate familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters. KY ECH Standard – Language Arts Standard 4: Demonstrates competence in the beginning

skills and strategies of the writing process – 4.1 Understands that the purpose of writing is communication; 4.2 Produces marks, pictures, and symbols that represent print and ideas; 4.3 Explores the physical aspect of writing.

KY Core Academic Kindergarten Standards – English Language Arts 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

Creative Curriculum for Preschool/Teaching Strategies Gold – 19 Demonstrates emergent writing skills; 19a Writes name; 19b Writes to convey meaning

Brigance Screen 5CGoal 7: English Language Development - Children who are dual language learners will

demonstrate competency in their home language while acquiring beginning proficiency in English.

KY ECH Standard – Language Arts Standard 1: Demonstrates general skills and strategies of the communication process – 1. Communicates with increasing clarity and use of conventional language.

KY Core Academic Kindergarten Standards – NA Creative Curriculum for Preschool/Teaching Strategies Gold – 37 Demonstrates progress in

listening to and understanding English; 38 Demonstrates progress in speaking English. Brigance Screen, 11C, 12C

Domain: Approaches to LearningGoal 8: Creative Arts Expression - Children will demonstrate the use of creative and imaginative expression, such as music, art, creative movement, and drama. KY ECH Standard – Arts & Humanities Standard 1: Participates and show interest in a variety

of visual art, dance, music and drama experiences – 1.1 Develops skills in and appreciation of visual arts; 1.2 Develops skills in and appreciation of dance; 1.3 Develop skills in and appreciation of music; 1.4 Develops skills in and appreciation of drama.

KY Core Academic Kindergarten Standards – Arts & Humanities 1.13 Students make sense of ideas and communicate ideas with the visual arts; 1.14 Students make sense of ideas and communicate ideas with music; 1.15 Students make sense of and communicate ideas with movement.

Creative Curriculum for Preschool/Teaching Strategies Gold – 30 Shows basic understanding of people and how they live; 33 Explores the visual arts; 34 Explores musical concepts and expression; 35 Explores dance and movement concepts; 36 Explores drama through actions and language.

Brigance, 3C

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Goal 9: Approaches to Learning - Children will demonstrate an interest and engagement in group experiences. KY ECH Standard – Health/Mental Wellness Standard 1: Demonstrates

health/mental/wellness in individual and cooperative social environments – 1.2 Show social cooperation; Social Studies Standard 1: Demonstrates basic understanding of the world in which he/she lives – 1.4 Recognizes and/or follows rules within the home, school and community.

KY Core Academic Kindergarten Standards – Practical Living 4.1 Students effectively use interpersonal skills. 4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others. 4.2 Students use productive team membership skills

Creative Curriculum for Preschool/Teaching Strategies Gold – 2 Establishes and sustains positive relationships; 2c Interacts with peers; 3 Participates cooperatively and constructively in group situations; 3a Balances needs and rights of self and others.

Domain: Cognition & General KnowledgeGoal 10: Mathematics Knowledge and Skills - Children will demonstrate the use of numbers to describe relationships and solve problems. KY ECH Standard – Mathematics Standard 1: Demonstrates general skills and uses concepts

of mathematics – 1.1 Demonstrates an understanding of numbers and counting. KY Core Academic Kindergarten Standards – Mathematics 2.7 Students understand number

concepts and use numbers appropriately and accurately. 2.8 Students understand various mathematical procedures and use them appropriately and accurately.

Creative Curriculum for Preschool/Teaching Strategies Gold – 20 Uses number concepts and operations; 20b Quantifies

Brigance Screen, 8C, 9C, 10CGoal 11: Logic and Reason - Children will demonstrate the ability to recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions to a problem. KY ECH Standard – Health/Mental Wellness Standard 1: Demonstrates health/mental

wellness in individual and cooperative social environments – 1.3 Applies social problem solving skills; Science Standard 1: Demonstrates scientific ways of thinking and working – 1.2 Investigates simple scientific concepts; 1.5 Makes and verifies predictions based on past experiences.

KY Core Academic Kindergarten Standards – Inquiry & Research 5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.

Creative Curriculum for Preschool/Teaching Strategies Gold – 11 Demonstrates positive approaches to learning; 11c Solves problems; 12 Remembers and connects experiences; 12a Recognizes and recall; 12b Makes connections; 13 Uses classification skills.

Brigance Screen, 2C, 5C

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Goal 12: Science and Knowledge and Skills - Children will demonstrate the ability to observe and collect information and use it to ask questions, predict, explain, and draw conclusions. KY ECH Standard - Science Standard 1: Demonstrates scientific ways of thinking and working

– 1.1 Explores features of the environment through manipulation; 1.2 Investigates simple scientific concepts; 1.3 Uses a variety of tools to explore the environment; 1.4 Collects, describes and/or records information through a variety of means; 1.5 Makes and verifies predictions based on past experiences.

KY Core Academic Kindergarten Standards – Practical Living 5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.

Creative Curriculum for Preschool/Teaching Strategies Gold – 24 Uses scientific inquiry skills; 28 Uses tools and other technology to perform tasks

Brigance Screen, 2C, 6CGoal 13: Social Studies Knowledge and Skills - Children will demonstrate the understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity. KY ECH Standard – Social Studies Standard 1: Demonstrates basic understanding of the

world in which he/she lives – 1.5 Demonstrates understanding of the roles and relationships within his/her family and/or community; 1.6 Knows that diversity exists in the world.

KY Core Academic Kindergarten Standards – Practical Living 2.29 Students demonstrate skills that promote individual well-being and healthy family relationships. 4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others. Social Studies 2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

Creative Curriculum for Preschool/Teaching Strategies Gold – 29 Demonstrates knowledge about self; 30 Show basic understanding of people and how they live.

Brigance Screen, 6C.Domain: Physical Development & Health

Goal 14: Children will understand and practice healthy and safe habits. KY ECH Standard – Health/Mental Wellness Standard 1: Demonstrates health/mental

wellness in individual and cooperative social environment – 1.1 Demonstrate independent behaviors.

KY Core Academic Kindergarten Standards – Personal Wellness 2.29 Students demonstrate skills that promote individual well-being and healthy family relationships. 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being. 2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.

Creative Curriculum for Preschool/Teaching Strategies Gold – 1c Takes care of own needs appropriately; 1.8 Takes responsibility for own well-being; 29 Demonstrates knowledge about self.

Brigance Screen, 3 C, 6C

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Goal 15: Children will demonstrate age appropriate control of large muscles for movement, navigation, and balance. KY ECH Standard – Physical Development Standard 1: Demonstrates basic gross and fine

motor development – 1.1 Performs a variety of locomotors skills with control and balance; 1.2 Performs a variety of non-locomotor skills with control and balance; 1.3 Combines a sequence of several motor skills with control and balance.

KY Core Academic Kindergarten Standards – Practical Living 2.34 Students perform physical movements skills effectively in a variety of settings. 2.35 Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout lives.

Creative Curriculum for Preschool/Teaching Strategies Gold – 4.8 Contributes complex movements in play and games; 5.8Sustains balance during complex movement experiences; 6.8 Manipulates balls or similar objects with a full range of motion.

Brigance Screen, 3CGoal 16: Children will demonstrate age appropriate control of small muscles for such purposes as using utensils, self-care, building, and exploring. KY ECH Standard - Physical Development Standard 1: Demonstrates basic gross and fine

motor development – 1.4 Performs fine motor tasks using eye-hand coordination. KY Core Academic Kindergarten Standards –English Language Arts 1.11 Students write using

appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. Practical Living 2.34 Students perform physical movement skills effectively in a variety of settings. 2.35 Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout lives

Creative Curriculum for Preschool/Teaching Strategies Gold – 7a Uses fingers and hands; 8 Uses small, precise finger and hand movements; 7b Uses writing and drawing tools; 6 Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end.

Brigance, 5C, 6C

NOTE: The Kentucky Early Childhood Standards, 3s and 4s is aligned with the Kentucky Program of

Studies Key Components. The Kentucky Early Childhood Standards for 3s and 4s in English/Language Arts is aligned

with the Kentucky Core Academic Kindergarten Standards, and with the Mathematics Standards, which is in a draft form.

The Teaching Strategies GOLD Objectives for Development and Learning: through Kindergarten is aligned with the Head Start Child Development and Early Learning Framework.

Assessing Children’s Progress

Central Kentucky CAC Head Start teaching staff collects data, on an ongoing basis, to determine how well children are progressing across the five essential domains of the Head Start Child Development and Early Learning Framework: physical development and health, social and emotional development, approaches to learning, language and literacy, and cognition and general knowledge. To the extent possible, teaching staff assess dual language learners in the child's home language across all domains, and to assess the children's increasing proficiency in learning English.

Teaching staff gathers and monitors the continuous progress of each child through anecdotal notes, skills checklist, objective data forms, writing journals, portfolios, writing and art samples, formal observations by other professionals, parental input through family contacts, service provider reports,

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photographs, videos, and Response To Intervention (RTI) and Individual Education Plan (IEP) monitoring forms. Children show gain by moving to the next skill level of each goal. Developmental levels for each goal are the same: Not Yet and Level 1 through Level 9. The education support staff assesses all four-year-olds entering kindergarten the next year, using a locally accepted Brigance Screen, pre- and post-assessment focusing on math and literacy skills, which are aligned with kindergarten entry skills. Each child’s assessment data is maintained in assessment portfolios and on-line at Teaching Strategies GOLD assessment site. Assessment data is used to plan weekly lessons and activities for all children, and individualized instruction and activities for each child. The program has set a goal for child gains of a minimum of 75% school ready in all educational domains for 4 year olds. The final gain will be measured from the fall assessment benchmark to the spring benchmark.

The Teaching Strategies GOLD data is aggregated by classroom and program level three times per year - October, January, and April. At each point, the education leadership team studies the child outcome averages across domains for the total program to identify any school readiness areas where children are not progressing. Next, the team looks at the distribution of scores to examine the variability of children's progress. The team is able to determine if a certain classroom may need additional support for individualizing teaching and learning. The team also looks at certain subgroups of children (gender, language) for disparities. The GOLD reports are also used to determine group and individual professional development needs. The education team meets with teaching teams to analyze data using their classroom report. The teaching teams use the analysis to refine their planning process for each child and groups of children, and as a guide to set professional goals. With the increase in the number of children with personal needs, teachers focus on school readiness in an developmentally appropriate manner for each child.

The Child Outcomes Reports for preschool children are provided to staff, parents, and the Policy Council and School Readiness Committee members. The report includes how the children are doing compared with other Head Start children across the nation. The three benchmarked Child Outcomes Reports drives program changes to: improve teaching and learning, engage families, determine program staff professional development needs, and needed professional development funds. Surveys are conducted annually with kindergarten and fourth-grade teachers to determine the continuing success of children who attended preschool.

Teacher-Child Interactions in the Classroom

Central Kentucky CAC Head Start leadership is familiar with research demonstrating the importance of teacher-child interactions in helping promote positive outcomes for children. The second key component of the Central Kentucky CAC Head Start School Readiness Plan focuses on teacher-child interactions. The team identified two goals for this component:

• Ensure that all classrooms provide effective social, organizational, and instructional teacher-child interactions.

• Systematically use professional development resources to target areas of practice across classrooms, as well as provide more intensive support to teachers most in need.

To address the first goal, each of the 29 Head Start/Preschool classrooms is assessed by the program’s CLASS Reliable Observers using the Classroom Assessment Scoring System (CLASS). This tool is based on development theory and research suggesting that interactions between children and adults are the primary mechanism of children’s development and learning. (Greenberg, Domitrovish, & Bumbarger, 2001; Hamre & Pianta, 2007; Morrison & Connor, 2002; Pianta, 2006;

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Rutter & Maughan, 2002). It is also the measure the Office of Head Start will use during triennial monitoring visits. The eight Central Kentucky Head Start CLASS assessors are CLASS Reliable. Data is aggregated for each classroom, for each center and for the overall program. The pre-CLASS assessment data indicates the classroom scores were high, ranging from 5.70 to 6.78 high in all dimensions except in Concept Development, Quality Feedback and Language Modeling. Scores in these three dimensions ranged from 3.60 to 3.83. The classrooms’ overall average across all dimensions is 5.45. A post-CLASS assessment will be conducted to determine improvement in scores in all dimensions. “The CLASS is used to provide teachers with direct feedback about their actual classroom practices. Using the CLASS in this way allows teachers to get feedback about the dimensions of their teaching that are associated with more positive social and academic development for students. In addition, they are given an objective and concrete measure of their areas of strength and weakness as well as their improvements over the year.” (CLASS Manual)

The CLASS data is one source of information to determine the effectiveness of the following: curriculum assessment tools learning environment instructional planning instructional strategies intentional teaching teacher supports children’s progress parental input into children’s learning transition to kindergarten

Professional Development

The program’s education committee takes a three-pronged approach to applying the data from Child Outcomes Report and CLASS. The Early Learning Mentor-Coach Project Manager is the lead for professional development. First, the program leadership invests in program-wide training on Concept Development, Quality Feedback, Language Modeling, Intentional Teaching, and Small Group Instruction. A series of workshops are provided to all teachers, instructional assistants and support staff. The CLASS was used for a “training tool for education staff by providing them with a framework for understanding the components of their teaching that really matter for children as well as by providing a mechanism for systematic feedback and support throughout their training and careers. The CLASS also focuses on providing teachers with ongoing, flexible, individualized, and collaborative support to improve their interactions with children.” (CLASS Manual)

Second, each classroom demonstrating need based on CLASS scores is visited weekly by one mentor-coach, or educational support staff. Each classroom visit includes an observation and modeling of specific instructional practices. Teaching teams are provided follow-up via emails that include feedback about the observations, and modeling/coaching on practices to help improve the quality of their instruction and interactions with children. Each visit has a specific focus that changes over time. These focused areas include but not limited to: a specific CLASS dimension, child engagement; large and small group instruction, environments, individualization, outdoor play, assessment documentation, lesson plans, daily schedule, etc. Classroom visits also include videotaping when available with a review and critique by each teacher and the mentor-coach. Based on the video tape, the mentor-coach provides targeted and specific feedback to teachers and instructional assistants regarding their instructional practices and class interactions. The classrooms

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are also visited monthly by one of the two disability staff with a focus on instructional practices for children with disabilities.

Third, the education staff conducts further review of differences between the classrooms to identify ways to learn from practices in each classroom. Coaching is completed one on one with the classroom staff to review strengths and challenges in meeting best practices within the CLASS tool.

Consistent with best practice in continuous program monitoring, program leadership uses Child Outcomes and CLASS data to determine the allocation of professional development resources for the next year.

Management Systems to Support to School Readiness

Program Governance: Central Kentucky CAC Head Start Policy Council are provided the opportunity to have input into the school readiness goals and plan. The Policy Council is provided reports on children’s progress toward those goals and the implementation of the plan. The Policy Council and Executive Board are also provided the program’s annual report that includes children’s progress toward the goals for the school year, and the status of the implementation of the school readiness plan. The program’s improvement plan which includes any revisions to the school readiness plan and/or the curriculum is presented to each group for input and approval.

Planning:The School Readiness Goals and Plan will be incorporated into the program’s long- and short-term goals and objectives, which are reviewed annually. Parents, staff, Policy Council and Board members are provided opportunities to have input into the planning process. The Policy Council and Board members review and approve program plans. The planning process includes a review of the curriculum, screening and assessment tools (both locally designed and published), and data collection, reporting and on-going monitoring processes. The planning process includes monthly meetings of the education committee, and the education committee and disability staff with teaching staff. The planning process also includes: parent meetings, home visits, parent-teacher conferences, surveys, self-assessment, community assessment, community partner meetings, and school administrator meetings.

Communication:The program’s management team, education staff, and teaching staff meet monthly to discuss and plan with school readiness and data analysis as a standing agenda item. Policy Council and Board members receive child assessment data analysis reports three times a year.

Record Keeping and Reporting:The primary data collection tool for child outcomes is Teaching Strategies GOLD. Each teaching team has a computer designated for Teaching Strategies GOLD. Locally designed skills checklist, objective data forms, work samples, journals, portfolios, photos, videos, and artwork are also used to collect child outcome data. Tables, charts and graphs are produced at each of the three benchmarked dates. Data related to children’s IEPs or RTIs are recorded on specific forms. The majority of other program data is collected in ChildPlus.

On-going Monitoring:17

Classroom teaching staff monitors each child’s progress using locally designed skill checklist, objective data forms, Teaching Strategies GOLD, work samples, journals, portfolios, photos, videos, and artwork. The progress of children with suspected disabilities or identified disabilities is monitored through specific RTI or IEP forms. The disability staff meets with teachers monthly to monitor the progress of children with RTIs or IEPs.

Self-Assessment:The school readiness plan, including data collection and reporting processes is one tool used in the program’s annual self-assessment process.

Human Resources:Classroom teaching staff (teachers and instructional assistants) are provided group and individual professional development to support their success implementation of the school readiness goals for all children, and to reach high scores on the ECERS-R and the CLASS for the preschool classroom. Education management staff assesses each classroom using these tools a minimum of two times per year; conduct weekly classroom observations/visits; video classroom instruction; model instructional strategies; and provide needed resources.

Fiscal Management:All aspects for the implementation of the school readiness plan are considered in the program’s fiscal planning, including: professional development, classroom materials and staff.

School Readiness & the Annual Report

Central Kentucky CAC Head Start Annual Report is used as an information and public relations tool. Based on a variety of data sources, e.g. ChildPlus, CLASS, ECERS-R, USDA, Teaching Strategies GOLD, Four-Year-Old Skill assessments, the report includes the year’s program and financial highlights as listed in the Head Start Act 2007, including children’s progress toward school readiness goals. The Annual Report is provided to all stakeholders – Policy Council, Board, staff, school administrators, community partners, and parents. The Report is also posted on the programs web site.

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