UCHRA

Van Buren County Head Start

School Readiness Report

2015-2016

UCHRA Van Buren County Head Start School Readiness

UCHRA Van Buren County Head Start defines school readiness as children

possessing the skills, knowledge, and attitudes necessary for success in school and

for later learning and life. That children are ready for school, families are ready to

support their children’s learning, and schools are ready for children. UCHRA Van

Buren County Head Start is a quality early childhood program with a strong, clear,

and comprehensive focus on all aspects of healthy development, including physical,

cognitive, and social and emotional development, all of which are essential to

children getting ready for school.

UCHRA Van Buren County Head Start School Readiness Goals were created with

the help of a team of teachers, parents, Head Start and agency administrative staff

and community members. Information about the current kindergarten entrance

expectations was gathered through meeting with the local school system.

Our outcomes up to this point in our school year reflect Math, Science and Literacy

as being areas needing additional strategies to produce increased outcomes. Planned

strategies for implementation are listed within this document under our Plan of

Action.

UCHRA Van Buren County Head Start School Readiness Goals

1. Goals that represent the five essential/central domains

UCHRA Van Buren County Head Start School Readiness Goals have been

established in the five essentials domains: Social Emotional; Approaches to

Learning; Cognitive and General Knowledge; Language and Literacy and Physical

Development. School Readiness Goals are measurable and written to articulate a

desired child outcome at the end of Head Start, developmentally appropriate

addressing the needs for children age’s three to five, and are aligned with the Head

Start Child Development Early Learning Framework and the Tennessee Early

Learning Development Standards (TNELDS), DECA (our social/emotional

assessment) and the LEA’s school readiness checklist.

Evidenced-Based Curriculum

UCHRA Van Buren County Head Start curriculum is based on the fifth edition of the

Creative Curriculum and is designed for early childhood programs serving children age’s

three to five. It rests on a firm foundation of research and responds to new requirements

for addressing academic content. It includes five volumes that help teachers build their

professional knowledge of best practice. The 38 objectives are organized into ten areas of

development and learning: Social-Emotional, Physical, Language, Cognitive, Literacy,

Mathematics, Science and Technology, Social Studies, the Arts and English Language

Acquisition.

A discussion of the child development and learning theory that is the foundation of

the teaching approaches of The Creative Curriculum goals and objectives presented

in the form of a Developmental Continuum

An increased focus on the social and emotional skills children need to succeed in

school and in life

Guidance on the teachers role in addressing content literacy, math, science, social

studies, the arts and technology

A range of instructional strategies, from child-initiated to teacher-directed learning

Strategies for addressing the needs of all children, including those who have special

needs or who are second language learners.

The edition of one new interest area the discovery area.

2. Assessment and Evaluating Child Outcomes

To aid in the assessment of child progress, aggregation and analysis of data toward

school readiness, UCHRA Van Buren County Head Start utilizes the web-based

assessment tool Lap D and Lap 3 which is a research-based assessment tool that is a

valid and reliable measure of children’s progress. Lap D and Lap 3 goals are designed

chronologically by age with developmental milestones that will enhance children’s

progression.

3. How the system (processes and procedures) demonstrates school readiness

goal attainment through appropriate instruments and tools

High Quality Teachers-Child Interaction

UCHRA Van Buren County Head Start recognizes high quality teacher-

child interaction as a driving force behind school readiness. Head Start

monitors teacher-child interactions by utilizing the evidence- based

observational tool known as the CLASS assessment and maintains three

CLASS reliable evaluators on staff. All classrooms are monitored

annually using the CLASS assessment tool. Results are utilized in

individualized professional development plans that include coaching

support. Results are aggregated and monitored over time for planning

program wide professional development offerings.

High Quality Learning Environments

UCHRA Van Buren County Head Start offers well organized learning

environments that include stimulating and purposeful materials. The center is

licensed and participates in Tennessee’s Star Rating Program. The state utilizes the

Early Childhood Classroom Environmental Rating System-Revised Edition (ECERS-

R) when determining a facility’s star rating. The agency’s utilization of the ECERS-R

is an excellent standard for our classrooms. The center maintains the highest rating,

three stars and has also earned national accreditation through the National Association

for the Education of Young Children. The agency utilizes the Early Language and

Literacy Classroom Observation (ELLCO) as a self-monitoring tool for additional

emphasis and improvement of the language and literacy environment of our classrooms.

Staff Support and Development

UCHRA Van Buren County Head Start has developed an agency training and

technical assistance plan to address the need for ongoing staff professional

development. The plan provides for ongoing training and assistance in areas of

quality teaching and learning by utilizing NCQTL Engaging Interactions and

Environments In-service Suites. Peer mentoring is also provided utilizing action

plans through the practiced based coaching techniques. The plan outlines new

teacher training and current teacher training in areas including: curriculum,

assessment, quality environments, health and safety, family engagement, and

school readiness.

Teachers …

are proficient at teaching the curriculum and school readiness goals within daily

activities as outlined in the weekly lesson plan.

are trained in the assessment tool used by the program Lap D and are able to

interpret results to plan for individualized and group instruction.

have dedicated time to plan curricular activities together on a regular basis.

participate annually in completing individualized staff development plans.

are supported by a mentor teacher

are offered support in family and community engagement

4. Parent Involvement in the Educational Process

For UCHRA Van Buren County Head Start parents and families, school readiness

means they are engaged in the long-term, lifelong success of their child. Head Start

recognizes that parents are their children’s primary teachers and advocates. UCHRA Van

Buren County Head Start parents were active participating in the creation of School

Readiness Goals and the creation of individualized school readiness activity plans. As

Head Start programs and schools work together to promote school readiness and to

engage families as their children make the transition to kindergarten, schools will be

ready for children. Families will be prepared for Kindergarten transitioning by trainings

provided by Head Start in conjunction with the LEA, such as, “Ready for Kindergarten”

and “Getting Ready for Kindergarten”.

UCHRA Van Buren County Head Start staff work to connect consistently with families to

gather child information and parent observations to inform teaching by meeting with

families during home visits and parent conferences. Information is shared with parents and

other stake holders including policy council and board members through meetings and all

reports are published on the web allowing for access to all stakeholders. Parents have

access to their child’s assessment data through parent conferences conducted after each

assessment period. During parent conferences, parents and teachers review assessment

together and create individualized school readiness plans for children.

Family engagement in the school readiness initiative is supported through a variety of

mechanisms including the following:

Active parent participation in the creation of School Readiness Goals through the

creation of individualized school readiness activity plans.

Connecting consistently with families to gather child information and parent

observations to inform teaching by meeting with families during home visits and

parent conferences.

Sharing assessment results with parents at the beginning, middle and ending

parent conferences. Teachers work with families to set School Readiness plans

which records the child’s area of strength and areas to strengthen along with

activities families can do at home to promote school readiness.

Partnering with several organizations in order to help families meet their needs

and prepare for school. Partnerships are formed with school systems, health

providers, social service providers, LEA’s, etc to meet the individualized family’s

needs.

Meetings and trainings are held monthly throughout the entire year to promote

self sufficiency, literacy, school readiness, child development, health and safety.

Families are taught that they are their child’s best teacher and advocate. They

need to be prepared and know their rights. STEP (Support and Training for

Exceptional Parents) training is also offered to families that teaches families who

have children with disabilities about their rights under the IDEA. Committees are

also established and open to parents/families so their opinion can be voiced and

they can have a part in individualizing and tailoring the program to better serve

the families.

Family strengths are identified and individualized goals are set to help families

meet their needs and become self-sufficient. Families are referred to resources as

needed to allow themselves to be successful and ready for school and the future.

Several families’ goals are to get their child ready for Kindergarten or to

transition their child into another program option. Families are supported with

these goals by giving them tools to use in the home to prepare for transitions as

well as offering trainings and meetings to better inform them of how to have

successful transitions.

Cultural Sensitivity –Our program respects all families’ cultures and traditions.

Many of our families confront extra challenges preparing their child for school.

Whether the transition is into our program or out of the program, support is given

families.

Transition to kindergarten-Transition activities occurs throughout the year with

families. Parent meetings are held monthly and cover a variety of topics that are

helpful for families. In the spring, children participate in kindergarten orientation,

school system provided bus safety training, meet kindergarten teachers and tour

the local school Families are given information about enrollment, policies and

general information about kindergarten.

Health and Developmental Services Supporting School Readiness

UCHRA Van Buren County Head Start understands that a lack of health care or delays in

treating children’s health problems can negatively affect cognitive, emotional, behavioral,

and physical development, sometimes with lifelong consequences. The overall goal of

Child and Health and Developmental Services is to ensure that each child is receiving all

age appropriate health screenings, as recommended by the Early periodic Screening,

Diagnosis, and Treatment (EPSDT) schedule, in order to detect early any potential

problems or disabling conditions so that early interventions can be started.

UCHRA Van Buren County Head Start Health and Developmental Services support

school readiness through the following practices.

Child Nutrition- Our program supports the belief that in order to function at

his/her optimum level physically, mentally, emotionally, cognitively, and socially,

he/she must have a nutritious diet. Our program provides a nutritious breakfast,

lunch and snack to all Head Start children. A monthly newsletter goes home to

parents containing articles of particular interest on health and nutrition.

Dental Exam-Children who have not had a dental exam will be provided a dental

exam within the Head Start center by a dentist with the Department of Health or a

local dentist.

Growth Assessments-The health manager will complete a growth assessment on

each child graphing the results and determining if a child is at risk for

underweight or overweight. Results are shared with the parents and consultation

with a registered dietitian is available.

Health Insurance Children and families with health insurance are more likely to access primary

health care services that can prevent health problems or address existing chronic

or acute health conditions. Lack of health insurance can affect a child’s school

attendance and ability to participate in school activities. UCHRA Van Buren

County Head Start works to ensure that all children have adequate health

insurance.

Immunization-Head Start staff work with parents to ensure all children have the

required immunizations.

Medical Home- Head Start staff members work with families to establish a

medical home serving as a source of ongoing and continuous health care.

Safe and Healthy Environments – A complete plan for safety and emergency

preparedness is in place. Staff utilizes a variety of health and safety checklists

including the sanitation checklist and playground safety checklist.

Screenings- The sensory screenings of hearing and vision, the developmental and

speech and language screening, and the behavior screening completed by the 45

calendar day of enrollment. Children who are identified with possible problems in

the areas of health, development, or speech and language are assisted by Head

Start staff in obtaining further evaluation and follow-up to determine if

deficiencies exist, and if treatment is needed.

Well Child Physical Exams-Ensuring all children have preventive, well-child

exams that includes blood pressure, height and weight, hemoglobin or hematocrit

screening, and lead screening.

5. Child Assessment Data Analysis and Reports used for Program

Improvement

Lap D and Lap 3 is aligned with the Head Start Child Development Early Learning

Framework, the Tennessee Early Learning Development Standards, and UCHRA

Van Buren County Head Start School Readiness Goals. The Red-e-Learner web

based program used to track and compile Lap D and Lap3 data is aligned with the

Head Start child development early learning framework. Lap D and Lap 3

assessment is updated daily allowing for a preview three times per year. Teachers

have access to assessment results to drive instruction toward school readiness goals

by creating Individualized Child Plans and the weekly lesson plan. Lap D and Lap 3

assessment data is aggregated three times per year. The web-based Lap D and Lap 3

includes a data system created to allow linkage to be made with child level data (e.g.

child age, gender) to aid in program monitoring and improvement. At each

aggregation of data, teachers will review program data for areas of strength and areas

needing strengthened. Goals for program improvement will be placed on the Child

Outcomes Improvement Plan. Teachers will review classroom data at each

aggregation of data and plan accordingly.

Education Plan

Expected Outcome: Education staff will work toward providing a learning environment

and experiences in which to help children develop social and intellectual skills

appropriate to their age and stage of development.

Education and early childhood development

(a) Child development and education approach for all children

(1) In order to help children gain the skills and confidence necessary to be prepared to

succeed in their present environment and with later responsibilities in school and life. .

UCHRA Van Buren County Head Start implements a curriculum that is scientifically

researched and aligned to the Head Start Child Development Early Learning

Framework and TN-ELDS. The center staff helps each child develop linguistically with

age appropriate literacy knowledge; socially, creatively, emotionally, physically and

cognitively by providing sufficient time, space and age appropriate materials and

equipment. We use a comprehensive, developmentally sound curriculum, and a learning

environment with a variety of experiences geared to the appropriate age and development

of the individual child. A key goal of our program is to help our children gain the skills

and confidence needed to make them ready for school and life.

Creative Curriculum philosophy is used for the basis of our lesson plans and

individualization; a thematic focus drives our teaching scheme and is developed

on the basis of the community and children’s interest.

Second Step, Violence Prevention Curriculum is designed to reduce impulsive

and aggressive behavior in young children and increase their level of social

competence. It is designed to teach skills in empathy, impulse control and anger

management.

Zoo-phonics Curriculum is a kinesthetic method for teaching phonics, reading and

spelling, using literature. Zoo-phonics was created to help all children, regardless

of age, stage, or ability.

Frog Street Press Curriculum systematically develops beginning reading and

writing skills through multisensory activities and classroom instruction. The

learning system is aligned with Developmentally Appropriate Practices for Young

Children, State Educational Standards and is designed for use in all Early Literacy

Programs.

Talking About Touching Curriculum, Tennessee state approved personal safety

curriculum, focuses on teaching children basic skills designed to help them keep

safe from dangerous or abusive situations. Using the materials provided in the

Talking About Touching kit, parents, caregivers, child-care providers, and

teachers can work together to provide the rules, information, encouragement, and

practice that children need to help protect themselves.

Moozie Curriculum (kindness lessons) is created to teach child-initiated learning

activities in seven major curriculum content areas: social and emotional

development, communication, language, literacy, health and arts. The curriculum

is filled with engaging and fun hands-on activities, music, art, and creative take-

home items. Lessons emphasize:

1. Be kind to yourself.

2. Be kind to others.

3. Be kind to animals.

4. Be kind to the earth.

Cavity Free Kids Curriculum is designed to present oral health as an ongoing part

of the early learning curriculum. The curriculum integrates the Oral Health

Concepts and teaches children to incorporate these healthy practices into their

daily routine.

Grantee and delegate agencies’ approach to child development and education must

(i) be developmentally and linguistically appropriate, recognizing that children have

individual rates of development as well as individual interests, temperaments,

languages, cultural backgrounds and learning styles . . .

Our early childhood education method is based on principles of theory and research in

early childhood development driven by creative curriculum. This curriculum provides a

continuum for social, physical, intellectual and language development and offers

opportunity for classroom staff to adapt skills and concepts to meet the needs of each

individual child and the group.

We screen/assess all children enrolled within forty-five (45) days of enrollment. The

screenings will be used to target the developmental and/or instructional needs of each

child. A valid screening process will be used to detect those children in need of

immediate referrals.

(ii) Be inclusive of children with disabilities, consistent with their Individualized

Family Service Plan (IFSP) or Individualized Education Plan (IEP) (see 45 CFR

1308.19) . . .

Each disabled child in the program will have an Individualized Education Plan developed

specifically for him/her after diagnosis has been provided. The IEP conference will be

conducted in conjunction with the child’s teacher, parent/guardian, education service

specialist, disability service specialist and diagnostician.

(iii) Provide an environment of acceptance that supports and respects gender, culture,

language, ethnicity and family composition . . .

Before school begins, the teachers visit the home of each child/family to ensure a smooth

transition from the home environment into the school environment. This allows teachers

to obtain a good sense of the family environment, an opportunity to promote family

literacy through the book swap and instill the beginning foundations of the importance of

the family role in their child’s education prior to phase in/orientation. At this time

parents will provide input of the developmental status of their child.

(iv) Provide a balanced daily program of child-initiated and adult-directed activities,

including individual and small group activities . . .

Adequate time is allowed for adult directed and child directed activities. The learning

environment provides opportunities for choice, problem solving, self-control,

responsibility, as well as literacy enhancement.

(v) Allow and enable children to independently use toilet facilities when it is

developmentally appropriate and when efforts to encourage toilet training are

supported by the parents . . .

Children will be encouraged to use toilet facilities independently and toilet training

routines will be set in place with parental consent. Toilet training will never begin

immediately upon a child’s entrance into the center. The child will be allowed an

adjustment period until he/she can adjust to remaining at the center and becomes more

able to communicate his/her needs to use the bathroom.

(2) Parents must be

(i) invited to become integrally involved in the development of the program’s

curriculum and approach to child development and education

Parents/guardians and other resource persons will be used as classroom volunteers and

encouraged to share information, materials, foods, and activities indicative of their

backgrounds, culture and ethnicity. This will allow for parent involvement in the

curriculum.

(ii) provided opportunities to increase their child observation skills and to share

assessments with staff that will help plan the learning experiences

In order to accomplish the above objective, our program will integrate various aspects of

the social, health, parent involvement and other services into the educational program.

Service area staff will conduct workshops for parents/guardians, make agency contacts

and referrals for children and families, make home visits when needed and help staff and

parents/guardians plan special field trips and center activities. Education staff will

promote the strengthening of partnerships between staff and parents and enhance

parent’s/guardian’s knowledge of the educational needs of the children. As often as

possible, staff and parents/guardians will participate in child development workshops

together. Through child development education, parent’s ideas will be more appropriate

to meet the needs of the children in the program. Communication between staff and

parents will be encouraged as it relates to meaningful learning experiences, to individual

problems of children’s concerns and enhancing parent observational skills. We will

implement a comprehensive home activity program as soon as developmental screening

has been completed. Parents/guardians will be asked to complete a home activity

questionnaire which will pinpoint specific areas where they can become involved in the

child’s learning process. Each child will receive a weekly school readiness scholastic

home activity to take home and complete with his/her parents/guardians. Education news

that focuses on positive child development practices and principles will be furnished to

parents on a regular basis. All parents and guardians will be given information to help

them select good television programs for children and will help them determine what is

considered to be “too much television”.

The Burritt Memorial Library provides Head Start with library cards enabling us to sign

up each parent/guardian with their very own card and we maintain 100% enrollment

annually. Burritt Memorial Library keeps the Transition/Literacy staff at Head Start

updated on all community literacy events that take place. Head Start also provides

families with the opportunity to check out books at our center with our onsite Lending

Library. Information is sent out periodically on the process of how to check out books.

The Van Buren Health Department sponsors the Head Start Book Smart Express which is

a section set aside for books, materials and brochures to help promote literacy for parents/

guardians to review at their convenience while visiting the health department.

(iii) encouraged to participate in staff-parent conferences and home visits to discuss

their child’s development and education (see 45 CFR 1304.40 (e) (4) and 45 CFR

1304.40 (i) (2)

Parents/guardians will be given a special orientation during parent/teacher conferences

and home visits to help them interpret screening data, which defines ages and stages of

development and their children’s current functioning levels. Teachers will discuss with

parents during the conferences how children develop at different rates and how parents

and teachers must work together as a team to ensure that the children do not feel rushed

and stressed into learning developmentally inappropriate skills and concepts. Parents and

staff will be encouraged to capitalize on formal and informal meetings, conferences

(minimum of 2 per year), home visits (minimum of 2 per year), and various other means

of communication as an opportunity for exchange of information in the interest of

children. Parents will establish educational goals early in the school year that will be

reviewed and modified during parent/teacher conferences for modifications or

establishment of new goals. These goals will be documented on the “Parent Educational/

School Readiness Goal Partnership” form and presented to parents through a progress

report.

(3) Grantee and delegate agencies must support social and emotional development by

(i) Encouraging development which enhances each child’s strengths by

(A) Building trust

Education Staff will accept and respect each child’s language, culture and home

environment, therefore, building and promoting trust in the teacher/child relationship.

(B) Fostering independence

Education Staff will aid children in learning to accept failure without defeat; encouraging

them to try again. They will provide opportunities for each child to experience success,

to earn praise and respect, to develop an “I can, let me try” attitude.

(C) Encouraging self-control by setting clear, consistent limits, and having realistic

expectations

Classroom activities will be conducted in a clear, concise manner allowing children to

learn and adjust to daily routines, thus building self-assurance in each child’s routine.

(D) Encouraging respect for the feelings and rights of others

Education staff will promote positive mental health by encouraging children to be

independent and respectful of other people’s belongings and feelings. The specific goal

will be to encourage respect and enforce limits as to what is considered allowable

behavior.

E) Supporting and respecting the home language, culture, and family composition of

each child in ways that support the child’s health and well-being

Education Staff will provide a program which is individualized to meet the needs of

children from various populations and which outlines procedures for ongoing

observation, and recording and evaluation of each child’s growth and development.

Education materials/reports will be provided in other languages served by the program.

(ii) Planning for routines and transitions so that they occur in a timely, predictable and

unrushed manner according to each child’s needs

Transitions from one activity to another will be conducted in such a manner as to allow

sufficient time for each child to adjust and participate in the next activity. Classroom

schedule and routines are discussed in relation to time and sequencing (ie: what comes

next, etc.)

(4) Grantee and delegate agencies must provide for the development of each child’s

cognitive and language skills by

(i) Supporting each child’s learning, using various strategies including

experimentation, inquiry, observation, play and exploration

Each classroom is furnished with well-defined learning centers. Care will be taken to

locate quiet centers away from noisy centers. Clear traffic paths will be established in

each classroom to reduce accidents. Teachers will change the learning materials often

and set up new centers to keep children interested and to make sure that the environment

is challenging. Carrying out the concept in as many learning centers as possible during

the day reinforces developmental concepts.

(ii) Ensuring opportunities for creative self-expression through activities such as art,

music, movement and dialogue

Through hands on experiences they will learn by doing, and express themselves through

art and music/movement activities. Staff will encourage, recognize and display children’s

work and accomplishments providing opportunities for response from adults and

children.

iii) Promoting interaction and language use among children and between children and

adults

We will allow ample time for verbal communication among children and between

children and adults throughout the day. The community is explored as an extension of

the child’s learning environment. Community workers will be invited to visit classrooms

and talk about their jobs in the community.

(iv) Supporting emerging literacy and numeracy development through materials and

activities according to the developmental level of each child

Children will be encouraged to solve problems by initiating activities, ask open-ended

questions and problem solve using appropriate materials, such as shapes, sizes, textures,

weight, color, counting, sequencing, non-standard measurement items, two-three

dimensional shapes, etc. appropriate to child’s age and level of development.

(5) In center-based programs, grantee and delegate agencies must promote each child’s

physical development by

(i) Providing sufficient time, indoor and outdoor space, equipment, materials and adult

guidance for active play and movement that support the development of gross motor

skills

Exercises in rhythm and movement are used as transitional activities increasing the

opportunity for physical development and refining motor skills. Children explore the

outdoor environment around the center often observing trees, flowers, birds, and other

plants and animals that live in the area. Materials and equipment will be selected to

provide children with opportunities to run, jump, climb, skip, crawl, tumble, pump, pedal,

pound, etc.

(ii) Providing appropriate time, space, equipment, materials and adult guidance for the

development of fine motor skills according to each child’s developmental level

The indoor environment is equipped with a special center for fine motor development,

housing such materials as puzzles, lace-up cards, modeling clay, stringing beads, scissors,

etc. Activities will be designed for these periods, which will encourage fine and gross

motor development.

(iii) Providing an appropriate environment and adult guidance for the participation for

children with special needs

Staff will select materials and equipment, which reflect the developmental levels of

children enrolled in the program, including those with specific disabilities (see section

45CFR1308) and which facilitate exploration, experimentation, problem-solving and

learning by doing.

(C) Child development and education approach for preschoolers

(1) Grantee and delegate agencies, in collaboration with the parents, must implement a

curriculum (see 45 CFR 1304.3 (a) (5) that

(i) Supports each child’s individual pattern of development and learning

An Individual Plan will be established for each child within (30) days of the completion

of all developmental screenings. During this process, along with parents/guardians and

appropriate staff input, the needs of the child can be met. The Individual Plan will be

updated as the child accomplishes their goals.

(ii) Provides for the development of cognitive skills by encouraging each child to

organize his or her experiences, to understand concepts, and to develop age

appropriate literacy, numeracy, reasoning, problem solving and decision-making skills

which form a foundation for school readiness and later school success

As a child progresses through the developmental stages of literacy and numeration, then

reasoning, problem solving and decision-making are introduced at the appropriate time.

Thus, allowing time for the child to accomplish basic school readiness skills, ensuring

success when they transition into public school.

(iii) integrates all educational aspects of the health, nutrition, and mental health

services into program activities

Teachers and children will put health routines in place early in the year. Good health

habits will be stressed as a means of preventing the spread of disease and as good practice

for keeping “bodies” strong and healthy. Children will wash their hands before meals

using a recommended hand washing procedure. Special consideration will be given to

making sure nutrition education is integrated into the education service area by using a

nutrition curriculum and a lesson plan for health and nutrition. The local agriculture

extension office provides a monthly training for parents and children on the importance

of nutrition and exercise. The monthly menu will be posted for parents/guardians and

staff. Staff will jointly sponsor trainings that will demonstrate the inter-relatedness of

component goals and objectives. Children will prepare nutritious food in the classroom,

and take field trips to places where it is raised, sold and prepared. Field trips are used to

introduce and reinforce concepts. Safety rules will be practiced and followed by children

and adults that will reduce accidents and enable the group to learn and play in a safe and

healthy learning environment. Staff has established safety rules which are reviewed and

implemented daily.

(iv) ensures that the program environment helps children develop emotional security

and facility in social relationships

The classroom staff will integrate activities into the curriculum at the center level, which

will foster children’s development, as it relates to developing social competence. Staff

will take into account the inter-relatedness of cognitive and intellectual development;

physical and mental health, nutritional needs and the factors that contribute to helping

children achieve social competency.

(v) enhances each child’s understanding of self as an individual and as a member of a

group

Small and large group activities are integrated into the curriculum daily, which enhances

a child’s concept of self and as a member of a group.

(vi) Provides each child with opportunities for success to help develop feelings of

competence, self-esteem, and positive attitudes toward learning

Staff will provide children with ample time during the day to express their feelings and

share responsibilities and humor with each other and with classroom adults (staff and

volunteers).

(vii) Provides individual and small group experiences both indoors and outdoors

All children enrolled will participate in daily periods of indoor and outdoor activities that

are appropriate to their ages and stages of development.

(2) Staff must use a variety of strategies to promote and support children’s learning

and developmental progress based on the observations and ongoing assessment of each

child (see 45 CFR 1304.20 (b), 1304.20 (d) and 1304.20 (e).

Our primary information source is the Lap-D and Lap-3 assessment tool, DECA, Second

Step Curriculum, Circle Step, Zoo-phonics, Frog Street Press and the Van Buren School

Kindergarten Readiness Skills Checklist. Measurement sources are assessment tool,

teacher observation, Lap-D, Lap-3 and individual children’s portfolios. The web-based

DECA (Devereux) is used for assessing needs in the social emotional area. A behavior

checklist as well as health observation form will be completed on every child within

thirty (30) days of enrollment.

Computer generated reports are used to track overall successes. An outcomes/school

readiness report is generated on Lap-D and Lap-3 children at the beginning, middle and

end of the year based on the data collected from the following Head Start domains:

Physical Development and Health, Social and Emotional Development, Approaches to

Learning, Logic and Reasoning, Language Development, Literacy Knowledge & Skills,

Mathematics Knowledge & Skills, Science Knowledge & Skills, Creative Arts

Expressions, Social Studies Knowledge & Skills and English Language Development.

Part B Section dictates the method and date for outcome engagement. This is a step-by-

step routine to enable the Education Specialist to complete the outcome process in a

systematic process, which will be reviewed and analyzed to help define program needs.

An analysis report will be included as part of self-assessment and the strategic plan.

The purpose of this process is to document accountability and information for program

quality improvement. This program will measure beyond classroom and address program

outcomes/school readiness. Patterns of children’s progress will be analyzed. Where was

most progress made? Where did children perform less than expected? How does

children’s progress align with school readiness goals? Data trends will address

comparing outcomes from year to year with the intent of improving quality of services to

young children and families. Consistency between the curriculum, assessment tools and

staff development will be reviewed and changes made as needed. The outcome process

will be scrutinized in an ongoing process for any revisions or corrections needed.

Quality Teaching and Classroom Environments

Statutory Degree and Credentialing Requirements for Head Start Teaching Staff-

ACF-IM-HS-08-12 The staffing pattern includes one teacher and one assistant per classroom. The criteria to

be a teacher in a classroom is an associate, baccalaureate or advanced degree in early

childhood education or an associate or baccalaureate degree in a field related to early

childhood education and coursework equivalent to a major relating to early childhood

education, with experience teaching preschool-age children; All teaching assistants will

hold a Child Development Associate by September 30, 2013. Classroom size ranges from

sixteen to twenty children. A volunteer is optimal for each group. Bus service requires a

driver with a CDL school bus license as well as a trained aid to accompany the driver on

all trips transporting children.

High Quality Teachers/Child Interaction

Van Buren County Head Start recognizes high quality teacher/child interaction as a

driving force behind school readiness. Van Buren County Head Start monitors

teacher/child interactions by utilizing the evidence-based observational tool known as the

CLASS assessment. VBCHS currently has two CLASS reliable evaluators on staff. All

VBCHS classrooms are monitored annually using CLASS assessment tool. Results are

aggregated and monitored over time for planning program wide professional

development offerings. VBCHS is staffed with a qualified mentor teacher. VCBHS

Mentor teacher is trained to provide ongoing technical assistance and offer effective

coaching support to Head Start teaching staff.

Responsibility of CLASS Reliable Staff

All CLASS Reliable staff must make a copy of their certificate and certified class

observer card to ensure the Education Manager or designated person has a copy to be

filed. Reliability is only effective for one (1) year from the date of reliability. It is the

responsibility of the staff to ensure that they renew their Reliability annually. CLASS

reliable staff will observe 100% of all Head Start classrooms equal.

CLASS Implementation Plan

Purpose

The purpose of the Class Implementation Plan is to ensure the Classroom Assessment

Scoring System (CLASS) is used to assess classroom quality in the Head Start

classrooms. Program Planning and Evaluation: This is to develop a system to identify

strengths and plans for making systematic improvements in areas of weakness.

1307.8

Except when all children are served in a single classroom, ACF will conduct

observations of multiple classes operated by the grantee based on a random sample of

all classes and rate the conduct of the classed observed using the CLASS: Pre-K

instrument. When the grantee serves children in its program in a single class, that

class will be observed and rated using the CLASS: Pre-K instrument. The domain

scores for that class will be the domain scores for the grantee for that observation.

After the observations are completed, ACF will report to the grantee the scores of the

classes observed during the CLASS: Pre-K observations in each of the domains

covered by the CLASS: Pre-K Instrument ACF will average CLASS: Pre-K instrument

scores in each domain for the classes operated by the agency that ACF observed to

determine the agency’s score in each domain.

Overview

The CLASS dimensions are based solely on interactions between teachers and students in

classrooms; this system does not evaluate the presence of materials, the physical

environment or safety, or the adoption of a specific curriculum. This distinction between

observed interactions and physical materials or reported use for curriculum is important

because in most early settings, materials and curriculum are prevalent and fairly well-

organized. The CLASS focuses on interactions between teachers and students and what

teachers do with the materials they have.

Class Domains /Domain Descriptions

CLASS Domains include: Emotional Support, Classroom Organization, and Instructional

Support. Emotional Support is the teacher’s ability to support social and emotional

functioning in the classroom which is central to any conceptualization of effective

classroom practice. Classroom Organization is a broad array of classroom processes

related to the organization and management of students’ behavior, time, and attention in

the classroom. Instructional Support is the research and outcomes on children’s cognitive

and language development.

Domain Dimensions

CLASS Domain Dimensions include: Emotional Support: Positive Climate is the

emotional connection, respect, and enjoyment demonstrated between teachers and

students and among students. Negative Climate includes the level of expressed negatively

such as anger, hostility, or aggression exhibited by teachers and/or students in the

classroom. Teacher Sensitivity involves teachers’ awareness of and the responsiveness to

students’ academic and emotional concerns. In Regards for Student Perspectives, the

degree to which teachers’ interactions with students and classroom activities place an

emphasis on students; interests, motivations, and points of view.

Classroom organization consists of three areas. Behavior Management pertains to how

effectively teachers monitor, prevent, and redirect behavior. Productivity refers to how

well the classroom runs with respect to routines and the degree to which teachers

organize activities and directions so that the maximum time can be spent in learning

activities. Instructional Learning Formats apply to how teachers facilitate activities and

provide interesting materials so that students are engaged and learning opportunities are

maximized.

Instructional Support accommodates three main factors. Concept Development refers to

how teachers use instructional discussions and activities to promote students; higher-

order thinking skills in contrast to a focus on rote instruction. Quality of Feedback

includes how teachers extend students’ learning through their responses to students;

ideas, comments, and work. Language Modeling is the extent to which teachers facilitate

and encourage students’ language.

1307.3(c)(1) After December 9, 2011, to have an average score across all classrooms

observed below the following minimum thresholds on any of the three CLASS: Pre-K

domains from the most recent CLASS: Pre-K observation:

(a) For the Emotional Support domain the minimum threshold is 4;

(b) For the Classroom Organization domain, the minimum threshold is 3;

(c) For the instruction Support domain, the minimum threshold is 2;

(2)The national average for 2015, lowest 10% thresholds,

(a) For the Emotional Support domain the minimum threshold is 5.65;

(b) For the Classroom Organization domain, the minimum threshold is 5.27;

(c) For the instruction Support domain, the minimum threshold is 2.22;

(3)The national overall average for 2015,

(a) For the Emotional Support domain the minimum threshold is 6.03;

(b) For the Classroom Organization domain, the minimum threshold is 5.80;

(c) For the instruction Support domain, the minimum threshold is 2.88;

(4)UCHRA Van Buren County Head Start overall average for 2015-2016 Program

Year,

(a) For the Emotional Support domain the minimum threshold is 6.09;

(b) For the Classroom Organization domain, the minimum threshold is 5.48;

(c) For the Instruction Support domain, the minimum threshold is 4.73;

Classroom Organization includes the dimension of Behavior Management. Due to the

teacher’s attempts to redirect misbehavior being ineffective, the misbehavior continues

and/or escalates and takes time away from learning. This program year has allotted

many children with challenging behaviors, higher than the norm. Instruction Support

has dropped, however, mentor teacher has recently attended a Cluster meeting with a

concentration of CLASS and extensive training will be conducted on the topic of

teaching practice versus teaching activity. We feel this will strengthen our staff’s ability

to continue to provide high quality services.

Professional Development and Supervision

The CLASS will be used to provide teachers with direct feedback about their actual

classroom practices. Teachers will be observed and provided with feedback twice yearly.

Additional observations will be completed as needed.

Using CLASS will allow teachers to obtain feedback about the dimensions of their

teaching that are associated with more positive social and academic development for

students. Teachers are given an objective and concrete measure of their areas of strength

and weakness as well as their improvement over the course of the school year. CLASS

reliable observer will share numerical scores with teachers along with constructive

feedback for improved teacher/child interactions. With assistance from each reliable

CLASS observer, teachers and assistant teachers will develop CLASS-Quality Interaction

Professional Development Plans.

Any Teacher not meeting the minimum thresholds will automatically be provided

technical assistance in areas of concern; all other teachers will be provided professional

development opportunities to help them meet the standard of excellence of 6 as described

in the Performance Standards.

Interventions include but are not limited to NCQTL CLASS training suites, Teachstone

Video Library Assignments, Videoing with Feedback, CLASS mentoring by center

CLASS Reliable Observers.

Program Planning and Evaluation

At each CLASS observation period, the education staff will aggregate program scores

and summarize areas of strengths and areas needing strengthened. A plan for systematic

improvements will be established CLASS aggregate data scores will become a part of the

program’s annual self-assessment.

CLASS Training

All individual staff that will be using the CLASS observation tool must obtain adequate

training before attempting to implement CLASS, thus the said staff will have to become

CLASS Reliable. The CLASS is a multifaceted observation system that requires in-depth

training for appropriate use. It is essential for all CLASS Reliable staff to collect

standardized data on classrooms, accountability, or evaluation purposes to attend official

workshops.

Staff Support and Development

UCHRA Van Buren County Head Start provides for ongoing training and assistance

focusing on areas of quality teaching and learning. All Staff are provided opportunities to

expel on current skills and knowledge base. All staff are surveyed using staff training

interest/request form to determine needs. This survey is conducted by the professional

development coordinator in the month of March. All training requested will be addressed

in in-service, state, federal and local training opportunities. The plan outlines new teacher

training and current teacher training in areas including curriculum, assessment, quality

environment, health and safety, family engagement, and school readiness. Systems are

developed to provide CEU training and technical assistance to address the need for

ongoing staff professional development. Education staff will use results from CLASS

observation/practice based coaching results, job performance evaluations, teacher

performance evaluation, outcomes, and personal training request to determine

professional development goals. All support staff will use job performance evaluations

to determine professional development goals. (Goals will be documented on professional

development action plan form.) Teacher Performance Evaluation Form will be filled out

by each teacher and submitted to supervisor for feedback by November. CLASS

observation will be conducted (mid-year practice base coaching/CLASS action plan will

be created in conjunction with lead teacher unless otherwise specified by class

performance. i.e.: poor performance in Sept. etc.). CLASS observation is done every

September, December and February. Staff will devise a plan of action and set 2 to 3 goals

(to include dates) for individual staff growth (goals must include higher educational

needs when applicable.) Goals are to be set with dates by April. Staff will implement the

plan of action and the Professional Development Staff will track progress. Staff will be

notified of approaching deadlines and staff training interest/request for training needs

deadlines. Teachers are proficient at teaching the curriculum and school readiness goals

within daily activities as outlined in the weekly lesson plan, are trained in the assessment

tool used by the program Lap and are able to interpret results to plan for individualized

and group instruction, have dedicated time to plan curricular activities together on a

regular basis. Education staff are supported by a mentor teacher utilizing the NCQTL

method and are offered support in family and community engagement. The criteria to be

a teacher in a classroom is an associates, baccalaureate or advanced degree in early

childhood education or an associate or baccalaureate degree in a field related to early

childhood education and coursework equivalent to a major relating to early childhood

education, with experience teaching preschool age children; All teaching assistants will

hold a Child Development Associate.

VBCHS Teachers are; proficient at teaching the curriculum and school readiness goals

within daily activities as outlined in the weekly lesson plan, are trained in the assessment

tool LAP-D/LAP-3 and are able to interpret results to plan for individualized and group

instruction, have dedicated time to plan curricular activities together on a regular basis,

participate annually in completing individualized staff development plans, are supported

by a mentor teacher and are offered support in family and community engagement.

High Quality Teacher/child Interaction and Quality Rating Scales, Accreditation &

Self-Assessment

Van Buren County Head Start offers well organized learning environments that include

stimulating and purposeful materials. All centers, directly operated by our agency, are

licensed and participate in Tennessee’s Star Rating Program. The state utilizes the Early

Childhood Classroom Environmental Rating System-Revised Edition (ECERS-R)

when determining a facility’s star rating. The agency’s utilization of the ECERS-R is an

excellent standard for our classrooms. The center has earned the highest rating, three

stars. The center, directly operated by our agency, has also earned national accreditation

through the National Association for the Education of Young Children. The agency

utilizes the Early Language and Literacy Classroom Observation (ELLCO) as a self-

monitoring tool for additional emphasis and improvement of the language and literacy

environment of our classrooms. All classrooms are monitored utilizing the Classroom

Assessment Scoring System (CLASS). A minimum of one CLASS reliable assessor is

on staff at each center and CLASS results are used to drive our focus and staff trainings

as are our children’s outcomes.

Transition Plan

Young children enter preschool from a variety of settings, which may include Early Head

Start, child care and the home. These children represent diverse circumstances and

learning needs and encounter many new experiences: separating from family; adjusting

emotionally and socially to new environment; learning more structured routines at home

and at school; developing relationships with new adults; interacting with other children in

a classroom setting; taking care of self and personal belongings; learning new rules; and

riding a bus, just to name a few.

Children ages three and four are beginning to feel more comfortable when separated from

familiar people, places and things, however they may appear anxious when they first

enroll into a Head Start program, Physically, these children are experiencing a period of

rapid growth, continuing to develop eye-hand coordination and increasing their fine

motor skills . They engage in pretend play easily and naturally and eagerly explore the

world around them. Cognitively, as preschool children continue to explore their world

being actively involved with the materials and people in their environment, they are

expanding their understanding of cause and effect, are developing a sense of how

reading, writing and numbers work, and are expanding their language skills and

vocabulary.

In the process of building among the child, family and school is essential to successful

transitions and promote positive approaches to learning. This process helps to foster the

child’s innate interests and curiosity for learning emotional and social growth. Other

elements that facilitate smooth transition are environments that respect all children,

provide developmentally appropriate opportunities, offer accessible transportation,

collaborate with community support services, and ensure appropriate resources for the

child at school.

Benefits of a smooth transition include enhanced self-esteem and confidence, improved

peer/group relations, positive teacher/child relationships, child enjoyment in learning, and

reduced stress for children. For families an understanding of early childhood education

allows increased confidence in communicating with teaching staff and enhanced self-

esteem regarding their communication and advocacy skills. For teachers enhanced ability

to meet individual needs of children provides increased efficiency in program planning

and implementation; establishes a positive and meaningful relationship with families; and

ensures a wider pool of resources.

Head Start works to establish a connection between the preschool child and kindergarten

by partnering with local school systems, creating a connection between the child and

kindergarten using special school functions, and aiding children in practicing

kindergarten rituals in preschool. Head Start children who are transitioning to

kindergarten are also given an opportunity to meet teachers on field trips to elementary

schools and attend kindergarten orientation which will establish connections with peers

who will be in kindergarten. Preschool teachers will stay in contact with their former

students and teachers will visit preschool children in kindergarten after first few weeks of

attendance. Children are given opportunities to practice activities that will be helpful for

them when they enter elementary school such as opening milk cartons, handling trays for

cafeteria style lunch and learning bus riding rules. Staff will make contact with families

prior to preschool and kindergarten, teachers will make initial home visit prior to

children’s attendance in Head Start so that children will feel more comfortable with their

teacher. This allows teachers to obtain a good overview of the whole child in their family

environment. Parents will attend orientation prior to preschool experience and will be

contacted prior to kindergarten orientation to attend transition training. Transition issues

are addressed at this training and at other family meetings and individually with families

as needed. The FCPS will work with parents to ensure that all documentation is provided

to the next placement. Parents are provided with academic expectations, local school

policies, and school supplies requirements, allowing for families to establish a two way

communication with the kindergarten environment. Backpacks and school supplies are

provided to each child entering public school in partnership with the Parent Committee

through donations to ensure children have established a strong “head start” in the public

schools.

Children will participate in kindergarten orientation activities by attending visitation in

the kindergarten classroom which will include meeting teachers and participating in

educational activities with currently enrolled kindergarten students. Transitioning to

cafeteria style lunch while in Head Start prior to kindergarten visitation allows for skills

to be developed that will be used during this visitation. In addition, transitioning

children/parents will participate in local school system bus training.

Parents will be encouraged to engage in their child’s education by participating in school

readiness home learning activities, join in classroom and school events by volunteering in

the classroom, attend child/parent events, engage in family meetings each month, and be

involved in their child’s education through parent/teacher conferences and home visits.

Transition/Literacy Specialist will provide for all the Head Start children a calendar of

summer educational activities to encourage continued educational opportunities for the

child and families in the home environment.

Through the assessment of family needs families are referred to a variety of resources

that assists them in getting services for themselves and their children, by providing them

with a resource guide at orientation and as the need may arise. Continued periodic contact

with the family will occur with a monthly newsletter and progress reports, training

activities, parent meetings, Facebook, etc. Lead teacher will hold membership on school

system Pre-K Advisory Board and director of public preschool will be actively engaged

in consulting with Head Start through self-assessment, classroom monitoring and

observation, and CDA renewal, allowing for aligning curriculum and Early Learning

Standards. Head Start will ensure policy coordination through interagency agreements.

Staff will work with local school system to make certain all Head Start students will

attend Kindergarten registration, and share written records. Head Start “Preschool”

teachers will discuss children’s strengths and challenges with designated school system

staff. Through collective efforts and in partnership with the local school system, parents

and community partners, Head Start strives to ease the transition into, through and out of

Head Start.

Family Partnership/Engagement

As part of the application process, the Family/Community Partnership Specialist will

complete a Family Partnership Agreement identifying with parents the goals and

strengths of the family. A Family Partnership Agreement Plan will be established and

implemented for each family of an enrolled child within 30 days of enrollment into the

Head Start Program.

A primary goal of the Head Start Program in general, and the Family/Community

Partnership Specialist in particular, is to assist the parent/guardian of Head Start children,

to assume more active and confident roles in identifying the needs of their children and

families, establishing and understanding of safe, stable and nurturing environments and

relationships, families as lifelong educators and learners, family connections to peers and

community, and families roles as advocates and leaders. In conjunction with the

parent/guardian, the Family/ Community Partnership Specialist will identify needs, both

of their children and other family members, and set goals to improve the conditions and

quality of their family lives. Information obtained during the family assessment process

will result in the development of the Family Partnership Agreement Plan geared toward

helping families reach their desired goals, which should include school readiness and to

fully prepare children and families to succeed in school. Acknowledging that families are

changing (no parent in the home, grandparents as parents, fathers as single parents), we

will ensure that the needs of these families will be addressed.

Fathers make critical contributions to the " educational achievement and physical and

emotional health" of their children. Research shows that fathers make unique and

important contributions to their children’s development and children of involved fathers

are more likely to succeed in school. Fathers can help a Head Start program be more

effective at promoting children’s development and learning. And at the same time, a

Head Start program can help fathers be more effective in their children’s lives. The

UCHRA Van Buren County Head Start will involve fathers/ male valued partners by

incorporating activities to include but not limited to Pizza for Pops/Donuts for dads,

Birdhouse building, MVP Day (Male Valued Partner), a socializing activity day geared

toward significant males and children only. We ensure that in situations where the father

does not live in the home, they will receive invitations to activities and access to center to

home communications. The Agreement Plan will include, but is not limited to, family

goals and responsibilities, and strategies designed for family members to achieve these

goals within reasonable time frames. The Family/Community Partnership Specialist will

assist parent/guardian through referrals to local community partnership agencies, i.e.,

Department of Human Services, Family Resource Center, G.E.D., and other Educational

Resources, Housing Assistance, Child Support Services, etc. The parents have the

support of the Mental Health Consultant who conducts classroom observations and is

available to the parents for meeting, trainings and individual support.

Follow-ups will be made to ensure services are being obtained and provided. Services

will be tracked and monitored in Galileo. Close contact will be kept with partnership

agencies and resources to eliminate the duplication of services.

Referrals will also be made to other Head Start staff members, i.e., the Health/ Disability

Specialist, for assistance in additional areas of family life. They will be assisted in

understanding a system of ongoing health care, and the importance of becoming a partner

in their child’s medical and dental health care process.

Through this Program year (14-15) the program discovered that Family Well Being is an

area of concern. Data determines many families whom have needed food, housing, and/or

transportation. Many of these families have moved several times, needed food on more

than one occasion, and/or child was absent due to lack of transportation. Referrals to

resources for them to use in support with providing a Stress and Money Management

Training & Materials. Our goal is to strengthen Family Well Being so that the families

we serve will gain additional knowledge and take opportunities to advance their

education/ employment/etc...

The Family Partnership staff will maintain contact with the families of Head Start

children, monitoring each family’s progress and offering assistance as needed throughout

the child’s Head Start enrollment period. This will be done by phone calls, contact at the

center or on bus routes, parent meetings and trainings, other events and home visits when

needed.

A family’s diversity, cultural and ethnic background will be considered when obtaining

services and making referrals. Support will be provided to Dual Language Learners,

through translating and interpreting as needed.

The Family Partnership staff will assist by education and referral to appropriate

resources, the families of all Head Start children during times of emergency, i.e., loss of

home, family income, transportation, loss of utilities, and lack of food and/or clothing.

Training will be offered throughout the school year aimed at educating and providing

resources in the areas of achieving educational goals and acquiring employment

opportunities. Trainings in conjunction with other Head Start areas will be offered as a

deterrent to at-risk behaviors such as substance abuse, child abuse/neglect and domestic

violence.

Whenever possible and as required, transportation and child care services will be

provided by the Family/Community Partnership Specialist to facilitate participation in

parent activities.

Through follow-ups made with parents/guardians, the staff will obtain feedback using

evaluation forms as to the quality and usefulness of services and trainings provided.

Resources in the form of education materials and requested trainings are made available

to all pregnant and nursing mothers.

The Family/Community Partnership Specialist staff will conduct a Parent Intake Process

during the first weeks of the school year. On the survey, parents will be asked to list their

interest and preferences concerning training activities to be held throughout the school

year. Training opportunities provided, but not limited to, health needs, nutrition, mental

health issues, school readiness (as stated in 1304.20, 1304.22 and 1304.23), will be

matched to information received on the Interest Survey and will be scheduled at a

convenient time for parents. Mid-year surveys will be disseminated to all parents to

ensure needs and school readiness goals are current. End of year surveys will be obtained

from parents evaluating services and quality of services received.

Parents/guardians will also be trained in all other areas of Head Start. The Family/

Community Partnership Specialist will be responsible for developing, arranging and

coordinating training. All training will take place at center level. Parents/guardians will

be encouraged to visit the center and take part in daily activities as observers, volunteers,

and paid employees. Teachers and staff will invite parents to participate in activities,

such as reading stories, assisting on the playground, assisting with painting, lunch, etc. A

record will be maintained of all parent volunteer hours. All staff is encouraged to reward

parents for their time.

The Family/Community Partnership staff will then arrange for a Parent Committee to be

held, through memorandums sent home by children, personal phone calls and calling

system. All Head Start parents will be invited to attend. At this training,

parents/guardians will be trained in all areas of Head Start and parent committee officers

will be elected: a Chairperson, Co-chair, and secretary. Parents/guardians may choose to

do this at the 2nd meeting but it is mandatory that it is done by that time. The

Parent Committee, along with the Family/Community Partnership Specialist, will assess

needs and set priorities for parent training, develop a training plan and schedule training

sessions. Trainings will be set accordingly. The Family Partnership staff will arrange and

assist with the organization of the Policy Council and their related meetings.

Parents/ guardians are always welcome to observe at their convenience. If

parents/guardians have exhibited outstanding performance while volunteering in the

center and classrooms, they will have priority consideration for employment, as positions

become available.

Parents/guardians will be allowed and encouraged to form new activities and/or projects

that will benefit the children or themselves as well as the Head Start program.

Socializing events and “fun-time” activities will be scheduled at least three times per year

and more when possible. Parents will be encouraged to participate in games, prizes, and

enjoy refreshments. This will give them a chance to “loosen up” and socialize with staff.

Family Partnership staff will publicize parent participation in the program periodically.

Success stories and any significant accomplishments regarding parents and families will

be publicized throughout the program year. Parents will be notified of cultural events in

the community.

As stated in the Education plan, (1304.21), parents will be trained in the areas of

parenting skills, knowledge and understanding of educational and developmental needs

and activities of their children. They will be encouraged to provide input into services

and curriculum provided at center level.

A literacy program is established to encourage parents and families to obtain the

necessary skills required to advocate for them and their families. Adult Basic Education

and G.E.D. classes are made available to assist families in this goal. The need of this

service is established generally, prior to school during the Family Assessment process.

The program will provide activities that encourage the use of skills obtained through

Basic Education in the way of take home projects. A library has been established for

parents/guardians and staff to utilize, with various levels of reading materials and

interests. This will expand vocabulary and enrich knowledge. Through this service we

encourage parents and staff to set the proper example for our children by teaching and

developing good reading skills. The preschool child is impressionable and enjoys

imitating peers and parents/guardians; thus the adults and teachers that surround the child

daily play an important role in molding the child’s attitude toward school and learning.

The program will extend school readiness through partnerships. The partnership will

include but not limited to Burritt Memorial Library where all parents/children will be

provided a library card to access books for home use On site Lending Library for parents

to access books when public library is not convenient, Van Buren County Health

Department partners with the program allowing us to maintain the Book Smart Express at

their facility where parents and community can access books, materials and brochures

while accessing Health Dept. services. Head Start provides subscriptions to Parent and

Child magazine and Highlight magazine to Parents/Guardians.

Through parent/teacher conferences, home visits, training, educational materials and

anecdotal notes, parents are made aware of the child’s needs and are provided adequate

opportunity to assist in meeting the needs of their child.

The Family/Community Partnership Specialist is responsible for making parents aware of

community services and resources thus facilitating their use and making community

agencies aware of Head Start families’ needs and ways of meeting them.

Each summer, The Family/Community Partnership Specialist and Health Services

Specialist will revise and update the Head Start Community Resources Directory. During

Phase-In, staff will provide this to each family and explain its use.

The Family/Community Partnership Specialist will work closely with existing

community resources in order to assist Head Start parents and families. By working with

other neighborhood and community groups with similar concerns, communication and

referrals to those resources better educates Head Start families and allows their needs to

be met. This process also ensures community involvement and education on School

Readiness and the Head Start Program goals. The Family/Community Partnership

Specialist will facilitate this communication with other service agencies by:

1. Visits to the agencies

2. Inviting agency representatives to visit the Head Start program and serve on the Policy

Council and Multi-Services Advisory Committee

3. Placing agencies on newsletter mailing list

4. Include agency descriptions in Head Start Resource Guide

5. Provide copies of the Community Resource Guide to community agencies

The Family Partnership Specialist will establish and maintain a comprehensive and

confidential record keeping system for the Social Services Area. Every Head Start

child/family will have a file maintained in the Family/Community Partnership

Specialist’s Office location. The files will be stored in a locked drawer with access to

limited Head Start staff. Parents may examine their child’s file, when necessary. The

Family Partnership Specialist will be responsible for establishing the social services file

system. Each file will contain the following information:

1. Up-to-date enrollment information including Application, Income Verification, Birth

Certificate, Eligibility Criteria and Change of Status forms.

2. A written Family Partnership Agreement Plan and Responsibility Agreement which

will include a general assessment of the family and specific service goals for meeting

their needs.

3. Copies of all correspondence which pertain to social service involvement with the

family, with the exception of child abuse reports which are handled by the Director and

kept in the Central Office.

4. Family Contact Notes which record all social service work with or for a given family.

All home visits, telephone contacts, and all correspondence pertaining to the family

will be documented on Family Contact Notes and/or in the Galileo reporting system.

The Family Contact report will present a composite picture of the interaction with the

family by Head Start staff.

The Family/Community Partnership Specialist will be responsible for maintaining

confidentiality and protecting the privacy of personally identifiable information regarding

Head Start children and their families. There will be equal protections to FERPA (Family

Educational Rights and Privacy Act).

A notification of family needs through contact notes/Galileo staff to staff notes is used by

the teachers and other Head Start staff to notify the Family/Community Partnership

Specialist of a child’s/family’s social service needs which they have been trying and/or

unable to meet, and ask for assistance. Home visitors will use these forms to notify the

Family/Community Partnership Specialist of family needs. Telephone contact for

emergencies needs and referrals will be documented and reported on the phone log.

There are many phases involved in the transition process. Transitioning into Head Start

can cause anxiety for the child as well as the parent. Staff will assist parents in

understanding the requirements of enrollment in Head Start. Efforts will be made to

encourage parents to begin advocating for their children during the enrollment period and

continuing into orientation and throughout their Head Start experience.

Staff will provide parents/guardians with materials on preparing their child to enter a

preschool program, assist families in relieving anxiety by answering questions, provide

initial times for families and children to visit the center and become familiar with the

environment. During Orientation/Phase-in, staff will inform families as to what they can

expect while their child remains in the program and prior to kindergarten. Enrollment

parents will be provided training to include, but not limited to: the kindergarten screening

process initialized by the LEA, policies of the LEA, how to advocate for your child

during their academic years, and the importance of parent involvement in their child’s

education and success in public schools. Staff will organize an orientation meeting

between parents and the school system and encourage parents to attend. In addition

teachers will visit the local school system and kindergarten students who were formerly

head start students in the first few weeks of each school year eliminating anxiety for

children in their new setting. A Head Start Alumni program is maintained each year to

recognize former Head Start students who are graduating from high school. During this

recognition event student and parent are invited to attend a banquet in their honor where

each student is recognized with a certificate and gift bag for their achievement, at this

time an outstanding student is awarded the Parent Committee Head Start scholarship for

those who plan to attend a higher learning institute. Prior to the home visits, during the

initial application process, parents are informed as to the purpose of home visits.

Permission is obtained from the parent/guardian to allow the home visits. Refusal to

allow home visits will not prevent a child’s participation into the program. Parents are

contacted prior to the home visit to schedule a time that will accommodate the parent and

staff. Documentation will be maintained on all contacts before, during and after home

visits occur. In the case of a home visit planned to occur outside the home, both staff and

parent will agree upon the location to ensure safety, comfort and privacy.

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

Language

Developme

nt

Receptive

Language

The ability to

comprehend or

understand

language.

LC1, LC2,

LC3, LC4,

LC5, LC6,

LC7, LC8,

LC9, LC10,

LC11, LC12,

LC13, LC14,

LC15, LC16,

LC17, LC18,

LC19, LC20,

LC21, LC22,

LC23, PS1,

PS5, PS27,

CC1, CC2,

CC4, CC6,

CC7, CC8,

CC9, CC10,

CC11, CC12,

CC13, CC14,

CC17, CC18,

CC19, CC24,

CC25, CC276,

CC27, CC29,

CC30

CC-L.8 Listens

to and

understands

increasingly

complex

language.

CC-L.8.a

Comprehends

language

b. Follows

directions

CG3, CG7,

CG9, CG10,

CG12, CG15,

CG16, CG18,

CG19, CG20,

CG21, CG23,

CG28, CG29,

CG30, CG31,

CG32, CG33,

CG39, CG40,

CG44, CG45,

CG51, CG52,

CG54, CG55,

CG58, CG63,

CG73, CG76,

CG80, CG86,

LN3, LN4,

LN6, LN7,

LN9, LN10,

LN13, LN19,

LN22, LN23,

LN25, LN26,

LN29, LN30,

LN31, LN32,

LN33, LN34,

LN37, LN54,

LN55, LN57,

LN58, LN61,

LN64, LN65,

LN66, PS1,

PS5, PS27

SL.PK.1a.

Observe and use

appropriate ways

of interacting in

a group (e.g.,

taking turns in

talking, actively

listening to

peers, waiting to

speak until

another person is

finished talking,

asking questions

and waiting for

an answer).

SL.PK.2.

Demonstrate the

ability to recall

information for

short periods of

time and retell,

act out, or

represent

information from

a familiar text

read aloud, a

recording, or a

video (e.g.,

watch a video

about birds and

their habitats and

make drawings

or constructions

of birds and their

nests).

L.PK.4a.

Recognize that

SR-L 2

Children will

use and

understand

print as a

meaningful

and organized

symbolic

system of

communicatio

n

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

some words have

more than one

meaning as used

in a conversation

or as found in a

book (i.e., bank,

a place to keep

money, and bank

the edge of a

river).

L.PK.5. With

guidance and

support, explore

the meaning of

unfamiliar words

found from

themes, books

and

conversations

and incorporate

them into

everyday

vocabulary.

L.PK.5b.

Demonstrate

understanding of

the most

frequently

occurring

adjectives and

opposites (e.g.,

more/less,

empty/full,

happy/sad,

stressed/relaxed).

L.PK.5c. Make

meaningful

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

connection

between words

learned to

describe similar

objects found in

different settings

(e.g.,

cubby/closet,

desk/table and

cot/bed).

L.PK.5d. With

guidance and

support, describe

and demonstrate

the different

meaning of

similar verbs

used in daily

conversations

and across

activities (e.g.,

talk/chat,

whisper/yell).

L.PK.6.

Frequently use

the vocabulary

words and

phrases acquired

through

conversations

and listening to

books read

aloud.

LE.37-48.1

Listen with

understanding

and interest to

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

conservations,

directions, music

and a variety of

reading

materials.

RI.PK.10.

Actively listen

and participate in

small and large

group activities

when

informational

text is read aloud

or discussed.

RL.PK.5.

Participate in

listening to

common types of

text

(e.g., storybooks,

nursery rhymes,

and poetry).

LE.37-48.1

Listen with

understanding

and interest to

conversations,

directions, music

and a variety of

reading

materials.

Language

Developme

nt

Expressive

language

The ability to

use language

LN1, LN2,

LN3, LN4,

LN5, LN6,

LN7, LN8,

LN9, LN10,

LN11, LN12,

CC-L.9 Uses

language to

express thoughts

and needs.

CC-L.9.a Uses

an expanding

CG7, CG13,

CG16, CG22,

CG26, CG32,

CG34, CG35,

CG36, CG39,

CG41, CG42,

RF.PK.4.

Demonstrate

awareness that

books carry a

message. Can

retell the story

SR-L 2

Children will

use and

understand

print as a

meaningful

KRSC – 1

Know full

name

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

LN13, LN14,

LN15, LN16,

LN17, LN18,

LN19, LN20,

LN21, LN22,

LN23, LN24,

LN25, LN26,

LN27, LN28,

LN29, LN30,

PS6, PS9,

PS12, PS15,

PS18, PS22,

PS26, PS28,

PS29, PS31,

PS37, PS41,

PS45, CC12,

CC13, CC14,

CC15, CC16,

CC17, CC20,

CC21, CC22,

CC23, CC25,

CC27, CC29,

CC30, CC31,

CC32, CC33

expressive

vocabulary

b. Speaks clearly

c. Uses

conventional

grammar

d. Tells about

another time or

place.

CC-L.10 Uses

appropriate

conversational

and other

communication

skills

CC-L 10.a

Engages in

conversations

b. Uses social

rules of

language

CG43, CG46,

CG47, CG48,

CG49, CG56,

CG57, CG61,

CG62, CG65,

CG66, CG67,

CG68, CG69,

CG72, CG74,

CG75, CG76,

CG77, CG82,

CG84, CG85,

CG87, LN1,

LN2, LN5,

LN8, LN11,

LN12, LN14,

LN15, LN16,

LN17, LN18,

LN20, LN21,

LN22, LN24,

LN27, LN28,

LN35, LN36,

LN38, LN39,

LN40, LN41,

LN42, LN43,

LN44, LN46,

LN47, LN48,

LN49, LN50,

LN51, LN52,

LN53, LN55,

LN56, LN59,

LN60, LN62,

LN63, LN64,

LN65, LN67,

LN68, LN69,

PS6, PS9,

PS12, PS15,

PS18, PS22,

events and

overall theme in

familiar picture

books, by using

illustrations

(observing and

discussing) to

support

"reading" the

words in the text.

W.PK.8. With

guidance and

support, recall

information from

experiences or

gather

information from

provided sources

(e.g., books,

internet,

classroom

guests), to

answer a

question.

SL.PK.1.

Participate in

collaborative

conversations

which include

book reading and

theme-related

vocabulary, with

adults and other

children during

transitions and

routine daily

activities,

and organized

symbolic

system of

communicatio

n

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

PS26, PS28,

PS29, PS31,

PS37, PS41,

PS45

including free

play.

SL.PK.1a.

Observe and use

appropriate ways

of interacting in

a group (e.g.,

taking turns in

talking, actively

listening to

peers, waiting to

speak until

another person is

finished talking,

asking questions

and waiting for

an answer).

SL.PK.1b.

Engage in an

extended

conversation,

striving for five

verbal exchanges

between adult

and child.

SL.PK.3. With

modeling and

guidance, ask

and answer

questions in

order to seek

help, get

information, or

clarify something

which is not

understood.

SL.PK.4.

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

Actively

participate in

conversations to

tell or talk about

familiar people,

places, things

and events, and

with prompting

and support, add

additional details

that help enrich

and extend the

conversation.

SL.PK.6. Speak

clearly and

audibly to

express thoughts,

feelings, and

ideas.

SL.PK.6a.

English Learner

students use

home language

as well as

English language

through

prompting and

support.

L.PK.1. Through

adult modeling,

guidance and

support, use

complete

sentences to

express a thought

or idea.

L.PK.1b. With

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

modeling and

support, use

frequently

occurring (often

theme-based)

vocabulary

words.

L.PK.1c. With

modeling and

support, use the

plural form of

regular nouns in

oral

communication.

L.PK.1e.

Appropriately

use the most

frequently

occurring

prepositions

(e.g., to, from, in,

out, on, off, for,

of, by, with).

L.PK.1f. With

scaffolding and

specific feedback

from adults,

participate in

shared language

activities and use

increasingly

complex and

varied spoken

vocabulary.

L.PK.4. With

guidance and

support, ask or

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

answer questions

about the

meaning of new

and unfamiliar

words and

phrases

introduced

through current

themes and

related books,

activities, and

play.

RI.PK.1. With

modeling and

support, ask and

answer questions

about

informational

text.

RI.PK.2. With

modeling and

support, recall

important age

appropriate facts

from

informational

text by engaging

in meaningful

discussions and

activities.

RI.PK.3. With

guidance and

support, relate

informational

text to personal

experience or

other text.

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

RI.PK.4.

Develop new

vocabulary by

engaging in

meaningful

discussions and

activities to

promote learning

of unfamiliar

words found in

informational

text.

RI.PK.5. Identify

that the title of

the book is found

on the front

cover.

RI.PK.6. With

guidance and

support, identify

the role of the

author and the

illustrator

RI.PK.7. With

guidance and

support, discuss

the use of

illustrations to

support the

descriptions of

characters,

settings or to

predict events in

the text.

RI.PK.9. With

guidance and

support, explore

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

and identify the

similarities and

differences

between books

on the same

topic.

RL.PK.1. With

modeling and

support, ask, and

answer (respond

to) questions

about text read

aloud.

RL.PK.2. With

guidance and

support, recall

important

facts to retell a

familiar story in

sequence.

RL.PK.3. With

guidance and

support, identify

major

characters,

settings, and

events from a

familiar story or

nursery rhyme.

RL.PK.4.

Develop new

vocabulary by

engaging in

meaningful

discussions and

activities to

promote learning

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

of unfamiliar

words related to

text.

RL.PK.6. With

guidance and

support identify

the role of

the author and

the illustrator.

RL.PK.7. With

guidance and

support, discuss

the use

of illustrations to

support the

descriptions of

characters,

settings, or

predict events in

the story

RL.PK.9. With

guidance and

support, relate

the story to

previously read

stories, ideas in

the themes, or

personal

life experiences.

RL.PK.10.

Actively listen

and participate in

small and

large group

activities when

literature is read

aloud or

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

discussed.

LE.37-48.2 Use

language for a

variety of

purposes.

LE.37-48.3

Produce speech

that is clear

enough to be

understood by

most people.

LE.37-48.4

Demonstrate

interest in books

and what they

contain.

LE.37-48.5

Demonstrate

knowledge of

how to use a

book.

LE.37-48.6

Show awareness

that print

conveys a

message, that

print is read

rather than

pictures.

Literacy

Knowledge

and Skills

Book

Appreciation

and

Knowledge

Interest in

books and their

PS25, FM3,

FM7, LN21,

LC13, LC18

CC-LI.17

Demonstrates

knowledge of

print and its uses

FM6, LN4,

LN18, LN19,

LN27, LN28,

LN29, LN33,

LN37, LN42,

LN49, LN52,

RF.PK.1.

Demonstrate

understanding of

basic features of

print; distinguish

between words

SR-L 2

Children will

use and

understand

print as a

meaningful

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

characteristics,

and the ability

to understand

and get

meaning from

stories and

information

from books and

other texts.

CC-LI.17a Uses

and appreciates

books

CC-LI.18

Comprehends

and responds to

books and other

texts

CC-LI.18.a

Interacts during

read-alouds and

book

conversations

b. Uses

emergent

reading skills

c. Retell stories

LN53, LN57,

LN58, LN61,

LN65, LN67,

LN68, PS25

and pictures.

.

and organized

symbolic

system of

communicatio

n

Literacy

Knowledge

and Skills

Phonological

Awareness

Awareness that

language can

be broken into

words,

syllables, and

smaller pieces

of sound.

LN1, LN30,

LC22, LC23,

CC-LI.15

Demonstrates

phonological

awareness

CC-LI.15.a

Notices and

discriminates

rhyme

b. Notices and

discriminates

alliteration

c Notices and

discriminates

smaller and

smaller units of

sound

LN31, LN40,

LN59, LN60,

LN63, LN64,

LN66, LN69

RF.PK.2a.

Recognize and

discriminate

rhyming words

in spoken

language.

RF.PK.2b.

Participate in

oral activities to

introduce

counting

syllables in

familiar words

and words in a

sentence.

RF.PK.3.

Demonstrate

word awareness

KRSC – 10

Recites

Alphabet

KRSC – 11

Recites

Numbers

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

by identifying

familiar words in

books and the

environment and

begin making

connection that

letters in words

make sounds.

LE.37-48.7

Begin to attend

to print in the

environment,

especially own

name.

Literacy

Knowledge

and Skills

Alphabet

Knowledge

The names and

sounds

associated with

letters

LC22, LN27,

CM12, CM16,

CM21, CM24

CC-LI.16

Demonstrates

knowledge of

the alphabet

CC-LI.16a

Identifies and

names letters

b. Uses letter-

sound

knowledge

LN31, LN35,

LN44, LN45,

LN49, LN56,

LN60, LN62,

LN63, LN64,

LN66, LN68,

LN69

RF.PK.1c. With

guidance and

support,

understand that

words are made

up of alphabet

letters which

have individual

names and are

written in a

specific sequence

in order to create

words that can be

read.

RF.PK.1d.

Recognize

frequently

occurring

uppercase letters

and some of the

most frequently

occurring

KRSC – 4

Recognize

name

KRSC – 5

Writes name

KRSC – 8

Recognize

Upper case

letters A-Z

KRSC – 9

Recognize

Lower case

letters a-z

KRSC – 12

Recognize

words

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

lowercase letters.

RF.PK.2e. With

guidance and

support, identify

whether or not

two words begin

with the same

sound.

Literacy

Knowledge

and Skills

Print concepts

& conventions

The concepts

about print and

early decoding

(identifying

letter-sound

relationships).

LN27, LN30,

LC22, LC23,

CM12, CM16,

CM21, CM24,

CC18, CC24,

CC25, CC31

CC-LI.17

Demonstrates

knowledge of

print and its uses

CC-LI.17b. Uses

print concepts

CG46, CG53,

CG66, CG70,

CG71, CG75,

LN31, LN33,

LN35, LN37,

LN42, LN44,

LN45, LN49,

LN52, LN53,

LN56, LN57,

LN58, LN68

RF.PK.2.

Demonstrate

increasing

understanding of

spoken words,

syllables, and

sounds

RF.PK.3a.

Demonstrate

developing basic

knowledge of

letter-sound

correspondence

association by

beginning to

match the name

and initial sound

of some

consonant letters

such as in own

name,

classmates'

names, or

common words.

RF.PK.3c.

Recognize own

name in print and

some other

common

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

symbols and

words in the

environment

(e.g., universal

symbols,

classmates'

names, STOP,

GO).

RF.PK.3d. With

guidance and

support,

discriminate

between words

with the same

and different first

letter sounds.

L.PK.2c. Show

awareness of

conventional

letter-sound

relationships

through use of

invented spelling

in writing.

L.PK.2d. With

modeling and

support,

demonstrate

awareness of

sounds in words

by identifying

initial letter of

familiar words.

Literacy

Knowledge

and Skills

Early Writing

The familiarity

FW1, FW2,

FW3, FW4,

FW5, FW6,

CC-LI.19

Demonstrates

emergent

PW1, PW2,

PW3, PW4,

PW5, PW6,

RF.PK.1b.

Recognize

spoken words

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

with writing

implements,

conventions,

and emerging

skills to

communicate

through written

representations,

symbols, and

letters.

FW7, FW8,

FW9, FW10,

FW11, FW12,

FW13, FW14,

FW15, FW16

FW17, FW18,

FW19,

FW20,FW21,

FW22, FW23,

FW24, FW25

FW26, FW27,

FW28, FW29,

FW30, FW31,

writing skills

CC-LI.19.a

Writes name

b. Writes to

convey meaning

CC-P.7.b. Uses

writing and

drawing tools

PW7, PW8,

PW9, PW10,

PW11, PW12,

PW13, PW14,

PW15, PW16,

PW17, PW18,

PW19, PW20,

PW21, PW22,

PW23, PW24,

PW25, PW26,

PW27, PW28,

PW29, PW30,

PW31, PW32,

PW33, PW34,

PW35, PW36,

PW37,

PW38

can be written

and read.

W.PK.1. With

modeling and

support, use a

combination of

drawing,

dictating, and

emergent writing

to express a

preference,

opinion or idea

about a specific

topic or text.

W.PK.2. With

modeling and

support, use a

combination of

drawing,

dictating, and

letters to explain

information

about a familiar

topic or

informational

text.

W.PK.3. With

modeling and

support, use a

combination of

drawing,

dictating, and

emergent writing

to tell a real or

imagined story

indicating some

order of the

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

events.

W.PK.6. With

guidance and

support, explore

a variety of

digital tools (e.g.,

computers, smart

board and tables,

iPads, phones),

to convert oral

messages and

ideas into words

and/or pictures.

W.PK.7. With

guidance and

support,

participate in

shared writing

projects (e.g.,

explore several

books by one

author and

express opinions

about them

through activities

such as dictated

writing or

drawing).

L.PK.1a. With

modeling and

support print

some upper and

lowercase letters

(letters may not

be of

conventional size

or shape).

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

L.PK.2. Use

some letters to

represent ideas

and

inconsistently

use conventions

of standard

English

capitalization

and punctuation.

L.PK.2a. Show

awareness of the

difference

between upper

and lower case

letters.

LE.37-48.8

Attempt to

“write” own

name.

Mathematic

s

Knowledge

and Skills

Number

Concepts &

Quantities

The

understanding

that numbers

represent

quantities and

have ordinal

properties

(number words

represent a

rank order,

particular size,

or position in a

list.)

FW24, FW29,

CC1, CC8,

CC10, CC12,

CC13, CC14,

CC15, CC16,

CC17, CC18,

CC19, CC20,

CC21, CC22,

CC23, CC24,

CC25, CC26,

CC27, CC28,

CC29, CC31,

CC32, CC33,

CM16,

LC19

LN27

CC-M.20 Uses

number concepts

and operations

CC-M.20.a

Counts

c. Connects

numerals with

their quantities

PW35, PW37,

CG8, CG13,

CG18, CG19,

CG26, CG34,

CG40, CG41,

CG46, CG53,

CG56, CG62,

CG66, CG67,

CG69, CG70,

CG71, CG72,

CG73, CG74,

CG75, CG77,

CG79, CG81,

CG83,

PK.CC.1: Listen

to and say the

names of

numbers in many

contexts.

PK.CC.2:

Verbally count

forward in

sequence from 1-

30.

PK.CC.3:

Understand the

relationships

between

numbers, names

of numbers and

quantities up to

KRSC – 2

Knows age

KRSC – 3

Knows

birthday

KRSC – 11

Recite

numbers

KRSC – 13

Recognize and

match number

words to

numbers

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

10 (includes

subitizing – the

ability to look at

a quantity and

say the quantity

(1-4) quickly …

just by looking).

PK.CC.4:

Understand the

relationship

between numbers

and quantities

with concrete

objects up to 10.

PK.CC.4a: Use

one-to-one

correspondence

to accurately

count up to 10

objects in a

scattered

configuration.

PK.CC.4b:

Understand that

the last number

name said tells

the number of

objects counted,

up to ten.

PK.CC.5: With

guidance and

support count to

answer “how

many?”

questions about

as many as 10

things arranged

KRSC – 14

Place numbers

in numerical

order 1-5

KRSC – 15

Recite last 4

digits of social

security

number

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

in a line or as

many as 5 things

in a scattered

configuration;

given a number

from 1-10, count

out that many

objects.

PK.OA.3:

Compose and

decompose

numbers to five

by using objects

or drawings

(may be an

extension

activity after

reading a book).

SS.PK.6:

Demonstrate an

understanding

that money is

needed in

exchange for

some goods and

services.

SS.PK.7:

Recognize that

goods and

services may be

purchased using

different forms

of payment (e.g.,

coins, paper

money, checks,

electronic

payments, credit

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

cards).

MA.37-48.1

Begin to identify

and label objects

using numbers

Mathematic

s

Knowledge

and Skills

Number

Relationships

& Operations

The use of

numbers to

describe

relationships

and solve

problems.

CC1, CC8,

CC10, CC13,

CC14, CC15,

CC16, CC17,

CC19, CC20,

CC21, CC22,

CC23, CC25,

CC26, CC27,

CC28, CC29,

CC31, CC32,

CC33,

CM16

CC-M.20 Uses

number concepts

and operations

CC-M.20.b

Quantifies

CG3, CG18,

CG19, CG24,

CG26, CG40,

CG41, CG51,

CG53, CG54,

CG56, CG58,

CG64, CG69,

CG70, CG71,

CG72, CG73,

CG79, CG81

PK.CC.6: Use

comparative

language, such as

more/less than or

equal to, to

compare and

describe

collections of

objects by

matching.

PK.OA.1:

Represent real-

world addition

(putting

together), and

subtraction

(taking from)

problems up

through five with

concrete objects

or by acting out

situations.

PK.OA.2: Solve

addition and

subtraction

problems using

objects for

problems up

through five.

PK.MD.2:

Explore the

concept of

SR-C4:

Children will

use math

everyday to

count,

compare,

relate,

measure, and

identify

patterns and

problem solve.

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

measurement to

compare the

attributes of two

or more concrete

objects and use

words to define

attributes of the

objects (i.e.

heavier/lighter,

longer/shorter,

covers

more/covers less,

holds more/holds

less).

MA.37-48.2

Begin to use

comparative

language such as

more/less, equal

to describe

objects.

Mathematic

s

Knowledge

and Skills

Geometry &

Spatial Sense

The

understanding

of shapes, their

properties, and

how objects are

related to one

another.

FM17, FM18,

FM19, FM20,

FM23, FW12,

FW18, FW22,

CM1, CM2,

CM3,

CM5, CM7,

CM13, CM15,

CM18, CM20,

CM22, CM23

CC2, CC5,

CC9, CC11,

LC6, LC15,

LC21

CC-M.21

Explores and

describes spatial

relationships and

shapes

CC-M.21.a

Understands

spatial

relationships

b. Understands

shapes

CG11, CG14,

CG15, CG38,

CG44, CG45,

CG52, CG55,

CG59, CG63,

CG64, CG80,

LN25, LN34,

LN36

Pk.G.1: Identify

relative positions

of objects in

space, and use

appropriate

language (e.g.,

beside, inside,

next to, close to,

above, below,

apart).

PK.G.2: Identify

several basic

shapes.

PK.G.3: With

guidance and

support, explore

SR-C5

Children will

display

knowledge of

shapes and

their properties

KRSC – 7

Knows shapes

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

the attributes of

two- and three-

dimensional

shapes.

PK.G.5: Identify

shapes in the real

world

environment.

PK.G.6: With

guidance and

support, create

and name new

shapes formed

when putting two

shapes together

(i.e., two right

triangles of the

same size put

together would

make a

rectangle).

MA.37-48.5

Become aware of

his body and

personal space

during active

exploration of

physical

environment.

Mathematic

s

Knowledge

and Skills

Patterns

The recognition

of patterns,

sequencing, and

critical thinking

skills necessary

CM3, CM5,

CM6, CM7,

CM8, CM9,

CM10, CM13,

CM15, CM17,

CM19, CM21,

CC-M.23

Demonstrates

knowledge of

patterns

CG6, CG11,

CG14, CG23,

CG24, CG38,

CG50, CG60,

CG64, CG70

SR-C4:

Children will

use math

everyday to

count,

compare,

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

to predict and

classify objects

in a pattern.

CM23, CC3,

CC5, CC28

relate,

measure, and

identify

patterns and

problem solve.

Mathematic

s

Knowledge

and Skills

Measurement

& Comparison

The

understanding

of attributes

and relative

properties of

objects as

related to size,

capacity, and

area.

CM3, CC3,

CC4, CC5,

CC6, CC7,

CC10, CC11,

CC19, CC26,

CC278,

CC28, CC29,

LN24, LN26

CC-M.22

Compares and

measures

CC-C.13 Uses

classification

skills

CG9, CG10,

CG12, CG20,

CG21, CG23,

CG28, CG30,

CG31, CG33,

CG51, CG54,

CG59, CG64,

CG69

PK.MD.1:

Recognize the

attributes of

length, (how

long, tall, short),

area (how much

it covers), weight

(how heavy or

light), and

volume or

capacity (how

much it holds) of

everyday objects

using appropriate

vocabulary.

PD.PK.2:

Demonstrate

awareness of

spatial

boundaries and

the ability to

work and move

within them

PK.MD.3: Sort,

categorize, and

classify objects

by more than one

attribute.

PK.G.4: With

guidance and

support, compare

and contrast the

SR-C4:

Children will

use math

everyday to

count,

compare,

relate,

measure, and

identify

patterns and

problem solve.

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

attributes of two-

and three-

dimensional

shapes of

different sizes

and orientations,

identifying

shapes that are

___ and shapes

that are not ___.

L.PK.5a. Sort

familiar objects

into categories

and identify the

“common” factor

of the group (e.g.

Identify reason

{common

factor} for

grouping objects;

categorize

animals by those

who fly or walk;

group cars by

color or number

of doors).

MA.37-48.3

Explores and

begins to sort

and classify

objects.

MA.37-48.4

Begin to

demonstrate

understanding of

time, length,

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

weight,

capacity and

temperature.

S.37-48.9

Describe and

categorize

objects based on

some observable

properties.

Science

Knowledge

and Skills

Scientific

Skills and

Methods

The skills to

observe and

collect

information and

use it to ask

questions,

predict,

explain, and

draw

conclusions.

CM3, CM8,

CM9, CM17,

CM19, CM21,

LN11, LN15,

LN18,

LN19, LN28,

LN29

CC-S.24 Uses

scientific inquiry

skills

CG23, CG31,

CG27, G30,

CG33,

CG35,CG36,

CG43, CG47,

CG49, CG57,

CG61, CG68,

CG76, CG78,

CG85, LN18,

LN27, LN28

S.PK.1: Use

senses to gather,

explore, and

interpret

information.

S.PK.2: Make

predictions based

on background

knowledge,

previous

scientific

exploration, and

observations of

objects and

events in the

world.

S.PK.3: Record

and organize

data using

graphs, charts,

science journals,

etc. to

communicate

conclusions

regarding

experiments and

explorations.

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

S.PK.4: Use

simple tools for

investigation for

the home,

classroom and

other familiar

places.

PD.PK.1:

Compare/contras

t and describe

different sights,

smells, sounds,

tastes, and

textures found in

the environment.

S.37-48.1

Demonstrate

growing ability

to connect

sensory input

with words and

expressions.

S.37-48.4 Imitate

familiar actions

in using simple

tools to build

knowledge

of world through

observation and

awareness of

surroundings.

Science

Knowledge

and Skills

Conceptual

Knowledge of

the Natural &

Physical

World

CC6, CC7,

CC11, CC30,

LN15, LN17,

LN20, LN22,

LN23, LN24,

CC-S.25

Demonstrates

knowledge of

the

characteristics of

CG10, CG21,

CG23, CG27,

CG28, CG29,

CG30, CG31,

CG33, CG36,

S.PK.5:

Investigate and

identify a variety

of earth materials

by their

SR-A 3

Children will

show initiative

and curiosity

through an

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

The acquisition

of concepts and

facts related to

the natural and

physical world

and the

understanding

of naturally-

occurring

relationships.

LN25, LN26,

LN28, LN29,

LC16, LC17,

LC18, CM8,

CM9, CM17

living things

CC-S.26

Demonstrates

knowledge of

the physical

properties of

objects and

materials

CC-S.27

Demonstrates

knowledge of

Earth’s

environment

CG47, CG65,

CG68, CG76,

LN15, LN39,

LN48

observable

properties (e.g.,

soil, rocks,

minerals)

S.PK.6: Make

simple

observations of

the

characteristics

and movements

of the sun, moon,

stars and clouds.

S.PK.7 Observe

and discuss

changes in

weather and

seasons using

common weather

related

vocabulary.

S.PK.8: Describe

and identify the

similarities,

categories, and

different

structures of

familiar plants

and animals

(Plants have

roots, stems,

leaves, animals

have eyes,

mouths, ears).

S.PK.9: Observe,

describe and

compare the

habitats of plants

interest in

varied topics

and activities,

an eagerness to

learn,

creativity and

independence

in their

interactions

and use of

materials.

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

and animals.

S.PK.10:

Describe and

categorize

objects based on

their observable

properties.

S.PK.11:

Demonstrate an

awareness of

changes that

occur in their

environment

(e.g.,

freezing/melting,

color mixing)

S.PK.12:

Observe, predict

and describe how

objects move and

use common

motion related

vocabulary (e.g.,

straight,

fast/slow, zigzag,

up/down)

S.37-48.2

Observe

surroundings in

relation to prior

knowledge and

Methods

S.37-48.5 Begin

to investigate

and identify a

variety of earth

materials by their

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

observable

properties.

S.37-48.8

Demonstrates

understanding of

simple weather

conditions and

related

vocabulary.

S.37-48.9 Begin

to describe and

identify the

similarities,

categories, and

different

structures of

familiar plants

and animals.

S.37-48.10

Observe and

describe and

characteristics

and needs of

plants and

animals.

SS.37-48.5 React

to changes in

environment.

Creative

Arts

Expression

Creative

Movement &

Dance

The use of the

body to move

to music and

express oneself.

PS43

CC-CA.35

Explores dance

and movement

concepts

GM32, PS43 CA.PK.6:

Express feelings

of what is felt

and heard

through dance or

creative

movement.

CA.PK.7: Move

in spontaneous

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

and imaginative

ways to music,

songs, rhythm

and silence (e.g.,

sway, twist, use

of props).

CA.PK.10:

Participate in

artistic activities

(music and

dance)

representing

different

cultures.

CA.37-48.5

Control body to

participate in

creative

movement and

drama.

Creative

Arts

Expression

Music

The use of

voice and

instruments to

create sounds.

CC-CA.34

Explores

musical

concepts and

expression

GM32, CG48,

CG50, LN21

CA.PK.4:

Engage in music

activities having

different moods,

tempos, and

rhythms by

listening, singing

or performing.

CA.PK.5: Create

sounds using

voice, traditional

instruments

and/or non-

traditional

instruments.

CA.37-48.1

Enjoy

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

participating in

group music

activities and

music making

activities.

CA.37-48.2

Experiment with

voice and

instruments.

Creative

Arts

Expression

Art

The use of a

range of media

and materials to

create

drawings,

pictures, or

other objects.

FM8, FM15,

FM25, FW13,

FW15, FW21,

FW23, FW25,

FW26, FW30

CC-CA.33

Explores the

visual arts

FM10, FM18,

FM19, FM25,

FM32, FM34,

FM39, PW6,

PW8, PW13,

PW14, PW16,

PW17, PW20,

PW27, PW29,

PW32

CA.PK.1:

Experiment with

a variety of

mediums and art

materials for

tactile experience

and exploration.

CA.PK.2: Create

artistic works

with intent and

purpose using

varying tools,

texture, color,

and technique.

CA.PK.3:

Respond and

react to visual

arts created by

self and others.

CA.37-48.4

Scribble and

paint and begin

to use other art

materials.

KRSC – 6

Knows colors

Creative

Arts

Expression

Drama

The portrayal

of events,

characters, or

PS25, PS33,

LN21, LC18

CC-CA.36

Explores drama

through actions

and language

LN30, LN41,

LN52, LN67,

PS25, PS33

CA.PK.8:

Participate in a

variety of

dramatic play

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

stories through

acting and

using props and

language

activities

(teacher guided

or child initiated)

to represent

fantasy and real

life experiences.

CA.PK.9:

Respond and

react to theatre

and drama

presentations.

CA.37-48.6

Become more

creative in

dramatic play

activities.

Social &

Emotional

Developme

nt

Social

Relationships

The healthy

relationships

and interactions

with adults and

peers.

PS1, PS3,

PS4, PS8,

PS10, PS11,

PS14, PS16,

PS17, PS18,

PS19, PS20,

PS21, PS24,

PS27, PS28,

PS30, PS31,

PS34, PS35,

PS36, PS37,

PS38, PS39,

PS42, PS44

CC-SE.2

Establishes and

sustains positive

relationships

CC-SE.2.a

Forms

relationships

with adults

b. Responds to

emotional cues

c. Interacts with

peers

d. Makes friends

CC-SE.3

Participates

cooperatively

and

constructively in

group situations

CC-SE.3.a

Balances needs

LN46, LN53,

PS1, PS3,

PS4, PS8,

PS10, PS11,

PS14, PS16,

PS17, PS18,

PS19, PS20,

PS21, PS24,

PS27, PS28,

PS30, PS31,

PS34, PS35,

PS36, PS37,

PS38, PS39,

PS42, PS44

SE.PK.4. Interact

and develop

positive

relationships

with significant

adults (e.g.,

primary

caregivers,

teachers, and

other familiar

adults).

SE.PK.5. Seek

and accept

guidance from

primary

caregivers,

teachers, and

other familiar

adults.

SE.PK.6. Initiate

play and interact

SR-SE1

Children will

demonstrate

positive social-

emotional

skills,

including

increasingly

confident and

cooperative

interactions

with peers and

adults.

D-A.1 Act in

a way that

made adults

smile or

show interest

in him/her?

D-SC.2

Listen to or

respect

others?

D-A.17 Ask

adults to

play with or

read to

him/her

D-A.24

Trust

familiar

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

and rights of self

and others.

positively with

another child or

children.

SE.PK.7.

Develop

friendship skills

(e.g., help, share,

take turns, give

compliments)

with increasing

ease and comfort

to sustain

interaction by

cooperating,

helping, and

suggesting new

ideas for play.

SE.PK.10.

Appropriately

name types of

emotions (e.g.,

happy, sad,

frustrated) and

associate them

with different

facial

expressions,

words, and

behaviors.

SE.PK.12.

Demonstrate an

understanding of

rules through

actions and

conversations.

SE.PK.14. Use

materials

adults and

believe what

they say

D-A.26 Seek

help from

children/adul

ts when

necessary

D-A.32

Appear

happy when

playing with

others

D-A.34

Look

forward to

activities at

home or

school ( for

instance,

birthdays or

trips)

D-A.36

Show

preference

for a certain

adult,

teacher or

parent

D-SR.37

Play well

with others

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

purposefully,

safely, and

respectfully as

set by group

rules.

SE.37-48.5

Begin to

demonstrate an

understanding of

social

expectations.

SE.37-48.9 Show

increasing ability

to understand the

feelings of

others.

Social &

Emotional

Developme

nt

Self-concept &

Self-efficacy

The perception

that one is

capable of

successfully

making

decisions,

accomplishing

tasks, and

meeting goals.

LN16, LC21,

SH7, SH8,

SH9, SH10,

SH11, SH12,

SH13, SH14,

SH15, SH17,

SH20, SH21,

SH22, SH23,

SH24, SH25,

SH26, SH27,

SH28, SH29,

SH30, SH31,

SH32, SH33,

SH34, SH35,

SH36, SH37,

SH38, SH39,

SH40, SH41,

SH42, SH43,

SH44, SH45,

SH46, SH47,

SH48, SH49,

CC-SE.1

Regulates own

emotions and

behaviors

CC-SE.1.c

Takes care of

own needs

appropriately

CC-SS.29

Demonstrates

knowledge

about self

SH7, SH8,

SH9, SH10,

SH11, SH12,

SH13, SH14,

SH15, SH17,

SH20, SH21,

SH22, SH23,

SH24, SH25,

SH26, SH27,

SH28, SH29,

SH30, SH31,

SH32, SH33,

SH34, SH35,

SH36, SH37,

SH38, SH39,

SH40, SH41,

SH42, SH43,

SH44, SH45,

SH46, SH47,

SH48, SH49,

SH50, PS7,

SE.PK.1.

Describe self

using several

different

identifying

characteristics

and/or unique

qualities (e.g.,

abilities,

interests, gender,

and culture).

SE.PK.3.

Display sense of

accomplishment,

contentment, and

acknowledgemen

t when

completing a

task or solving a

problem.

SE.PK.13.

D-I.5 Show

confidences

in his/her

abilities (for

instance, say

“I can do

it!”)

D-SR.25

Accept

another

choice when

his/her first

choice was

not available

D-I.31 Make

decisions for

himself/hers

elf

KRSC 16

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

SH50, PS7,

PS10, PS14,

PS18, PS20,

PS23, PS28,

PS29, PS31,

PS36, PS40,

PS44

PS10, PS14,

PS18, PS20,

PS23, PS28,

PS29, PS31,

PS36, PS40,

PS44

Engage easily in

routine activities

(e.g., large

group, small

group, center

time).

SE.37-48.1 Show

positive self-

esteem.

SE.37-48.3 Show

greater comfort

with

independence

and increased

feelings of self-

worth.

S.37-48.7 Use

acquired

knowledge of

details of

routines to carry

out some

routines

independently.

SS.37-48.4

Begin to

categorize time

intervals.

D-I.38

Remember

important

information

Social &

Emotional

Develop-

ment

Self-concept &

Self-efficacy

The perception

that one is

capable of

successfully

making

decisions,

accomplishing

LN16, LC21,

SH7, SH8,

SH9, SH10,

SH11, SH12,

SH13, SH14,

SH15, SH17,

SH20, SH21,

SH22, SH23,

SH24, SH25,

CC-SE.1

Regulates own

emotions and

behaviors

CC-SE.1.c

Takes care of

own needs

appropriately

CC-SS.29

SH7, SH8,

SH9, SH10,

SH11, SH12,

SH13, SH14,

SH15, SH17,

SH20, SH21,

SH22, SH23,

SH24, SH25,

SH26, SH27,

SE.PK.1.

Describe self

using several

different

identifying

characteristics

and/or unique

qualities (e.g.,

abilities,

D-I.5 Show

confidences

in his/her

abilities (for

instance, say

“I can do

it!”)

D-SR.25

KRSC 16

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

tasks, and

meeting goals.

SH26, SH27,

SH28, SH29,

SH30, SH31,

SH32, SH33,

SH34, SH35,

SH36, SH37,

SH38, SH39,

SH40, SH41,

SH42, SH43,

SH44, SH45,

SH46, SH47,

SH48, SH49,

SH50, PS7,

PS10, PS14,

PS18, PS20,

PS23, PS28,

PS29, PS31,

PS36, PS40,

PS44

Demonstrates

knowledge

about self

SH28, SH29,

SH30, SH31,

SH32, SH33,

SH34, SH35,

SH36, SH37,

SH38, SH39,

SH40, SH41,

SH42, SH43,

SH44, SH45,

SH46, SH47,

SH48, SH49,

SH50, PS7,

PS10, PS14,

PS18, PS20,

PS23, PS28,

PS29, PS31,

PS36, PS40,

PS44

interests, gender,

and culture).

SE.PK.3.

Display sense of

accomplishment,

contentment, and

acknowledgemen

t when

completing a

task or solving a

problem.

SE.PK.13.

Engage easily in

routine activities

(e.g., large

group, small

group, center

time).

SE.37-48.1 Show

positive self-

esteem.

SE.37-48.3 Show

greater comfort

with

independence

and increased

feelings of self-

worth.

S.37-48.7 Use

acquired

knowledge of

details of

routines to carry

out some

routines

independently.

SS.37-48.4

Accept

another

choice when

his/her first

choice was

not available

D-I.31 Make

decisions for

himself/hers

elf

D-I.38

Remember

important

information

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

Begin to

categorize time

intervals.

Social &

Emotional

Developme

nt

Self-regulation

The ability to

recognize and

regulate

emotions,

attention,

impulses, and

behavior.

PS5, PS7,

PS13, PS17,

PS18, PS19,

PS24, PS27,

PS28, PS29,

PS30, PS31,

PS32, PS34,

PS35, PS42,

PS44

CC-SE.1

Regulates own

emotions and

behaviors

CC-SE.1.a

Manages

feelings

b. Follows limits

and expectations

PS5, PS7,

PS13, PS17,

PS18, PS19,

PS24, PS27,

PS28, PS29,

PS30, PS31,

PS32, PS34,

PS35, PS42,

PS44

SE.PK.8. Show

empathy and

caring for others.

SE.PK.11.

Demonstrate

ability to modify

behavior in

different

situations using

multiple problem

solving strategies

(e.g., trade, take

turns, share,

wait) with or

without adult

guidance and

support.

RF.PK.1a.

Handle books

respectfully and

appropriately,

right-side-up and

turning pages

one at a time,

front to back.

SE.37-48.4

Manage own

behavior with

increasing skill.

SE.37-48.8 Show

increasing

willingness to

work out

problems

D-SR.3

Control

his/her anger

D-B.6 Have

a temper

tantrum

D-B.9 Use

obscene

gestures or

offensive

language

D-B.12

Destroy or

damage

property

D-SR.16

Show

patience

D-SR.19

Share with

other

children

D-SR.20

Handle

frustration

well

D-B.21 Fight

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

with peers. with other

children

D-B.22

Become

upset or cry

easily

D-B.27 Hurt

others with

actions or

words

D-SR.29

Calm

himself/hers

elf down

D-B.35

Touch

children or

adults in a

way that you

thought was

inappropriate

Social &

Emotional

Develop-

ment

Emotional &

Behavioral

Health

A healthy range

of emotional

expression and

learning

positive

alternatives to

aggressive or

isolating

behaviors.

PS3, PS7,

PS8, PS11,

PS14, PS16,

PS17, PS18,

PS19, PS20,

PS21, PS24,

PS25, PS28,

PS29, PS30,

PS31, PS34,

PS35, PS37,

PS39, PS42,

PS44

CC-SE.2

Establishes and

sustains positive

relationships

c. Interacts with

peers

CC-SE.3

Participates

cooperatively

and

constructively in

group situations.

PS3, PS7,

PS8, PS11,

PS14, PS16,

PS17, PS18,

PS19, PS20,

PS21, PS24,

PS25, PS28,

PS29, PS30,

PS31, PS34,

PS35, PS37,

PS39, PS42,

PS44

SE.PK.9.

Express feelings,

needs, opinions,

and desires in a

way which is

appropriate to

the situation

SE.37-48.2

Verbalize

feelings, needs

and wants.

D-B.4 Seem

sad or

unemotional

at a happy

occasion?

D-A.11

Seem happy

or excited to

see his/her

parent or

guardian

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

CC-SE.3.b

Solves social

problems

D-A.14

Show

affection for

familiar

adults

Approaches

to Learning

Initiative and

Curiosity

An interest in

varied topics an

activities,

desire to learn,

creativeness,

and

independence

in learning.

FM8, FM10,

FM12, FM14,

FM16, FM21,

FM27, FM28,

LN16, PS2,

PS7, PS25,

PS37

CC-S.28 Uses

tools and other

technology to

perform tasks

CC-C.11

Demonstrates

positive

approaches to

learning

CC-C11.d

Shows curiosity

and motivation

e. Shows

flexibility and

inventiveness in

thinking

FM4, FM7,

FM10, FM12,

FM15, FM17,

FM18, FM19,

FM21, FM34,

FM40, CG32,

CG61, CG65,

CG68, CG78,

CG85, LN28,

LN30, LN46,

LN52, LN53,

LN67, PS2,

PS7, PS25,

PS37

Al.PK.1:

Independently

interact with a

variety of

materials through

multiple play

activities.

AL.PK.2: Self-

select play

activities to

support own

curiosity and to

engage in

pretend and

imaginative play

(e.g., testing

theories, acting

out imagination).

AL.PK.3:

Demonstrate an

awareness of

connection

between prior

and new

knowledge.

AL.PK.4.

Choose

materials/props

and use novel

ways to represent

ideas, characters,

SR-A 3

Children will

show initiative

and curiosity

through an

interest in

varied topics

and activities,

an eagerness to

learn,

creativity and

independence

in their

interactions

and use of

materials.

D-B.8 Seem

uninterested

in other

children or

adults

D-I.13 Try

or ask to try

new things

or activities

D-I.23 Show

an interest in

learning new

things

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

and objects in a

move toward

symbolic play.

AL.PK.5. Seek

additional clarity

to further own

knowledge (e.g.,

asks what, how,

why, when,

where, and/or

what if).

AL.PK.6.

Demonstrate a

willingness to

engage in new

experiences and

activities.

AL.PK.7.

Identify a

problem and

attempt multiple

ways to solve it,

with or without

assistance.

AL.37-48.1

Demonstrate

increasing

interest in

interactions

within his

environment.

AL.37-48.6 Use

materials in

complex ways,

may use in ways

other than

originally

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

intended.

CA.37-48.3

Focus on and

shows

fascination for

fun things.

Approaches

to Learning

Persistence &

Attentiveness

The ability to

begin and finish

activities with

persistence and

attention.

FM2, FM4,

FM9, FM10,

FM11, FM13,

FM14, FM6,

FM17, FM18,

FM19, FM20,

FM21, FM23,

FM26, FM27,

FM28, LN18,

LN19, LN22,

PS7, CM1,

CM2, CM4,

CM11, CM14,

CM18, CM20,

CM21, CM22

CC-C.11

Demonstrates

positive

approaches to

learning

CC-C.11.a

Attends and

engages

b. Persists

FM3, MF7,

FM11, FM12,

FM15, FM17,

FM21, FM22,

FM26, FM28,

FM29, FM36,

FM37, FM40,

CG1, CG2,

CG4, CG5,

CG17, CG25,

CG37, CG38,

CG60, LN3,

LN22, LN23,

LN41, LN46,

LN54, LN55

AL.PK.8.

Demonstrate a

willingness to

collaborate with

others to solve a

problem.

AL.PK.9.

Maintain focus

appropriate to

completing task

and/or learning

activity.

AL.PK.10. Seek

assistance and/or

information

when needed to

complete a task.

AL.37-48.2

Demonstrate

ability to act out

more complex

pretend play

scenarios.

AL.37-48.3

Demonstrate

awareness of

connection

between prior

and new

knowledge.

AL.37-48.4

D-I.7 Keep

trying when

unsuccessful

(show

persistence)

D-I.10 Try

different

ways to

solve a

problem

D-B.18 Have

a short

attention

span

D-B.30 Get

easily

distracted

D-I.33

Choose to do

a task that

was hard for

him/her

D-I.38

Remember

important

information

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

Attempt more

challenging

things.

AL.37-48.9 Stay

interested in an

activity for

longer periods of

time.

AL.37-48.10

Work at a task or

activity for

longer periods of

time.

Approaches

to Learning

Cooperation

An interest and

engagement in

group

experiences.

PS3, PS10,

PS11, PS17,

PS19, PS21,

PS24, PS25,

PS27, PS28,

PS30, PS34,

PS35, PS36,

PS37, PS39,

PS42, PS43,

PS44

CC-SE.2

Establishes and

sustains positive

relationships

CC-SE.2c

Interacts with

peers

CC-SE.3

Participates

cooperatively

and

constructively in

group situations

CC-SE.3.a

Balances needs

and rights of self

and others

LN46, LN53,

PS3, PS10,

PS11, PS17,

PS19, PS21,

PS24, PS25,

PS27, PS28,

PS30, PS34,

PS35, PS36,

PS37, PS39,

PS42, PS43,

PS44

S-E11:

Participates in

the group life of

the class.

SE.37-48.6

Engage in

cooperative play

with other

children.

SE.37-48.7

Begin to develop

more complex

pretend play

themes

D-I.15 Start

or organize

play with

other

children

D-SR.28

Cooperate

with others

KRSC 17

Physical

Develop-

ment &

Health

Physical

Health Status

The

maintenance of

healthy and age

appropriate

physical well-

SH13, SH16,

SH19, SH28,

SH36, SH37,

SH38, SH43,

SH46

CC-SS.29

Demonstrates

knowledge

about self

LN15, LN39,

SH13

, SH16, SH19,

SH28, SH36,

SH37, SH38,

SH43, SH46

PD.PK.7:

Demonstrate

personal care and

hygiene skills.

SR-P 8

Children will

identify and

practice basic

safety habits

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

being.

Physical

Develop-

ment &

Health

Health

Knowledge &

Practice

The

understanding

of healthy and

safe habits and

practicing

healthy habits.

LN22, LC5,

LC7, SH1,

SH2, SH3,

SH4, SH5,

SH6, SH7,

SH8, SH9,

SH10, SH11,

SH12, SH13,

SH14, SH15,

SH16, SH17,

SH18, SH19,

SH20, SH21,

SH22, SH23,

SH24, SH25,

SH26, SH27,

SH28, SH29,

SH30, SH31,

SH32, SH33,

SH34, SH35,

SH36, SH37,

SH38, SH39,

SH40, SH41,

SH42, SH43,

SH44, SH45,

SH46, SH47,

SH48, SH49,

SH50, PS5,

PS27, PS32

CC-SE.1

Regulates own

emotions and

behaviors

CC-SE.1.c

Takes care of

own needs

appropriately

CC-SS.29

Demonstrates

knowledge

about self

LN3, LN15,

LN23, LN39,

LN54, SH1,

SH2, SH3,

SH4, SH5,

SH6, SH7,

SH8, SH9,

SH10, SH11,

SH12, SH13,

SH14, SH15,

SH16, SH17,

SH18, SH19,

SH20, SH21,

SH22, SH23,

SH24, SH25,

SH26, SH27,

SH28, SH29,

SH30, SH31,

SH32, SH33,

SH34, SH35,

SH36, SH37,

SH38, SH39,

SH40, SH41,

SH42, SH43,

SH44, SH45,

SH46, SH48,

SH49, SH50,

PS5, PS27,

PS32

PD.PK.8:

Demonstrate

awareness and

understanding of

healthy habits

(e.g., sufficient

rest, nutritious

foods, exercise).

PD.PK.9:

Demonstrate

awareness and

understanding of

safety rules.

PD.37-48.3

Begin to perform

self-help skills

and follows basic

health and

safety rules.

SR-P 8

Children will

identify and

practice basic

safety habits

KRSC 18

Physical

Developme

nt & Health

Gross Motor

Skills

The control of

large muscles

for movement,

navigation, and

balance.

GB1, GB2,

GB3, GB4,

GB5, GB6,

GB7, GB8,

GB9, GB10,

GB11, GB12,

GB13, GB14,

CC-P.4

Demonstrates

traveling skills

CC-P.5

Demonstrates

balancing skills

CC-P.6

GM1, GM2,

GM3, GM4,

GM5, GM6,

GM7, GM8,

GM9, GM10,

GM11,

GM12,

PD.PK.3:

Develop body

strength, balance,

flexibility, and

stamina to move

self through

space in a variety

SR-P 6

Children will

demonstrate

control of large

muscles for

movement,

navigation, and

KRSC 19

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

GB15, GB16,

GB17, GB18,

GB19, GB20,

GB21, GB22,

GB23, GB24,

GB25, GB26,

GB27, GB28,

GB29, GB30,

GB31, GB32,

GB33, GB34

GO1, GO2,

GO3, GO4,

GO5, GO6,

GO7, GO8,

GO9, GO10,

GO11, GO12,

GO13, GO14,

GO15, GO16,

GO17, GO18,

GO19, GO20,

GO21, GO22,

GO23,

Demonstrates

gross-motor

manipulative

skills

GM13,

GM14,

GM15,

GM16,

GM17,

GM18,

GM19,

GM20,

GM21,

GM22,

GM23,

GM24,

GM25,

GM26,

GM27,

GM28,

GM29,

GM30,

GM31,

GM32,

GM33,

GM34,

GM35,

GM36,

GM37,

GM38,

GM39,

GM40,

GM41,

GM42,

GM43,

GM44,

GM45,

GM46,

GM47,

GM48,

GM49,

of ways (e.g.,

running,

jumping,

skipping).

PD.PK.4:

Explore a variety

of equipment and

activities which

enhance gross

motor

development and

coordinate

movements with

upper and/or

lower body (e.g.,

balls, slides,

locomotive toys,

and assistive

technology.)

PD.37-48.1

Move with

enough control

to perform more

complex tasks.

balance

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

GM50,

GM51,

GM52,

GM53,

GM54, CG2,

CG4

Physical

Develop-

ment &

Health

Fine Motor

Skills

The control of

small muscles

for such

purposes as

using utensils,

self-care,

building, and

exploring.

FM1, FM2,

FM3, FM4,

FM5, FM6,

FM7, FM8,

FM9, FM10,

FM11, FM12,

FM13, FM14,

FM15, FM16,

FM17, FM18,

FM19, FM20,

FM21, FM22,

FM23, FM24,

FM25, FM26,

FM27, FM28

FW1, FW2,

FW3, FW4,

FW5, FW6,

FW7, FW8,

FW9, FW10,

FW11, FW12,

FW13, FW14,

FW15, FW16,

FW17, FW18,

FW19, FW20,

FW21, FW22,

FW23, FW24,

FW25, FW26,

FW27, FW28,

FW29, FW30,

FW31, CC1,

CC 2, CC5,

CC-P.7

Demonstrates

fine-motor

strength and

coordination

CC-P.7.a Uses

fingers and

hands

FM1, FM2,

FM3, FM4,

FM5, FM6,

FM7, FM8,

FM9, FM10,

FM11, FM12,

FM13, FM14,

FM15, FM16,

FM17, FM18,

FM19, FM20,

FM21, FM22,

FM23, FM24,

FM25, FM26,

FM27, FM28,

FM29, FM30,

FM31, FM32,

FM33, FM34,

FM35, FM36,

FM37, FM38,

FM39, FM40,

PW1, PW2,

PW3, PW4,

PW5, PW6,

PW7, PW8,

PW9, PW10,

PW11, PW12,

PW13, PW14,

PW15, PW16,

PW17, PW18,

PW19, PW20,

PW21, PW22,

PD.PK.5:

Experiment with

handheld tools to

develop strength,

control, and

dexterity of

small muscles

(e.g.,

paintbrushes,

crayons,

markers, and a

variety of

technological

tools).

PD.PK.6:

Explore and

engage in

activities which

enhance hand-

eye coordination

(e.g., building

with blocks,

creating with

clay, putting

puzzles together,

and using other

manipulative).

PD.37-48.2 Use

hands with

increasing

control and

SR-P 7

Children will

demonstrate

control of

small muscle

for such

purposes as

using utensils,

self-care,

building,

writing and

manipulation.

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

CM1, CM2,

CM4, CM11,

CM14, CM18,

CM20, CM22,

SH7, SH11,

SH20, SH22,

SH27, SH29,

SH33, SH40,

SH42, SH45,

SH49, SH50

PW23, PW24,

PW25, PW26,

PW27, PW28,

PW29, PW30,

PW31, PW32,

PW33, PW34,

PW35, PW36,

PW37, PW38,

CG3, CG5,

CG25, CG37,

CG38, SH7,

SH11, SH20 ,

SH22, SH27,

SH29, SH33,

SH40, SH42,

SH45, SH49,

SH50

precision for a

variety

of purposes.

Logic &

Reasoning

Reasoning &

Problem

Solving

The ability to

recognize,

understand and

analyze a

problem and

draw on

knowledge or

experience to

seek solutions

to a problem.

PS29, PS40,

CM3, CM5,

CM6, CM7,

CM8, CM9,

CM10, CM11,

CM12, CM13,

CM14, CM15,

CM16, CM17,

CM19, CM21,

CM23, CC3,

CC4, CC5,

CC6, CC7,

CC10, CC11,

CC19, CC26,

CC27, CC28,

CC29, LN4,

LN6, LN7,

LN8, LN9,

LN10, LN11,

LN12, LN15,

CC-C.11

Demonstrates

positive

approaches to

learning

CC-C.11.c

Solves problems

CC-C.12

Remembers and

connects

experiences

CC-C.12.a

Recognizes and

recalls

b Makes

connections

CG1, CG2,

CG4, CG6,

CG9, CG10,

CG11, CG12,

CG14, CG15,

CG20, CG21,

CG23, CG24,

CG27, CG28,

CG29, CG30,

CG31, CG32,

CG33, CG35,

CG43, CG47,

CG49, CG51,

CG52, CG54,

CG57, CG58,

CG59, CG60,

CG61, CG63,

CG64, CG65,

CG68, CG76,

CG78, CG80,

L.PK.1d. With

guidance and

support, use

question words

(e.g., who, what,

where, when,

why, how) to

gather

information.

AL.37-48.5

Continue to ask

questions for

information or

clarification.

“Who’s that?”

AL.37-48.7

Identify a

problem and

sometimes solve

it with the help

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

LN17, LN18,

LN19, LN20,

LN21, LN22,

LN24, LC8,

LC9, LC10,

LC11, LC12,

LC13, LC18

CG85, CG86,

LN8, LN9,

LN10, LN13,

LN14, LN15,

LN17, LN18,

LN19, LN24,

LN27, LN28,

LN32, LN37,

LN38, LN39,

LN41, LN48,

LN52, LN61,

LN64, LN66,

PS29, PS40

of

others.

MA.37-48.6

Show interest in

creating simple

graphs.

S.37-48.3 Build

understanding of

reasoning skill

and imagination

when

planning ways to

make things

happen.

S.37-48.11

Observe, predict,

and solve

problems based

on prior

knowledge

and experiences

and describe how

objects move.

Logic &

Reasoning

Symbolic

Representatio

n

The use of

symbols or

objects to

represent

something else.

FM2, FM4,

FM8, FM9,

FM11, FM12,

FM17, FM18,

FM19, FM20,

FM23, FM26,

FW4, FW5,

FW6, FW8,

FW9, FW10,

FW11, FW12,

FW13, FW14,

FW15, FW16,

FW17, FW18,

FW19, FW20,

CC-C.14 Uses

symbols and

images to

represent

something not

present

CC-C.14.a

Thinks

symbolically

b. Engages in

socio-dramatic

play

FM10, FM15,

FM17, FM18,

FM19, FM26,

FM34, FM37,

FM40, PW3,

PW4, PW5,

PW8, PW9,

PW10, PW11,

PW14, PW15,

PW19, PW20,

PW21, PW22,

PW23, PW24,

PW25, PW26,

PW27, PW28,

SL.PK.5. Create

representations

and extensions of

experiences or

stories (e.g.,

drawings,

dramatic play,

construction with

blocks, clay or

other materials)

and discuss them

with others.

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

FW21, FW22,

FW23, FW25,

FW26, FW27,

FW28, PS29,

PS40

PW29, PW31,

PW32, PW32,

PW34, PW35,

PW36, PW37,

PW38, PS2,

PS25, PS43

Social

Studies

Knowledge

& Skills

Self, Family &

Community

The

understanding

of one’s

relationship to

the family and

community,

roles in the

family and

community,

and respect for

diversity.

PS2, PS6,

PS9, PS11,

PS12, PS13,

PS15, PS18,

PS19, PS22,

PS24, PS26,

PS27, PS28,

PS32, PS38,

PS39, PS41,

PS44, PS45,

FW13, FW15,

FW21, FW23,

FW25, FW26

CC-SS.29

Demonstrates

knowledge

about self

CC-SS.30

Shows basic

understanding of

people and how

they live

PW20, PW27,

PW32, PW33,

PW36, CG85,

LN44, PS2,

PS6, PS9,

PS11, PS12,

PS13, PS15,

PS18, PS19,

PS22, PS24,

PS26, PS27,

PS28, PS32,

PS38, PS39,

PS41, PS44,

PS45

SE.PK.2.

Develop a basic

awareness of self

as an individual,

self within the

context of family

and self within

the context of

community.

SS.PK.3:

Demonstrate an

interest in current

events which

relate to family,

culture, and

community.

SS.PK.5:

Participate in the

community or

group life of the

class (e.g.,

making and

following rules,

doing classroom

jobs, expressing

concern for

others,

participating in

decision making

processes).

.

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

SS.37-48.1

Begins to

understand

concept of

individual,

culture and

community.

Social

Studies

Knowledge

& Skills

People & The

Environment

The

understanding

of the

relationship

between people

and the

environment in

which they

live.

LN23, LN24,

LN28, LN29,

LC16

CC-SS.32

Demonstrates

simple

geographic

knowledge

CG29, CG49,

CG65, CG76

SS.PK.1:

Develop and

understanding of

how people and

things change

over time.

SS.PK.4:

Recognize that

all children and

adults have roles,

rights, and

responsibilities at

home, school, in

the classroom

and in the

community.

SS.PK.8:

Develop

awareness about

a wide variety of

careers and work

environments.

AL.37-48.8

Continue to make

things happen

within his

environment.

S.37-48.6

Understand

sequencing and

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

time in relation

to daily routines.

S.37-48.10

Develop an

awareness that

objects can

change in their

environment.

SS.37-48.2

Demonstrate

increasing

interest in

unfamiliar

people.

Social

Studies

Knowledge

& Skills

History &

Events

The

understanding

that events

happened in the

past and how

these events

relate to one’s

self, family,

and

community.

CC30, LN14,

LN15, LN16,

LN17, LN20

CC-SS.31

Explores change

related to

familiar people

or places

CG57, CG68,

CG76, CG82,

CG84, LN41,

LN61

SS.PK.2.

Demonstrate

awareness of

different cultures

through

exploration of

customs and

traditions, past

and present.

SS.PK.3:

Demonstrate an

interest in

currents events

which relate to

family, culture,

and community.

SS.37-48.1

Identify common

events and

routines.

English

Language

Developmen

Receptive

English

Language

DLLR1,

DLLR2,

DLLR3,

CC-ELL.37

Demonstrates

progress in

DLLR1,

DLLR2,

DLLR3,

SL.PK.6a

English Learner

students use

SR-ELL 9 Dual

language

learners will

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

t

Skills

The ability to

comprehend or

understand the

English

language.

DLLR4,

DLLR5,

DLLR6,

DLLR7,

DLLR8,

DLLR9,

DLLR10,

DLLR11,

DLLR12,

DLLR13,

DLLR14,

DLLR15

listening to and

understanding

English

DLLR4,

DLLR5,

DLLR6,

DLLR7,

DLLR8,

DLLR9,

DLLR10,

DLLR11,

DLLR12,

DLLR13,

DLLR14,

DLLR15,

DLLR16,

DLLR17

home language

as well as

English language

through

prompting and

support.

demonstrate

continued

competency in

their home

language while

increasing their

ability to

understand and

speak English

English

Language

Developmen

t

Expressive

English

Language

Skills

The ability to

speak or use

English

DLLE1,

DLLE2,

DLLE3,

DLLE4,

DLLE5,

DLLE6,

DLLE7,

DLLE8,

DLLE9,

DLLE10,

DLLE11,

DLLE12,

DLLE13,

DLLE14

CC-ELL.38

Demonstrates

progress in

speaking

English

DLLE1,

DLLE2,

DLLE3,

DLLE4,

DLLE5,

DLLE6,

DLLE7,

DLLE8,

DLLE9,

DLLE10,

DLLE11,

DLLE12,

DLLE13,

DLLE14,

DLLE15,

DLLE16,

DLLE17,

DLLE18,

DLLE19

SR-ELL 9 Dual

language

learners will

demonstrate

continued

competency in

their home

language while

increasing their

ability to

understand and

speak English

English

Language

Developmen

t

Engagements

in English

Literacy

Activities

DLLR2,

DLLR4,

DLLR13,

DLLR14,

CC-LI.18

Comprehends

and responds to

DLL1, DLL2,

DLL3, DLL4,

DLL5, DLL6,

DLL7

SR-ELL 9 Dual

language

learners will

demonstrate

Correlation: Early Childhood Curricula and Assessments Outcome

Domains

Head Start

Outcomes

Framework

Learning

Accomplish

ment Profile-

Diagnostic

Creative

Curriculum

Learning

Accomplishm

ent Profile-3

TN-ELDS School

Readiness

DECA Kindergarten

Readiness

Skills

Checklist

Understanding

and responding

to books,

storytelling,

and songs

presented in

English.

DLLE2,

DLLE3,

DLLE6,

DLLE7,

DLLE9,

DLLE10,

DLLE11,

DLLE12,

DLLE13,

DLLE14,

LN21, LC18

books and other

texts

CC-LI.18.a

Interacts during

read-alouds and

book

conversations

continued

competency in

their home

language while

increasing their

ability to

understand and

speak English

Table Key

The Head Start Child Outcomes Framework is intended to guide Head Start programs in

their ongoing assessment of the progress and accomplishment of children and in their

efforts to analyze and use data on child outcomes in program assessment and continuous

improvement. The Framework is organized into 11 Domains, 37 Domain Elements and

over 100 examples.

Head Start Outcome Domains

Language Development

Literacy Knowledge & Skills

Mathematics Knowledge & Skills

Science Knowledge & Skills

Creative Arts Expression

Social & Emotional Development

Approaches to Learning

Physical Development & Health

Logic & Reasoning

Social Studies Knowledge & Skills

English Language Development

Head Start Outcomes Framework

The Learning Accomplishment Profile-Diagnostic Edition assesses 8 sub-areas.

FM fine motor manipulation

FW fine motor writing

CM cognitive matching

CC cognitive counting

LN language naming

LC language comprehension

GB gross motor body movement

GO gross motor object movement

Creative Curriculum

CC-SE Social emotional development

CC-P Physical development

CC-L Language development

CC-C Cognitive development

CC-LI Literacy

CC-M Mathematics

CC-S Science and technology

CC-SS Social studies

CC-CA The Arts

CC-ELL English language acquisition

The Learning Accomplishment Profile-3 assesses 7 sub-areas.

FM fine motor

GM gross motor

CG cognitive

PW pre-writing

LN language

SH self-help

PS personal/social

TN ELDS

AL approaches to learning

SE social emotional development

LE language and early literacy

MA math

S science

SS social studies

CA creative arts

PD physical development

School Readiness

SR-SE Social and emotional development

SR-L Language and literacy goals

SR-A Approaches to learning goals

SR-C Cognitive and general knowledge goals

SR-P Physical development and health goals

SR-ELL English language development

DECA

D-I Initiative

D-SR Self-Regulation

D-A Attachment/Relationships

D-B Behavior

Kindergarten Readiness Skills Checklist

KRSC-L Language

KRSC-LI Literacy

KRSC-M Mathematics

KRSC-CA Creative Arts

KRSC-SE Social emotional

KRSC-A Approaches to learning

KRSC-P Physical health & development

The purpose of this table is to provide an integrated approach to planning for education

staff. By reviewing different criteria, individuals can meet national, state, and local

requirements.

UCHRA

VAN BUREN COUNTY

HEAD START

OUTCOMES

2015-2016

Program

Data

Introduction

Van Buren County Head Start is operated by grantee UCHRA, which is located in Van

Buren County, Tennessee. The program consists of two center-based classrooms of three

to five year old children. The program is funded for 37 slots, all center-based.

Our early childhood philosophy is based on principles of theory and research in early

childhood development. The primary information source is the Lap-D and Lap-3

assessment tools. Creative Curriculum Philosophy is used for the basis of our lesson

plans and individualization; a thematic focus drives our teaching scheme and is

developed on the basis of the community and children’s interest. The curriculum

includes social, emotional, cognitive, motor, communication and self-help skills. We use

DECA (Devereux Early Childhood Assessment) for assessing needs in the social

emotional area, which includes initiative, self-regulation, attachment/relationships and

behavior. The learning environment provides opportunities for choice, problem solving,

self-control, responsibility, as well as literacy enhancement. Van Buren County Head

Start believes in inclusionary practices. Individual children’s strengths and experiences

are maximized to provide the best learning opportunities for all children.

The Lap-D screening tool is used to screen all children and provide information for

individualization purposes. The Lap-D screening consists of Motor, Cognitive and

Language areas. Parents provide information through developmental and DECA

observation. The DECA is an individual profile to identify strengths and comparative

weaknesses of a child’s protective factors. The DECA guides and supports primary

prevention efforts, to foster healthy social and emotional growth. Teachers collect

children’s information in a timely manner and incorporate each child’s individualized

data into lesson plans. Each child’s needs are met in a systematic manner. Screening

information from the Lap-D screening is used to determine the administration of Lap-D

or Lap-3 assessment tool, through a score of pass or refer.

Van Buren County Head Start uses the Lap-D assessment instrument. As a standardized

assessment device, the Lap-D measures children’s developmental performance across

four domains each containing two subscales and provides information concerning each

child’s developmental progress as compared to the normative sample. During the

previous year’s analysis it was determined that Lap-D needed to address the areas of

Self-Help and Personal Social Skills. Therefore, in collaboration with Red-e-learner, our

contracted web based data collection service, we as a collaborative group devised and

implemented a system to collect and document the missing Lap-D unaddressed domains.

Lap-3 is used for typically developing children and includes eleven domains including

Self-Help. Information on children’s progress is defined by Domains, Domain Elements

and Indicators which are obtained from multiple sources, such as teacher observations,

analysis of samples of children’s work and performance, parent reports and direct

assessment of children. A computerized and in-house tracking method has been

developed to document each child’s progress in all areas and the Head Start Outcomes

Framework is aligned through shared objectives/ milestones/ indicators. The program

data includes and demonstrates assessment breakout.

Collected Data

The following charts were supplied by Lap-3. Data was collected from each of the two

classrooms and reports generated after each assessment period to date reflecting

beginning, mid and end of year data. Site information is the same as program

information because Van Buren County Head Start only has one site. The reports reflect

the progress results in Physical Development and Health, Social and Emotional

Development, Approaches to Learning, Logic and Reasoning, Language Development,

Literacy Knowledge & Skills, Mathematics Knowledge & Skills, Science Knowledge &

Skills, Creative Arts Expressions, Social Studies Knowledge & Skills and English

Language Development. Collective classroom data encompasses progression related to

entire multi-aged classrooms.

CLASSROOM

DATA

Combination 3 & 4 Year Old

4 Year Old Transitioning to Kindergarten

Combination 3 & 4 Year Old

4 Year Old Transitioning to Kindergarten

Combination 3 & 4 Year Old

4 Year Old Transitioning to Kindergarten

Combination 3 & 4 Year Old

4 Year Old Transitioning to Kindergarten

Combination 3 & 4 Year Old

4 Year Old Transitioning to Kindergarten

Combination 3 & 4 Year Old

4 Year Old Transitioning to Kindergarten

Combination 3 & 4 Year Old

4 Year Old Transitioning to Kindergarten

Combination 3 & 4 Year Old

4 Year Old Transitioning to Kindergarten

Combination 3 & 4 Year Old

4 Year Old Transitioning to Kindergarten

Combination 3 & 4 Year Old

4 Year Old Transitioning to Kindergarten

Combination 3 & 4 Year Old

4 Year Old Transitioning to Kindergarten

Analyzed Data

Results are program wide to ensure success for all children based on scores related to

combined classroom percentiles of multi-aged classrooms. Outcome percentiles vary

between classrooms. The children’s results are reported in percentiles. The percentiles are

averaged to represent gains of Lap3 assessment data. The first set of data represents

program wide statistical information (3 & 4 year olds). The second set of data includes

only children entering Kindergarten which are returning children from last assessment

year. Also, increased end of the year percentages will be reflected when actual end of the

year data is analyzed in May versus this data that was collected in March. The top three

areas that demonstrated the most programmatic gains for the combined 3 and 4 year old

group are Creative Arts Expression, Science Knowledge & Skills, English Language

Development. The 4 year old group areas showing the most gains are English Language

Development, Science Knowledge & Skills, and Creative Arts Expressions.

Lap-3 Data Combination 3 and 4 Year Olds

1. Domain: Creative Arts Expressions

Domain Elements: Music

Creative Movement & Dance

Art

Drama

Lap-3 Combination of 3 and 4 year olds

Beginning of Year Mid-Year End of Year Total

37.79% 49.03% 55.78% 17.99%

2. Domain: Science Knowledge & Skills

Domain Elements: Scientific Skills & Method

Conceptual Knowledge of the Natural & Physical

World

Lap-3 Combination of 3 and 4 year olds

Beginning of Year Mid-Year End of Year Total

36.44% 44.67% 53.70% 17.26%

3. Domain: English Language Development

Domain Elements: Receptive English Language Skills

Expressive English Language Skills

Engagement in English Literacy Activities

Lap-3 Combination of 3 and 4 year olds

Beginning of Year Mid-Year End of Year Total

51.16% 55.81% 67.44% 16.28%

Lap-3 Data 4 Year Old Transitioning to Kindergarten

1. Domain: English Language Development

Domain Elements: Receptive English Language Skills

Expressive English Language Skills

Engagement in English Literacy Activities

Lap-3 4 year olds entering Kindergarten

Beginning of Year Mid-Year End of Year Total

51.16% 55.81% 67.44% 16.28%

2. Domain: Science Knowledge & Skills

Domain Elements: Scientific Skills & Method

Conceptual Knowledge of the Natural & Physical

World

Lap-3 4 year olds entering Kindergarten

Beginning of Year Mid-Year End of Year Total

49.38% 58.02% 65.53% 16.15%

3. Domain: Creative Arts Expressions

Domain Elements: Music

Creative Movement & Dance

Art

Drama

Lap-3 4 year olds entering Kindergarten

Beginning of Year Mid-Year End of Year Total

52.98% 63.99% 68.96% 15.98%

The three lowest areas in the Lap-3 assessment data are mathematics knowledge and

skills, social studies knowledge and skills and literacy knowledge and skills. Although we

have attained improved percentages math still remains an area the education staff will

endeavor to continue to pursue increased outcomes. We will continue to enhance our

math skills by incorporating “High Five Mathematize” activities with a specific

concentration on the geometry and spatial sense area integrating activities into our lesson

plans. We will enhance Social Studies knowledge skills by incorporating books and

whiteboard activity resources which address topics such as (Who Are You?, Being A

Good Citizen, North, South, East and West, Maps and Long Ago and Today). Although

we have experienced improvements, illiteracy is still a concern. It is a top priority at our

facility. Our goal is to provide numerous literacy opportunities to the children and

families in our program resulting in exposure not only while they are present at school,

but extending into the homes of our families. We will enhance literacy in the classroom

by strengthening skills through resources from “Handwriting Without Tears” which

targets Early Writing and Alphabet Knowledge areas. Scholastic Home Activities are sent

home weekly and additional Literacy Power Packs have been added to provide families

further opportunities to increase a literacy rich home environment. We will continue to

strive toward improving outcomes in these areas and enlisting new strategies for further

enhancement.

Lap-3 Data Combination 3 and 4 Year Olds

1. Domain: Mathematics Knowledge & Skills

Domain Elements: Number Concepts & Quantities

Number Relationships & Operations

Geometry & Spatial Sense

Patterns

Measurement & Comparison

Lap-3 Combination of 3 and 4 year olds

Beginning of Year Mid-Year End of Year Total

32.90% 38.89% 43.92% 11.02%

Lap-3 4 year olds entering Kindergarten

Beginning of Year Mid-Year End of Year Total

40.83% 47.08% 52.18% 11.35%

2. Domain: Social Studies Knowledge & Skills

Domain Elements: Self, Family & Community

People and the Environment

History and Events

Lap-3 Combination of 3 and 4 year olds

Beginning of Year Mid-Year End of Year Total

34.70% 40.87% 44.52% 9.82%

Lap-3 4 year olds entering Kindergarten

Beginning of Year Mid-Year End of Year Total

53.92% 50.90% 52.81% 8.89%

3. Domain: Literacy Knowledge & Skills

Domain Elements: Book Appreciation and Knowledge

Phonological Awareness

Alphabet Knowledge

Print Concepts and Conventions

Early Writing

Lap-3 Combination of 3 and 4 year olds

Beginning of Year Mid-Year End of Year Total

33.89% 40.97% 46.37% 12.48%

Lap-3 4 year olds entering Kindergarten

Beginning of Year Mid-Year End of Year Total

43.94% 51.95% 55.14% 11.20%

During the analysis of program data of Van Buren Co. Head Start, the following

factors appeared to affect the percentiles of gain and the results of the outcomes

report:

1. Each domain has milestones that determine the percentage of progress that each

child makes. The percentages are calculated by averaging the number of

milestones accomplished by the number of milestones listed. Some milestones

listed include age ranges up to 72 months which is not developmentally

appropriate for the age group we service. For example, the Social Studies area is

comprised of 37 milestones which determine the average percentile. Of these 36

milestones, 19 are based upon tasks which are developed for a 60 to 72 month age

range which is developmentally above the age group we service.

2. In the Literacy area, of the 99 milestones, 32 are based upon tasks developed for

66-72 month age range.

3. In the Math area, of the 87 milestones, 31 are based upon tasks developed for 66-

72 month age range.

4. This program year the majority of the children in both classrooms chronological

age range are 36 to 48 months. This factor affects the overall percentile totals.

5. When reviewing only returning 4 year olds who will attend kindergarten next year

the percentiles reflect larger gains.

Systematic Use of Data

The Head Start Management System includes four content areas: Fiscal Integrity,

Governance, Management Systems, Comprehensive Services and School Readiness.

This section of the Outcome Framework Report is Van Buren County Head Start’s

attempt to connect positive outcomes for children with the four Head Start Systems.

Fiscal Integrity

All staff will continue to seek training as funds are available.

Van Buren County Head Start will purchase additional educational enhanced tools

to aid teachers in the classroom.

Van Buren County Head Start Educational staff will continue to seek higher

education in their area of service to strengthen their knowledge base.

Continue to utilize Red E Learner (Lap-3 & Lap-D), DECA and Galileo web

based program for tracking.

Governance

Both Policy Council and Board of Directors have received Head Start

Outcome/School Readiness Framework trainings.

Policy Council and Parent Committee received curriculum information prior to

curriculum development.

Web-based access of all policy and procedures, plans, reports and

outcomes/school readiness analysis is available for the 2015-2016 school year.

Management Systems

Outcome/School Readiness Report was incorporated for strategic planning

purposes.

Areas needing enhancement were noted and strategies were planned to address

improvements.

Program addressed findings in a Head Start Systematic manner.

The gathering data process was reviewed in the 2015-2016 school year to

maximize assessment consistency.

Data will be analyzed after each assessment period to monitor inconsistencies.

Lap-D and Lap-3 assessments will continue to be used.

E-DECA, a web-based computer application that administers the social/

emotional assessment online, will continue to be used and generated reports

utilized for planning purposes of activities in the classroom. The DECA-P2

completes all scoring, generates reports and stores the data in a secure database.

Staff was trained on the Outcome/School Readiness process and will continue to

train and build on existing knowledge.

Data exposed the need for additional trainings in social studies, literacy and math

areas. Training will be provided in these areas for the 2015-2016 school year.

Education staff will continue to mentor each other in their classroom techniques

to develop a concise and cohesive team approach.

Implement Practiced Based Coaching (PBC) strategies to enhance/support

effective teaching skills.

Implement additional training utilizing NCQTL Engaging Interactions and

Environments In-Service Suites.

All staff will receive Outcome/School Readiness Report information during pre-

service. Strategies will be developed to enhance services.

Van Buren County Head Start utilized the computer-based data reporting system

throughout the school year of 2015-2016.

Van Buren County Head Start utilized the tracking system (Galileo) for the 2015-

2016 school year. We are continuing to utilize this system and work on

establishing and creating program specific reports to define areas of need. .

Van Buren County Head Start Staff will continue to be trained in the CLASS

(Classroom Assessment and Scoring System) to assist classrooms in the 10 areas

defined (positive climate, negative climate, teacher sensitivity, regard for student

perspectives, behavior management, productivity, instructional learning formats,

concept development, quality of feedback and language modeling) and provide

increased outcomes and maintain two reliable CLASS assessors.

Comprehensive Services and School Readiness

Continue to recruit children with disabilities

Continue to utilize “report card” with a section dedicated to child attendance, to

help keep parents aware of day’s absent.

Continue to enroll the neediest children of the community first

Van Buren County Public Schools will be a partner in the Outcome/School

Readiness process through the transitioning program.

Lead Teacher will meet with local LEA’s and provide information to kindergarten

teachers of child’s developmental level, social/emotional skills and current health

status.

Staff will ensure through training opportunities and partnerships that parents have

sufficient exposure to concepts related to personal responsibility to direct and

participate in their child’s education.

Parents receive Outcome/School Readiness data information during “Phase-in”,

parent-teacher conferences, home visits and periodic progress reports.

The Outcome/School Readiness Framework data will be shared with the Multi-

Services Advisory Committee at its first fall meeting in 2016.

To ensure quality of services, classroom techniques will be monitored on an

ongoing basis. Outcome data will be used to enhance monitoring process.

Outcome data will be monitored for any inconsistencies within the assessment

process.

The ELLCO observation instrument as well as ECERS, NAEYC, Circle Steps,

file reviews and the school kindergarten readiness checklist will be used to

enhance classroom literacy techniques.

Utilize the revised Van Buren School Kindergarten Readiness Skills checklist for

program analysis.

Will continue to utilize an Aero Garden in each classroom and outside garden

area providing hands-on experiences for children to plant and cultivate seedpods

in an attempt to strengthen scientific knowledge.

Utilize the “Child Progress Reports” to document emerging and accomplished

educational goals monitored by the program.

Continue to utilize step-by-step process for Zoo-phonics program to enhance

alphabet knowledge.

Implement “My First Steps to Math and Reading” book series to enhance math

and literacy.

Implement hands on excavating and prospecting activities to enhance science

knowledge.

Implement the “Ready for Kindergarten” program for parents sponsored by the

Department of Education. Head Start in conjunction with the LEA will provide

training and tools for parents that will help create a smoother transition into

Kindergarten.

Implement strategies from the High Five Mathematize Resource Guide to be

incorporated on lesson plans.

Increase literacy skills in the home by partnering with families to read 20 minutes

daily, checkout & implement power packs and complete Scholastic Weekly Home

Activities.

Enhance Social Studies area by incorporating Newmark Books and Whiteboard

Social Studies Resource.

Van Buren County Head Start’s Plan of Action to

Address results of Outcomes Report

1. Report Card will be provided to parents three times a year. Information contained

on the report card report includes gains, outcome/school readiness objectives,

attendance and health and dental requirements.

2. Parent Educational/School Readiness Partnership Form will be utilized

throughout the school year to set the goals in order to ensure school readiness.

3. Kindergarten School Readiness Skills Checklist was designed in conjunction with

the kindergarten teachers in the local school system to document adherence to

school readiness goals.

4. Addition of Scholastic weekly reader home activity as part of School Readiness

goal preparation enlisting support from the home.

5. Continue to utilize strategies from Zoo-phonics for implementation. This

curriculum incorporates teaching letter sounds and letter recognition and builds on

phonemic awareness to enlist in future reading skills.

6. Continue to utilize the Aero Garden in each classroom to provide hands-on

experiences for children to plant and cultivate seed pods in an attempt to

strengthen scientific knowledge.

7. Continue to implement the use of white boards within the classroom to expose

children to science, math, social studies and literacy activities.

8. Continue to utilize parent engagement through progress report review and

increased awareness of parental involvement importance to secure increased

outcomes as partners in their child’s education.

9. Continue to support literacy by making available opportunities for staff, parents

and children through our many literacy activities to include:

Book Swap - on first home visit before children enter program they may swap one

of their old books for a new one.

First Book- Every Child receives a book with their name in it to keep here at

school for the year. The book goes home with child at the end of the year.

Top Ten Reader- every child and their family spend time reading at home and

send us their list of books they have read.

Family Reading Night- the child(ren) and parent/guardians attend family

engagement night at the center for refreshments and reading time together once a

month.

Power Packs- revised thematic activity bags, including activities aligned with the

TN-ELDS which the family may check out to provide quality educational

experiences at home.

Lending Library- Onsite library provides families access all year to check out

books and videos.

Dolly Parton- register children and siblings (up to age five) for the Dolly Parton’s

Imagination Library Station.

Library Card- registers each child/family for the Spencer Public Library during

phase-in/orientation with a public library card.

Reading Week- in March we schedule a reading week, the children wear different

thematic ideas to reflect support of reading.

Newsletter monthly- Once a month a newsletter with information on different

aspects of our program is available for viewing to families and community.

Scholastic book orders- affordable book orders for children and families.

Journal Writing- Children utilize journals at a minimum of twice monthly to

express creativity and writing samples.

Leap Pad – Incorporate leap pads in the classroom for children’s use to enhance

technology knowledge, literacy and developmental skills.

Ready for Kindergarten Program Implement in conjunction with LEA to enhance

school readiness and a smooth transition into kindergarten (incorporating 3 year

olds also).

UCHRA Van Buren County Head Start

School Readiness Goals

Head Start’s Approach to School Readiness means that children are ready for school, families are ready to support their children’s learning, and schools are ready for children.

Head Start encompasses a strong, clear and comprehensive focus on all aspects of healthy development, including physical, cognitive, social and emotional development all of which are essential to children getting ready for school. Head Start has established school readiness goals which include the expectations of children’s status and progress across domains of

language and literacy development, cognition and general knowledge, approaches to learning, physical health and well being and motor development, and social and emotional

development that will improve readiness for kindergarten ensuring children possess the skills, knowledge and attitudes necessary for success in school and for later learning and life.

For parents and families, school readiness means they are engaged in the long term, lifelong success of their child. Head Start recognizes parents are their children primary teacher and

advocate. The program consults with parents to establish school readiness goals and work together to promote school readiness and to engage school systems and families as their children make the transition to kindergarten.

The approach encompasses three major frameworks that promote an understanding of school readiness for parents and families and their children. These three frameworks provide the foundation for implementing systemic and interrogated comprehensive child development services and family engagement efforts. These frameworks entail “Parent, Family and

Community Engagement Framework”, “Management Systems”, and “Education Domains”.

The final report can be linked on our web site vanburenheadstart.com located under the tab program governance and report School Readiness.

Social and Emotional

Development

1

1. Children will demonstrate positive social-emotional skills, including increasingly confident and cooperative interactions with peers and

adults. This includes but is not limited to • Communicates with familiar adults and accepts or requests guidance. • Cooperates with others. •

Develops friendships with peers. • Establishes secure relationships with adults. • Uses socially appropriate behavior with peers and adults, such

as helping, sharing, and taking turns. • Resolves conflict with peers alone and/or with adult intervention as appropriate. • Recognizes and labels others’ emotions. • Expresses empathy and sympathy to peers. • Recognizes how actions affect others and accepts consequences of one’s

actions.

Language and

Literacy Goals

2

2. Children will use and understand print as a meaningful and organized symbolic system of communication. This includes but is not

limited to •Demonstrates letter knowledge by identifying letters and associating sounds •Identifies book knowledge (e.g., holding book upright,

turning pages right to left) •Recognizes that spoken word can be written and read •Realize that print conveys information to the reader •Recognizes environmental print •Identifies letters in her/his name • Displays a familiarity with writing implements, conventions, and emerging

skills to communicate through written representations, symbols, and letters.• Copies name from a sample or without assistance •Uses scribbles

or letter-like shapes to communicate.

Approaches to

Learning Goals

3

3. Children will show initiative and curiosity through an interest in varied topics and activities, an eagerness to learn, creativity and

independence in their interactions and use of materials. This includes but is not limited to • Demonstrates flexibility, imagination, and inventiveness in approaching tasks and activities. • Demonstrates eagerness to learn about and discuss a range of topics, ideas, and tasks. • Asks

questions and seeks new information. •Combines materials, objects, equipment in new ways to produce multiple uses. •Seeks a wide range of

activities, information, or materials that foster learning and skills.

Cognitive and General

Knowledge Goals

4-5

4. Children will use math everyday to count, compare, relate, measure, identify patterns, and solve problems. This includes but is not

limited to •Counting to find how many are in a group up to 10. • Rote count to 20. • Write numeral to indicate between 1-20 objects. •Use non-

standard unit to measure. •Sort objects by diverse attributes. •Identify and extend patterns. • Describes the comparison with terms, such as

more, less, greater than, fewer, or equal to. • Identifies the new number created when numbers are combined or separated.

5. Children will display knowledge of shapes and their properties. This includes but is not limited to • Recognizes and names common shapes, their parts, and attributes. • Combines and separates shapes to make other shapes. • Compares objects in size and shape. • Understands

directionality, order, and position of objects, such as up, down, in front, behind.

Physical Development

and Health Goals

6-8

6. Children will demonstrate control of large muscles for movement, navigation, and balance. This includes but is not limited to • Develops

motor control and balance for a range of physical activities, such as walking, propelling a wheelchair or mobility device, skipping, running,

climbing, and hopping. • Develops motor coordination and skill in using objects for a range of physical activities, such as pulling, throwing, catching, kicking, bouncing or hitting balls, and riding a tricycle. • Understands movement concepts, such as control of the body, how the body

moves (such as an awareness of space and directionality), and that the body can move independently or in coordination with other objects.

7. Children will demonstrate control of small muscle for such purposes as using utensils, self-care, building, writing, and manipulation. This includes but is not limited to • Develops hand strength and dexterity. • Develops eye-hand coordination to use everyday tools, such as

pitchers for pouring or utensils for eating. • Manipulates a range of objects, such as blocks or books. • Manipulates writing, drawing, and art tools. •Uses scissors to cut out a simple pre-formed shape. •Uses computer keyboard/mouse without assistance.

8. Children will identify and practice basic safety habits. This includes but is not limited to • Completes personal care tasks, such as dressing, brushing teeth, toileting, and washing hands independently from adults. • Communicates an understanding of the importance of health and

safety routines and rules. • Follows basic health and safety rules and responds appropriately to harmful or unsafe situations. •Follows fire

safety/drill rules, without assistance • Distinguishes food on a continuum from most healthy to less healthy. • Selects and eats a variety of nutritious foods. • Participates in structured and unstructured physical activities. • Recognizes the importance of doctor and dentist visits. •

Cooperates during doctor and dentist visits and health and developmental screenings.

English Language

Development

9

When Applicable

9. Dual language learners will demonstrate continued competency in their home language while increasing their ability to understand and

speak English. This includes but is not limited to • Participates with movement and gestures while other children and the teachers dance and

sing in English. • Acknowledges or responds nonverbally to common words or phrases, such as “hello” “good bye” “snack time” “bathroom“, when accompanied by adult gestures. • Points to body parts when asked, “Where is your nose, hand, leg…?” Comprehends and responds to

increasingly complex and varied English vocabulary, such as “Which stick is the longest?” “Why do you think the caterpillar is hungry?” •

Follows multi-step directions in English with minimal cues or assistance. • Repeats word or phrase to self, such as “bus” while group sings the “Wheels on the Bus” or “brush teeth” after lunch. • Requests items in English, such as “car,” “milk,” “book,” “ball.” • Uses one or two English

words, sometimes joined to represent a bigger idea, such as “throw ball.” • Uses increasingly complex and varied English vocabulary. •

Constructs sentences, such as “The apple is round.” or “I see a fire truck • Demonstrates eagerness to participate in songs, rhymes and stories in English. • Points to pictures and says the word in English, such as “frog,” “baby,” “run.” • Learns part of a song or poem in English and repeats

it. • Talks with peers or adults about a story read in English.

School Readiness Activity Checklist

Type of

Connection

Information Shared Building Relational

Supports

Expected Outcome

Completed

Date

Verifying

Staff

Initials

School-School Head Start teacher discusses

child’s strengths and challenges

with kindergarten teachers and

principal (intervention meeting)

Share written records align

early learning standards

Education staff will

provide school system with

:

*Van Buren School

Kindergarten Readiness

Skills checklist

*Merlin Health

Developmental Services

Report

*Devereux Social Skills

pre-post comparison report

*Birth Certificate,

*Shot record

Kindergarten teachers will be well-

informed of current status of children and

individual children’s needs upon entering

school

School - Community LEA and Head Start partner

together to implement “Ready

for Kindergarten” program.

The local school system makes

available kindergarten

registration dates

Head Start Staff and LEA

provide training for

parents.

Family Community

Partnership Specialist

notifies parents of

registration dates though

flyers sent home, center

contact and phone calls and

provides parents with

opportunity to attend

training “Getting Ready for

Ensure smooth transition into

Kindergarten.

Ensure all children attend kindergarten

registration prior to 1st day of school

School Readiness Activity Checklist

Alumni activities will be

conducted by head start staff

Kindergarten” prior

registration dates

Education staff will contact

school system to arrange

meetings with graduating

former head start students,

meet with graduating

seniors for alumni

activities, arrange alumni

banquet

Family Partnership

Specialist will work with

Parent Committee to

establish scholarship

opportunity, present

applications to policy

council for selection and

notify school system of

awarding recipient

Build self esteem and confidence as an

adult, positive teacher/child relationships,

promotes parent awareness related to

higher education

Child -School Teachers will discuss and read

books to children about

kindergarten

Children will participate in

lunch room activities to ensure

smooth transition from family

style food service to cafeteria

style food service

Children will participate in bus

safety and riding training

provided by local school system

Education Staff and Family

Partnership Staff will

organize Head Start

children’s field trip to

kindergarten

Children will be less anxious and feel

more comfortable upon enrollment

School Readiness Activity Checklist

Children will visit kindergarten

classroom, meet teachers, tour

school, take part in meal time

and participate in educational

activities with current

kindergarten students

Teaches will stay in contact

with former students

Back packs and school supplies

are provided to each child

entering public school along

with parent information on

school policies and school

supply request

Education staff will visit

students within first two

weeks of new placement

Family Partnership

Specialist will work in

conjunction with parent

committee through

donations to assemble

transition backpacks

Ensure children establish a strong “Head

Start” in public school

parents are provided with two way

communication with local school system

Family -School Parents will be encouraged to

engage in their child’s

education

Education Staff will make

available to parents:

*Home activities

*Power Packs

*Classroom volunteer

opportunities

*Parent/Teacher

Conference

*Home Visits

* Progress reports

Encourages continual educational

opportunities for the child and families

School Readiness Activity Checklist

Partnership Specialist will

make available to parents:

*family meetings each

month

*Summer Education

Activities

*Newsletter each month

*Training Activities

*Facebook communication

*Opportunities to attend

child/parent events