Trimble County Head Start/Preschool · NARRATIVE The School Readiness/PFCE Team ... of school readiness and child assessment that families and ... Trimble County Head Start/Preschool

Trimble County Head Start/Preschool

School Readiness/Parent Family Community Engagement (PFCE) Plan 2015-2016

Trimble County Head Start/Preschool School Readiness/PFCE Plan 2015-2016 1

NARRATIVE

The School Readiness/PFCE Team (listed below) of the Trimble County Head Start/Preschool developed this school readiness/PFCE Plan using the following program documentation:

Documentation Team Members Team Members

5 Year Grant Application 2015 Trimble County Board of Education Jean Adams, Director of Special Education

Risk Management Plan 2013-2016 Trimble County Head Start/Preschool Policy Council Katie Moore, School Psychologist

Program Information Reports 2010-2015 Rebecca Moore, former Director Susan Meredith, current Director

Lynda White, Speech/Language Pathologist

Program Self-Assessment 2014-2015 Jennifer Spillman, Program Manager Debbie Beeles, Bedford Elem. Principal

Community Assessment 2013 Vickie Cull, Fiscal Manager Sharon James, Milton Elem. Principal

Professional Development Plans/ Job Evaluations 2014-2015

Pat Callis, former Education Manager Lauren Tweedy, BES Kindergarten Techer

Training & Technical Assistance Plan 2015-2016

Sarah Rexroat, Health Manager Shannon Stark, BES Kindergarten Teacher

Education Outcomes 2014-2015 Lisa Payton, Health Manager Lindsay Bullock, MES Kindergarten Teacher

OHS Triennial Review & CLASS Results 2014

Kim Stark, Family Services Advocate Leslie Bruther, MES Kindergarten Teacher

CLASS Observation Results 2011-2015 Susan Raisor, former Preschool teacher Carole Pyles, MES IA

TS-GOLD lesson plans, observations, and reports

Jackie Consley, Associate Teacher Lisa Stewart, MES IA

ECERS reports Joanie Baxter, Associate Teacher David Eddy, Family Resource Center

Classroom/teaching staff misc. reports Amber Gibson, former Home Visitor/ current Associate Teacher

Amanda Neace, Community Representative TCPL

Family Partnership Agreements & PFCE Assessments 2014-2015

Tricia May, Home Visitor Barbara Dukes, Community Education

Parent Input forms and interviews Instructional Assistants Elizabeth Rexroat, Parent

ChildPlus reports 2014-2015

Program Manager Year-End Reports




Collection, Aggregation and analysis of data; Communication & Record-keeping and reporting: The developmental screening the program uses is the Developmental Indicators for the Assessment of Learning (DIAL-4) which aligns with the National Education Goals Panel (NEGP), the National Association for the Education of Young Children (NAEYC) and the Head Start Domains and standards. The child assessment system that is used by Trimble County Head Start/Preschool is Teaching Strategies GOLD (TS-GOLD) which corresponds with our selected education curriculum, Creative Curriculum for Preschool. The curriculum meets all of the assessment standards of the National Association of Young Children (NAEYC), the National Association of State Early Childhood Specialists in State Departments of Education (NASEC/SDE), and federal and state reporting requirements. TS-GOLD is aligned with the Head Start Child Development and Early Learning Framework and the Kentucky State Early Childhood Standards. Teaching staff receive a report of students’ DIAL-4 results to use for lesson planning, individualization, and to assist in beginning assessment of the children at the start of the program year. Teaching staff observe and assess children using anecdotal records and checkpoints in the TS-GOLD online assessment system. Individual portfolios are also collected for each child for further documentation. Individualization for children is planned using screening and assessment results, parent input, RTI data, and IEP monitoring. The Education Services Manager oversees lesson plans, assessment data, and reports and provides feedback to the teaching staff and management team in teachers’ meetings, management meetings, staff meetings, and informal communications. She leads efforts in compiling the Education Outcomes Reports at each checkpoint. There are three data collection points during the program year: fall, winter, and spring. Data is aggregated and analyzed at these checkpoints to evaluate agency progress and identify agency goals. Program Governance, Communication, PFCE, Planning School readiness goals are shared with families at the first Parent Committee Meeting and they are also included in the Family Handbook, which is distributed to each family of every enrolled child. The Policy Council and Governing Board receive training on the School Readiness Goals at the annual Program Governance Training. School Readiness Goals and Education Outcomes reports




are approved by the Governing Board, which has a public forum and the meeting dates are advertised in the local newspaper. The Policy Council, including parent representatives, also reviews and approves the Education Outcomes Reports and School Readiness Goals. School Readiness Goals and Education Outcomes Results are included in the Annual Report to the Community, which is approved by the Board and Policy Council, published on the School Website, and a legal notice is published in the local newspaper advising the public of its availability on the website, at the school district central office, and at the Head Start Center.

Families receive face-to-face information regarding their children’s progress towards school readiness goals via the following: two (2) home visits, two (2) parent-teacher conferences, Admission and Release Committee (ARC) meetings, informal conversations or face-to-face contacts, and written information sent home for children receiving individualized interventions. Families are encouraged to work with their children at home via the Parent Crosswalk Tool, which gives families specific activities they may implement at home with their children to increase their skills in areas of development. Parents/guardians choose three to four objectives in the education domain areas three times per school year, at the beginning of the school year, after the first education assessment checkpoint, and after the midyear education checkpoint. The program offers parent/family events to engage families to increase knowledge of and progress towards school readiness. Data analysis of the last five (5) years tells us that fifty-three percent (53%) of our families are two parent and forty-seven percent (47%) of our families are 1 parent. The five year data analysis also tells us that fifty-nine percent (59%) of one-parent families are unemployed and thirty-five percent (35%) of two-parent families are unemployed, forty-six percent (46%) of our families have a high school diploma or general education diploma (GED), and thirty-two percent (32%) have some college education or a degree, while twenty-one percent (21%) of families do not have a diploma or GED. The program takes this data into consideration when communicating with families and while planning family engagement efforts. An average of seventy-six percent (76%) of our families received at least one family service in the last five (5) years. Family events were well attended in 2014-15 with an average of forty percent (40%) of families attending while thirteen percent (13%) attended family trainings. Satisfaction surveys completed by parents illustrate that the majority of parents rate training and general satisfaction with the program’s services in the good to very good range. By sharing the assessment information, assessment results, and school readiness goals with families and community partners, we will increase families and community partners’ awareness of how our program is preparing children for school both socially and academically. Families and community partners will share their thoughts on assessment results and the program will learn the areas of school readiness and child assessment that families and community partners value as a priority and incorporate those into program planning and operations.




Human Resources, Planning, Communication, and Ongoing Monitoring Teaching staff provide individualized instruction, using the curriculum, assessment, and school readiness goals as guides, based on parents’ goals for children and students’ assessment results. Trimble County Head Start/Preschool provides professional development for the teaching staff to support increased skills in areas of weakness via formal training using consultants, the T/TA network, and other qualified trainers. Additional instructional support activities include teachers meetings and mentoring activities that will be led by the Education Services Manager. National Center for Quality Teaching and Learning resources, early childhood education books, ECLKC and other online sources will be used to guide the teaching staff in the provision of appropriate teaching activities to the students. Lesson plans and anecdotal records will be scrutinized by the Education Services Manager for the presence of appropriate activities to address identified areas of weakness. The ECERS Observation tool will be used to assess classroom environment. The CLASS observation tool and the local designed home base socialization/home visit observation forms will be used to monitor progress in high quality teacher/child interactions. Each member of the teaching staff has an annual professional development plan, which includes goals relating to education outcomes results and CLASS results; the professional development planning process includes interim individualized follow-up by the Director and Program Manager.

The program makes every effort to insure children are healthy and ready to learn. Five year averages illustrate that of children who were enrolled more than forty-five (45) days, ninety-three percent (93%) were up-to-date for medical care, ninety-five percent (95%) where current for immunizations, ninety-nine percent (99%) received dental exams, thirty-eight percent (38%) needed dental treatment, and ninety-one percent (91%) received needed dental treatment. Children who are suspected to have a potential communication and/or developmental delay receive individualized interventions; if adequate progress is not made, they are referred for special education services. The Health and Disability Services Manager, the School District Director of Special Education, and the Response to Interventions (RTI) Committee review students’ RTI progress and monitor students’ Individual Education Plan (IEP) goals and therapeutic services to insure the provision of special education services. Data analysis of the last five years shows that an average of sixteen percent (16%) of our students have been identified as having a diagnosed disability with the range being from the lowest at eleven percent (11%) to the highest at twenty-five percent (25%), and in the last three (3) years, an average of thirty percent (30%) of our students received response to intervention services. The percentage of children needing intervention and special services in our service area impacts our education assessment outcomes greatly.




Self-Assessment and Planning During the program’s self-assessment process, education outcomes results for the last three to five years are studied and analyzed to identify any trend data. If a trend is identified as a result of this data analysis, an improvement plan will be put in place. A related goal will also be put in place in the program Training and Technical Assistance Plan. If a trend is not identified, a Self-assessment improvement plan goal and a technical and training assistance goal will be created to address the most current year’s identified areas of weakness in education outcomes results.

Transition In order to provide students and families an effective, seamless transition from First Steps into Head Start and Head Start to Kindergarten, Admissions and Release Committee (ARC) meetings, Response to Intervention (RTI) meetings, Transition to Kindergarten events, and communication between the program manager and elementary school principals are conducted. Fiscal and Facilities Management School Readiness efforts will be supported by adequate funding for supplies, materials, professional development, and appropriate staff. The facilities will be assessed, supported, and maintained in order to provide the best environments for children that are conducive to their education and school readiness. ERSEA and Record-keeping and Reporting In order to insure that the children most in need are served, the program will utilize outreach and recruitment efforts including: registration fair, door-to-door contact, advertising in the local newspaper, posters/flyers, area canvassing, obtainment of information for the Cabinet of Health and Family Services, and review of students’ enrollment forms within the school district. Full enrollment is consistently maintained. Our average enrollment turnover percentage for the last five (5) years is twenty percent (20%). Although our enrollment turnover is high, meeting funded enrollment monthly attests that we are providing quality services to children and families.




Attendance will be monitored and documented appropriately by staff. The teaching staff will record and report child attendance to the Education Services Manager. The Education Services Manager utilizes ChildPlus to monitor attendance. The Education Services Manager or other staff member will contact the family if a child is absent from school for three consecutive days. Appropriate follow-up will be provided to the family if there is a need. Attendance is reported to the Program Manager and Director on at least a monthly basis. Attendance is also reported to the Board and Policy Council at regular meetings. School Readiness Goals

In collaboration with Kentucky Head Start Directors, the T/TA System, the Kentucky Head Start Association Executive (KHSA) Director, and the Regional Office Program Specialist, statewide school readiness goals were created that align with the Head Start Child Development and Early Learning Framework, State Early Childhood Standards, and as deemed developmentally appropriate, public school expectations for Kindergarten readiness. Trimble County Head Start/Preschool has adopted the following school readiness goals:




TRIMB L E C OUNTY H E A D S TA RT/ P RES C H OO L

KENTUC KY S C H OOL R EA D INES S GOA L S

THE CORE PURPOSE OF THE TRIMBLE COUNTY HEAD START/PRESCHOOL PROGRAM IS TO

PROVIDE OUR CHILDREN WITH THE KNOWLEDGE, SKILLS, AND NEEDED CONFIDENCE TO ENTER

INTO KINDERGARTEN WITH THE DESIRE TO LEARN AND BECOME SUCCESSFUL THROUGHOUT THEIR

NEXT YEARS IN SCHOOL.

PHYSICAL DEVELOPMENT AND HEALTH

Children will demonstrate control of large muscles for movement, navigation, and balance.

1. Child will develop motor control and balance for a range of physical activities, such as walking, propelling a wheelchair or

mobility device, skipping, running, climbing, and hopping.

2. Child will develop 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.

3. Child will understand movement concepts, such as control of the body, how the body moves, and that the body can move

independently or in coordination with other objects.




Children will demonstrate control of small muscles for such purposes as using utensils, self-care, building, writing, and

exploring.

1. Child will develop hand strength and dexterity.

2. Child will develop hand-eye coordination to use everyday tools such as pitchers for pouring or utensils for eating,

3. Child will manipulate range of objects such as blocks or books,

4. Child will manipulate writing, drawing, and art tools using pencil grip,

Children and families will practice healthy and safe habits.

1. Child will complete personal care tasks, such as dressing, brushing teeth, toileting, and washing hands independently,

2. Child/family will distinguished food on a continuum from most healthy to less healthy,

3. Families will recognize the importance of doctor and dentist visits,

SOCIAL AND EMOTIONAL DEVELOPMENT

Children will develop and demonstrate positive interactions and relationships with adults and peers.

1. Child will develop friendships with peers,

2. Child will establish a secure relationship with adults in room,

3. Child will cooperate with others,

Children will develop and demonstrate the ability to recognize and regulate emotions, attention, impulses, and behavior.

1. Child will recognize how actions affect others and accept consequences of one’s actions,

2. Child will use socially appropriate behavior with peers and adults, such as helping, sharing, and taking turns,

3. Child will resolve conflict with peers alone and /or with adult intervention as appropriate,

4. Child will be able to express empathy and sympathy to peers,

5. Child will be able to express a range of emotions appropriately and refrain from disruptive, aggressive, angry, or defiant

behaviors,

APPROACHES TO LEARNING




Creative Arts Expression – Children will demonstrate an interest in and participate in a variety of visual arts, dance, music and

dramatic experiences.

1. Child will join in cooperative play with others and invite other to play as well,

2. Child will help, share, and cooperate in a group setting,

3. Child will maintain interest in a project or activity until complete,

4. Child will resist distractions, maintain attention, and continue the task at hand,

Approaches to Learning – Children will demonstrate flexibility, inventiveness, curiosity, motivation, persistence and

engagement in learning.

1. Child will Demonstrate flexibility, imagination, and inventiveness in approaching tasks and activities,

2. Child will demonstrate eagerness to learn about and discuss a range of topics, ideas, and tasks.

3. Child will ask questions and seek new information.

LANGUAGE AND LITERACY

Language Development – Children will be able to utilize language to express their wants and needs.

1. Child will use language to express thoughts and needs.

2. Child will communicate with increased clarity and use of conventional grammar.

Language Development – Children will engage in conversations, follow directions, and comprehend language.

1. Child will engage in communication and conversation with others.

2. Child will comprehend different grammatical structure or rules for using language.

3. Child will comprehend different forms of language, such as questions or exclamations.




Literacy Knowledge and Skills – Children will be able to demonstrate knowledge of print and develop the awareness that

print conveys meaning.

1. Child will comprehend and respond to books and other text, how a book is read (such as front to back, one page at a

time, top to bottom, and left to right).

2. Child will ask questions and make comments about print materials.

3. Child will listen to and/or respond to reading material with interest and enjoyment.

4. Child will be able to retell a story.

5. Child will recognize print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs.

6. Child will understand that print conveys meaning and relates to something.

English Language Development – Children who are dual language learners will demonstrate competency in their home

language while acquiring beginning proficiency in English.

1. Child will acknowledge or respond nonverbally to common words or phrases, such as “hello” “good bye” “snack time”

“bathroom” when accompanied by gestures.

2. Participate with movement and gestures while other children and the teachers dance and sing in English.

3. Child will repeat words or phrases to self while being shown a picture and prompted with the description/word.

COGNITION AND GENERAL KNOWLEDGE

Logic and reason – Children will find multiple solutions utilizing symbolic representation to questions, tasks, problems and

challenges by using reasoning skills.

1. Child will understand/demonstrate the knowledge that numbers represent quantities by rote counting with tangible

items.

2. Children will use attributes of objects for comparison and patterning.

Mathematics knowledge and skills – Children will use math in everyday routines to count, compare, relate, pattern and

problem solve.

1. Child will use tangible items to count/compare and measure.




2. Child will use attributes to compare and pattern with.

3. Child will use math in everyday routines to count, compare, relate, pattern and problem solve.

Science knowledge and skills - Children will engage in exploring their environments through observations, manipulation,

asking questions, making predictions and development hypotheses.

1. Child will explore features of the environment through manipulation.

2. Child will manipulate objects to understand their properties.

3. Child will identify problems, make predictions, think of ways to solve problems and try possible solutions.

4. Child will learn to classify living and nonliving things and demonstrate the understanding that living things grow, change,

and reproduce.

Social Studies knowledge and skills – Children will engage in exploring their family and community, its history and events, and

interacting with people and the environment.

1. Child will demonstrate understanding that each person is unique both in looks and communication.

2. Children will understand the different jobs people hold in the community.

3. Children will understand the various means of transportation.

4. Children will communicate understanding that there are rules in our homes, schools, and community and that each rule

has a purpose.

5. Children will understand that time can be measured, e.g., yesterday, today, tomorrow, day, week, month, minute, hour.




School Readiness Goal 1: The children will show growth in the education domains of least growth in the 2014-2015 school year:

mathematics, language, and literacy.

Program Goal 1: The program will provide the education staff needed training and support in the areas of mathematics,

language, and literacy. By providing training and support, the accomplishments of children will increase, and staff’s efforts to

analyze and use data for continuous improvement will advance.

Domains Indicators Action Step Resource(s) Person(s)

Responsible Time Frame Measure(s) of

Success

1. Mathematics 2. Language 3. Literacy

1. Education staff will document research-based strategies in weekly lesson plans 95% of the time

2. Students will show 6% growth in the education domains identified.

Provide professional development activities, staff support and mentoring

KY State T/TA Office, Education Consultants, T/TAS @ WKU, ECLKC, online resources

Director, Program Manager, and Education Manager

August 2015- May 2016

Weekly Lesson Plan Review, Anecdotal Records, TS-GOLD, and Education Outcome Reports




School Readiness Goal 2: The children will show gains in language, literacy, and social-emotional development.

Program Goal 2: The program will improve the Classroom Organization and Instructional Support domains based on CLASS

scores.



Success 1. Language and

Literacy 2. Cognition 3. Social-Emotional

Development

1. The program will increase understanding and practice of the Classroom Organization (CO)and Instructional Support (IS) domains necessary to increase CLASS scores to 5.6 in CO and 4.0 in IS by the end of the school year 2015-2016.

2. Education staff will

improve teaching practices and the impact of social and instructional interactions.

1. Provide professional develop-ment activities.

2. Provide staff feedback and support through teachers meetings and mentoring activities.

KY State T/TA Office, Education Consultants, T/TAS @ WKU, ECLKC, online resources

Director, Program Manager, and Education Manager

August 2015- May 2016

Weekly Lesson Plan Review, Anecdotal Records, Education Outcome Reports, program Reliable CLASS Observation Results




School Readiness Goal 3: Children will be healthy, physically active, and ready to learn.

Program Goal 3: The program will show improvements in the physical development and health domain.



Success Physical Develop-ment and Health

1. The percentage of students above 95% BMI will not increase from Fall 2015 to Spring 2016.

2. Students will show 4% growth in the domain of physical development and health.

3. Ninety-percent of children will be up-to-date on medical and dental care.

1. The Health and Disabilities Services Manager will compare growth assessment results in Fall 2015and Spring 2016 for a comparison.

2. Teaching staff will incorporate safety, health, and movement activities in their lesson plans.

IMIL, ECLKC, online resources, center resources

Education Services Manager, Health & Disability Services Manager

August 2015-May 2016

Student Health Records, Growth Assessments, ChildPlus data and reports, TS-GOLD, Weekly Lesson Plans, Anecdotal Records, Education Outcomes Reports




School Readiness Goal 4: Providing a safe, appropriate learning environment in preschool will increase children’s

accomplishments and school readiness.

Program Goal 4: The program will insure that the classroom environment will be safe, healthy, and conducive to learning.

Domain Indicators Action Step Resource(s) Person(s)


Success

Classroom Environment

ECERS scores will determine areas that are sufficient and those that need improvement. Appropriate actions will be taken to address any areas of concern. Classrooms will meet a minimum ECERS score of 5.

To measure the quality and effectiveness of the program through materials, sanitation, hand washing, time requirements, and hours of operation and parent involvement.

ECERS Observation Tool, RTC

Director, Education Services Manager

Fall 2015, Spring 2016

ECERS Observation Results, Students’ assessment data, education outcomes reports




School Readiness Goal 5: Preschool children who attend school on a daily basis will arrive into Kindergarten with a strong set of

school readiness skills in all essential domains.

Program Goal 5: The program will provide student instruction on a regular and consistent basis by closely monitoring attendance.

Domain Indicators Action Step Resource(s) Person(s)


Success

ERSEA Students who attend preschool regularly will be better prepared academically and socially for Kindergarten whereas those whose attendance is low can become unprepared and have difficulty learning to read (University of Chicago and The Baltimore Education Research Consortium study). Attendance will increase to 90% by the end of 2015-2016.

Monitor attendance in both program options to insure children participate regularly and consistently. Provide follow-ups to families who need support in order to improve child attendance.

Teaching staff’s attendance records ChildPlus data entry and reports Consecutive absenteeism follow-up form Appropriate documentation of parent/family follow-ups Monthly Monitoring Reports Incentives

Teaching Staff, Education Manager, Health Services Manager, Program Manager


Monthly Attendance Reports




Family Engagement Goal: Family engagement will increase school readiness and sustain child development.

Program Goal: The program will increase school readiness and family engagement outcomes for children and families.

Element Indicators Action Step Resource(s) Person(s)


Success

PFCE- 1. Families as

lifelong educators

2. Leadership will support parent-child relationships.

The Markers of Progress and/or Program PFCE Assessment will show growth in the area of families as lifelong educators.

Schedule and conduct regular parent/family events.

KY State T/TA Office, Education Consultants, T/TAS @ WKU, ECLKC, online resources Head Start ACT and Performance Standards, Education Outcomes Framework, PFCE Framework and Tools, ECLKC, KY State T/TA Office, Consultants

Director, Program Manager, Family Advocate, Teaching staff


Family Partnership/Family Needs Assessment Agreements, Training Agendas, Job Evaluations, Professional Development Plans, Classroom In-Kind Contribution, Education Outcomes Reports, Parent/Family Surveys, Participant Sign-In Sheets, PFCE Assessment, Self-Assessment




Alignment Domain School Readiness

Goals Kentucky Early Childhood Standards

KY Core Academic Kindergarten Standards Teaching Strategies Gold Assessment Indicators

Social and Emotional Develop-ment

Children will develop and demonstrate positive interactions and relationships with adults and peers Children will develop and demonstrate the ability to recognize and regulate emotions, attention, impulses and behavior

Health and Mental Wellness Standard 1: Demonstrates health/mental wellness in individual and cooperative social environments 1.2: Shows social cooperation Health and 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

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 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

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 rights of self and others 1: Regulates own emotions and behaviors 1a: Manages feelings 1b: Follows limits and expectations




Approaches to Learning (Logic and Reasoning)

Creative Arts Expression – Children will demonstrate an interest in and participate in a variety of visual arts, dance, music and dramatic experiences. Approaches to Learning – Children will demonstrate flexibility, inventiveness,

Arts and Humanities Standard 1: Participates and shows 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: Develops skills in and appreciation of music 1.4: Develops skills in and appreciation of drama Health and Mental Wellness Standard 1: Demonstrates health/mental wellness in individual

Arts and Humanities 1.13: Students make sense of ideas and communicate ideas with the visual arts. 1.14: Students make sense of ideas and communicate them with music. 1.15: Students make sense of and communicate ideas with movement. Practical Living 4.1: Students effectively use interpersonal skills. 4.2: Uses productive team membership skills. 4.4: Demonstrates the ability to accept the rights and responsibilities for self and others.

33: Explores the visual arts 34: Explores musical concepts and expression 35: Explores dance and movement concepts 36: Explores drama through actions and language 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




curiosity, motivation, persistence and engagement in learning.

and cooperative social environments 1.2: Shows social cooperation Social Studies Standard 1.3: Demonstrates basic understanding of the world in which he/she lives 1.4: Recognizes and/or follows rules within the home, school and community

Language and Literacy

Language Development-Children will demonstrate the ability to use language to express their wants and needs

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

Language Vocabulary Acquisition and Use 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. 5: With guidance and support from adults, explore word relationships and nuances in word meanings. 6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

9: Uses language to express thoughts and needs 9a: Uses an expanding expressive vocabulary 9b: Tells about another time or place 10: Uses appropriate conversational and other communication skills 10a: Engages in conversation 10b: Uses social rules of language




Language Development – Children will engage in conversations, follow directions, and comprehend language

1.3: Communicates with increasing clarity and use of conventional grammar

Conventions of Standard English 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2: Demonstrate command of the conventions of standard English Capitalization, punctuation, and spelling when writing. Speaking and Listening Comprehension and Collaboration 1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas 4: Describe familiar people, places, things and events and, with prompting and support, provide additional detail.




5. Add drawings or other visual displays to descriptions as desired to provide additional detail. 6. Speak audibly and express thoughts, feelings, and ideas clearly. Reading Key Ideas and Details (Literature) 1: With prompting and support, ask and answer questions about key details in a text. 2: With prompting and support, retell familiar stories, including key details. 3: With prompting and support, identify characters, settings, and major events in a story. 9: With prompting and support, identify basic similarities in and differences between two text s on the same topic. Key Ideas and Details (Informational) 1: With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify the main topic and retell key details of a text. 3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 9: With prompting and support, identify basic similarities in and differences between two texts on the same topic.




Literacy Knowledge and Skills – Children will be able to demonstrate

Language Arts Standard 3: Demonstrates general skills and

Craft and Structure(Literature) 4: Ask and answer questions about key details in a text. Craft and Structure (Informational) 4: With prompting and support, ask and answer questions about unknown words in a text. Range and Level of Text Complexity (Literature Informational) 10: Actively engage in group reading activities with purpose and understanding. Foundational Skills Print Concepts 1: Demonstrate understanding of the organization and basic features of print. Fluency 4: Read emergent-reader texts with purpose and understanding.

Reading Craft and Structure (Informational)

17: Demonstrates knowledge of print and its use 18: Comprehends and responds to books and other texts 18a: Interacts during read-aloud and book conversations 18b: Uses emergent reading skills 18c: Retells stories




knowledge of print and develop the awareness that print conveys meaning

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

5: Identify the front cover, back cover, and title page of a book. 6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Craft and Structure (Literature) 5: Recognize common types of texts (storybooks, poems). 6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Integration of Knowledge and Details (Literature) 7: With prompting and support, describe the relationship between illustrations and the story in which they appear. Integration of knowledge and ideas (Informational) 7: With prompting and support, describe the relationship between illustrations and the text in which they appear. 8: With prompting and support, identify the reasons an author gives to support points in a text. English/Language Arts




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

Foundation Skills Print Concepts 1: Demonstrate understanding of the organization and basic features of print. Phonics and word recognition 3: Know and apply grade-level phonics and word analysis skills in decoding words. Fluency 4: Read emergent reader texts with purpose and understanding. Phonological Awareness 2: Demonstrate understanding of spoken words, syllables, and sounds. Writing

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: Demonstrates knowledge of the alphabet 16a: Identifies and names letters 16b: Uses letter sound knowledge




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

Production and Distribution of Writing 5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. 6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Text Types and Purposes 1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. 2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Research to Build and Present Knowledge

19: Demonstrates emergent writing skills 19a: Writes name 19b: writes to convey meaning




7: Participate in shared research and writing projects. 8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking and Listening Presentation of Knowledge and Ideas 5: Add drawings or other visual displays to descriptions as desired to provide additional detail. Foundational Skills Fluency 4: Read emergent-reader texts with purpose and understanding. Print Concepts 1: Demonstrate understanding of the organization and basic features of print.

Cognition and General knowledge

Mathematics knowledge and skills –

Mathematics Standard 1: Demonstrate general

Counting and Cardinality




(Logic and Reasoning)

Children will use math in everyday routines to count, compare, relate, pattern and problem solve.

skills and uses of the concepts of mathematics 1.1: Demonstrates understanding of numbers and counting

Know number names and the count sequence 1: Count to 100 by ones and by tens. 2: Count forward beginning from a given number within the known sequence. Count to tell the number of objects 3: Write numbers from 0-20. Represent a number of objects with a written numeral 0-20. 4: Understand the relationship between numbers and quantities; connect counting to cardinality. 5: Count to answer “how many” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Compare numbers 6: Identify whether the number of objects in one group is greater than, less then, or equal to the number of objects in another group. Measurement and Data Describe and compare measurable attributes

20: Uses number concepts and operations 20b: Quantifies




Logic and reason – Children will find multiple solutions utilizing symbolic representation to questions, tasks, problems and challenges by using reasoning skills.

Health/Mental Wellness 1: Demonstrates health/mental wellness in individual and cooperative social environments 1.2: Applies social problem solving skills Science Standard 1: Demonstrates scientific ways of thinking and working 1.2: Investigates simple scientific concepts

1: Describe measureable attributes of objects, such as length or weight. Describe several measurable attributes of an object. 2: Directly compare two objects with a measureable attribute in common, to see which object has “more of/less of” the attribute, and describe the difference. Classify objects and count the number of objects in each category 3: Classify objects into given categories; count the number of objects in each category and sort the categories by count. Inquiry and 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.

11: Demonstrates positive approaches to learning 11c: Solves problems 12: Remembers and connects experiences 12a: Recognizes and recalls 12b: Makes connections 13: Uses classification skills




Science knowledge and skills – Children will engage in exploring their environments through observations, manipulation, asking questions, making predictions and development hypotheses.

1.5: Makes and verifies predictions based on past experience Science Standard 1: Demonstrates scientific ways of thinking and working 1.1: Explores features of the environment through manipulation 1.2: Investigate 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 experience

Practical Living 5.1: Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluation, and comparing to solve a variety of problems in real life situations.

24: Uses scientific inquiry skills 28: Uses tools and other technology to perform tasks 29: Demonstrates knowledge about self




Social Studies knowledge and skills – Children will engage in exploring their family and community, its history and events, and interacting with people and the environment.

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

Practical Living 2.29: Students demonstrate skills that promote individual wellbeing 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.

30: Shows basic understanding of people and how they live

Physical Health and Development

Children and Families will understand and practice healthy and safe habits

Health/Mental Wellness Standard 1: Demonstrates health/mental wellness in individual and cooperative social environments 1.1: Demonstrates independent behaviors

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.

1c: Takes care of own needs appropriately 29: Demonstrates knowledge about self




Children will demonstrate age appropriate control of large muscles for movement, navigation and balance Children will demonstrate control of small muscles

Physical Development Standard 1: Demonstrates basic gross and fine motor development 1.2: Performs a variety of loco motor skills with control and balance 1.3: Performs a variety of non-loco motor skills with control and balance 1.4: Combines a sequence of several motor skills with control and balance Physical Development Standard 1: Demonstrates basic

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 their lives. Physical Education Manipulative Skills 1: Discover a variety of ways to manipulate objects.

6: Demonstrates gross motor manipulative skills 7a: Uses fingers and hands 7b: Uses writing and drawing tools 8: Uses small, precise finger and hand movements




for such purposes as using utensils, self-care, building, writing and exploring

gross and fine motor development 1.5: Performs fine motor tasks using eye hand coordination

English Language Develop-ment

Children who are dual language learners will demonstrate competency in their home language while acquiring beginning proficiency in English

Language Arts Standard 1: Demonstrates general skills and strategies of the communication process 1.3: Communicates with increasing clarity and use of conventional language

Language Conventions of Standard English 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

37: Demonstrates progress in listening to and understanding English 38: Demonstrates progress in speaking English




Notes:

The Kentucky Early Childhood Standards are aligned with the Kentucky Program of Studies Key components.

The Kentucky Early Childhood Standards are aligned with the Kentucky Core Academic Kindergarten Standards and with the Mathematics Standards.

The Teaching Strategies GOLD indicators are aligned with the Head Start Child Development and Early Learning Framework.

Documents

Trimble County Head Start/Preschool · NARRATIVE The School Readiness/PFCE Team ... of school readiness and child assessment that families and ... Trimble County Head Start/Preschool