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Trimble County Head Start/Preschool

School Readiness/Parent Family Community Engagement (PFCE) PlanNARRATIVE

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 School Readiness/PFCE Team

Program Information Reports 2007-2011 Rebecca Moore, DirectorProgram Self-Assessment 2011-2012 Jennifer Spillman, Program ManagerCommunity Assessment 2010 Vickie Cull, Fiscal ManagerProfessional Growth Plans and Evaluations 2011-2012 Amanda Craig, Disabilities/Nutrition ManagerTraining & Technical Assistance Plan 2012-2013 Pat Callis, Education ManagerEducation Outcomes Elise Layton, Health ManagerOHS Triennial Review & CLASS Results 2011 Kim Stark, Family Service WorkerCLASS Observations Susan Raisor, Preschool teacherChildPlus reports 2011-2012 Jackie Consley, Associate TeacherFamily Partnership Agreements 2011-2012 Megan Ellegood, Home VisitorParent Input forms and interviews Jean Adams, Director of Special Education

Services LEALynda White, Speech/Language PathologistDebbie Beeles, Elementary School PrincipalSharon James, Elementary School PrincipalLauren Gosman, Kindergarten TeacherMeggan Prather, Parent

Trimble County Head Start/Preschool School Readiness/PFCE Plan 1

Ramona Lucas, Community Representative


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 assessment data and reports and provides feedback to the teaching staff and management team in teacher 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 Trimble County Head Start/Preschool School Readiness/PFCE Plan 3

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 will offer parent/family events to engage families to increase knowledge of and progress towards school readiness.

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. The Learning from Assessment Toolkit, early childhood education teaching resource books, ECLKC and other online resources 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 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.

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 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 with the range showing the lowest at eleven percent (11%) and the highest being thirty-six percent (36%,) shows that an average of twenty-five percent of our students have been identified as having a diagnosed disability. The percentage of children with disabilities in our service area is on the rise again, which impacts our education assessment outcomes greatly.


Self-Assessment and Planning

During the program’s self-assessment process, education outcomes results for the last three-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-one percent (21%). 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:


T R I M B L E C OU N T Y H E A D S T A RT /P R E S CH O O L

K E N T U CK Y S CH O O L R EA DI N E S S G OA 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 hoping2. 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 tricycle3. 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 eating3. Child will manipulate range of objects such as blocks or books4. 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 independently2. Child/family will distinguished food on a continuum from most healthy to less healthy3. 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 peers2. Child will establish a secure relationship with adults in room3. 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 actions2. 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 appropriate4. Child will be able to express empathy and sympathy to peers5. 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 well2. Child will help, share, and cooperate in a group setting3. Child will maintain interest in a project or activity until complete4. 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 activities2. Child will demonstrate eagerness to learn about and discuss a range of topics, ideas, and task3. 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 needs2. Child will communicate with increased clarity and use of conventional grammar

Language Development – Children will engage in conversations, follow directions, and comprehend language1. Child will engage in communication and conversation with others2. Child will comprehend different grammatical structure or rules for using language3. 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 materials3. Child will listen to and/or respond to reading material with interest and enjoyment4. Child will be able to retell a story5. Child will recognize print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs6. 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 English1. Child will acknowledge or respond nonverbally to common words or phrases, such as “hello” “good bye” “snack time”

“bathroom” when accompanied by gestures2. Participate with movement and gestures while other children and the teachers dance and sing in English3. 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 number represent quantities by rote counting with tangible items2. 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 measure2. 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 manipulation2. Child will manipulate objects to understand their properties


3. Child will identify problems, make predictions, think of ways to solve problems and try possible solutions4. 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 communication2. Children will understand the different jobs people hold in the community3. 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 purpose5. Children will understand that time can be measured, e.g., yesterday, today, tomorrow, day, week, month, minute, hour


Trimble County Head StartSchool Readiness/PFCE Plan

School Readiness Goal 1: The children will show growth in the education domains of least growth in the 2011-2012 school year: mathematics, language, and social emotional development.

Program Goal 1: The program will provide the education staff needed training and support in the areas of mathematics, language, and social emotional development. 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) Responsibl

e

Time Frame

Measure(s) of Success

1. Cognitive and General Knowledge

2. Language and Literacy

3. Social emotional development

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 2012-May 2013

Weekly Lesson Plan Review, Anecdotal Records, and Education Outcome Reports



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

Program Goal 2: The program will improve the Instructional Support domain based on CLASS scores.


e

Time Frame


1. Social and Emotional Development

2. Language and Literacy

3. Cognition and General Knowledge

1. The program will increase understanding of the Instructional Support domain necessary to increase CLASS scores to 4.5 by the end of the school year 2012-2013.

2. Education staff will improve the impact of

1. Provide professional development activities.

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

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

Director, Program Manager, and Education Manager


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


social and instructional interactions.



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.


e

Time Frame


Physical Development and Health

1. The percentage of students above 95% BMI will not increase from Fall 2012 to Spring 2013.

2. Students will show 6% growth in the domain of physical development and health.

1. The Health Services Manager and Disability / Nutrition Manager will compare growth assessment results in Fall 2012 and Spring 2013 for a comparison.

2. Teaching

IMIL, ECLKC, online resources, center resources

Education Services Manager, Health Services Manager, Disability/Nutrition Manager


Student Health Records, Growth Assessments, Weekly Lesson Plans, Anecdotal Records, Education Outcomes Reports


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



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) Responsibl

e

Time Frame


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

August 2012-September 2012

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) Responsibl

e

Time Frame


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 2012-2013.

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

Teaching staff’s attendance records

ChildPlus data entry and reports

Consecutive absenteeism follow-up form

Appropriate documentation of parent/family follow-ups

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


Monthly Attendance Reports


attendance. Monthly Monitoring 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) Responsible

Time Frame


PFCE 1. The Markers of Progress will show that we are progressing in 3 of the 7 family engagement outcomes.

2. The Education Outcomes/School Readiness results will show 6% growth in the Family Engageme

1. Regular PFCE team meetings.

2. Schedule and conduct regular parent/family events.

3. Create and implement parent/family surveys to measure

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

Director, Program Manager, Family Services Worker


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


nt Outcome 3- Families as lifelong educators.

success of parent/family training and events.

Progress Assessment Tool, Self-Assessment


AlignmentDomain School

Readiness GoalsKentucky Early Childhood Standards

KY Core Academic Kindergarten Standards

Teaching Strategies Gold Assessment Indicators

Social and Emotional Development

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 environments1.2: Shows social cooperation

Health and Mental Wellness Standard 1: Demonstrates health/mental wellness in individual and cooperative social environments1.1: Demonstrates independent behavior1.3: Applies social problem solving skills

Practical Living2.29: Students demonstrate skills that promote individual well-being and healthy family relationships4.3: Students individually demonstrate consistent, responsive, and caring behavior4.4: Students demonstrate the ability to accept the rights and responsibilities for self and others

Practical Living3.5: Students will demonstrate self-control and self discipline4.1: Students effectively use interpersonal skills4.3: Students individually demonstrate consistent, responsive, and caring behavior4.4: Students demonstrate the ability to accept the rights and responsibilities for self and others

2: Establishes and sustains positive relationships2a: Forms relationships with adults2b: Responds to emotional cues2c: Interacts with peers2d: Makes friends3: Participates cooperatively and constructively in group situations3a: Balances needs and rights of self and others

1: Regulates own emotions and behaviors1a: Manages feelings1b: 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, curiosity, motivation, persistence and engagement in learning.

Arts and Humanities Standard 1: Participates and shows interest in a variety of visual art, dance, music and drama experiences1.1: Develops skills in and appreciation of visual arts1.2: Develops skills in and appreciation of dance1.3: Develops skills in and appreciation of music1.4: Develops skills in and appreciation of drama

Health and Mental Wellness Standard 1: Demonstrates health/mental wellness in individual and cooperative social environments1.2: Shows social cooperationSocial Studies Standard 1.3: Demonstrates basic understanding of the

Arts and Humanities1.13: 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 Living4.1: 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 arts34: Explores musical concepts and expression35: Explores dance and movement concepts36: Explores drama through actions and language

2: Establishes and sustains positive relationships2c: Interacts with peers3: Participates cooperatively and constructively in group situations3a: Balances needs and rights of self and others


world in which he/she lives1.4: 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 Development – Children will engage in conversations, follow directions, and comprehend language

Language ArtsStandard 1: Demonstrates general skills and strategies of the communication process1.2: Uses language (verbal, signed, symbolic) for a variety of purposes1.3: Communicates with increasing clarity and use of conventional grammar

Language Vocabulary Acquisition and Use4: 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.

Conventions of Standard English1: 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 Collaboration1: Participate in collaborative conversations with diverse partners about kindergarten

9: Uses language to express thoughts and needs9a: Uses an expanding expressive vocabulary9b: Tells about another time or place10: Uses appropriate conversational and other communication skills10a: Engages in conversation10b: Uses social rules of language


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 Ideas4: 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.

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 Concepts1: Demonstrate understanding of the organization and basic features of print.

Fluency4: Read emergent-reader texts with purpose and understanding.

17: Demonstrates knowledge of print and its use18: Comprehends and responds to books and other texts18a: Interacts during read-aloud and book conversations18b: Uses emergent reading skills18c: Retells stories


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

Language ArtsStandard 3:Demonstrates general skills and strategies of the reading process3.1: Listens to and/or responds to reading materials with interest and enjoyment3.2: Shows interest and understanding of the basic concepts and conventions of print3.5: Draws meaning from pictures, print and text3.6: Tells and retells a story

Reading

Craft and Structure (Informational)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 ArtsStandard 3: Demonstrates general skills and strategies of the reading process3.3: Demonstrates knowledge of the alphabet3.4: Demonstrates emergent phonemic/phonological awareness

Language ArtsStandard 4: Demonstrates competence in the

Foundation Skills Print Concepts1: Demonstrate understanding of the organization and basic features of print.

Phonics and word recognition3: Know and apply grade-level phonics and word analysis skills in decoding words.

Fluency4: Read emergent reader texts with purpose and understanding.

Phonological Awareness2: Demonstrate understanding of spoken words, syllables, and sounds.

Writing

Production and Distribution of Writing5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

15: Demonstrates phonological awareness15a: Notices and discriminates rhyme15b: Notices and discriminates alliteration15c: Notices and discriminates smaller and smaller syllables in words16: Demonstrates knowledge of the alphabet16a: Identifies and names letters16b: Uses letter sound knowledge

19: Demonstrates emergent writing skills19a: Writes name19b: writes to convey meaning


beginning skills and strategies of the writing process4.1: Understands that the purpose of writing is communication4.2: Produces marks, pictures and symbols that represent print and ideas4.3: Explores the physical aspect of writing

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 Purposes1: 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 Knowledge7: 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 Ideas5: Add drawings or other visual displays to


descriptions as desired to provide additional detail.

Foundational Skills

Fluency4: Read emergent-reader texts with purpose and understanding.

Print Concepts1: Demonstrate understanding of the organization and basic features of print.

Cognition and General knowledge

(Logic and Reasoning)

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

MathematicsStandard 1: Demonstrate general skills and uses of the concepts of mathematics1.1: Demonstrates understanding of numbers and counting

Counting and Cardinality

Know number names and the count sequence1: 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 objects3: 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

20: Uses number concepts and operations20b: Quantifies


Logic and reason – Children will find multiple solutions utilizing symbolic representation

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

objects.

Compare numbers6: 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 attributes1: 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 category3: Classify objects into given categories; count the number of objects in each category and sort the categories by count.

Inquiry and Research5.1 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 learning11c: Solves problems12: Remembers and connects experiences12a: Recognizes and recalls12b: Makes connections13: Uses classification skills


to questions, tasks, problems and challenges by using reasoning skills.

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

1.2: Applies social problem solving skillsScience Standard 1: Demonstrates scientific ways of thinking and working1.2: Investigates simple scientific concepts1.5: Makes and verifies predictions based on past experience

Science Standard 1: Demonstrates scientific ways of thinking and working1.1: Explores features of the environment through manipulation1.2: Investigate simple scientific concepts1.3: Uses a variety of tools to explore the environment1.4: Collects, describes and /or records information through a variety of means

Practical Living5.1: 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 skills28: Uses tools and other technology to perform tasks


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.

1.5: Makes and verifies predictions based on past experience

Social StudiesStandard 1: Demonstrates basic understanding of the world in which he/she lives1.5: Demonstrates understanding of the roles and relationships within his/her family and/or community1.6: Knows that diversity exists in the world

Practical Living2.29: 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 othersSocial 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.

29: Demonstrates knowledge about self30: 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 environments1.1: Demonstrates independent behaviors

Personal Wellness2.29: 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 appropriately29: 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 for such purposes as using utensils, self-care, building, writing and

Physical Development Standard 1: Demonstrates basic gross and fine motor development1.2: Performs a variety of loco motor skills with control and balance1.3: Performs a variety of non-loco motor skills with control and balance1.4: Combines a sequence of several motor skills with control and balance

Physical Development Standard 1: Demonstrates basic gross and fine motor development1.5: Performs fine motor tasks using eye hand coordination

Practical Living2.34: 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 Skills1: Discover a variety of ways to manipulate objects.

6: Demonstrates gross motor manipulative skills

7a: Uses fingers and hands7b: Uses writing and drawing tools8: Uses small, precise finger and hand movements


exploring

English Language Development

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

Language ArtsStandard 1: Demonstrates general skills and strategies of the communication process1.3: Communicates with increasing clarity and use of conventional language

LanguageConventions of Standard English1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

37: Demonstrates progress in listening to and understanding English38: 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.


region iv head start t/ta plan - trimble county web viewtrimble county head start/preschool. ......

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