Urban League Head Start School Readiness Plan

Transcription

•
“Change starts when someone sees the next step.”
ULHS School Readiness Plan
URBAN LEAGUE MISSION STATEMENT
The mission of the Urban League Metropolitan St. Louis is to empower African Americans and others
throughout the region in securing economic reliance, social equality and civil rights. The Urban League
will be the catalyst for this change through advocacy, coalition building, program services and by
promoting communication and understanding among different races and cultures.
URBAN LEAGUE HEAD START MISSION STATEMENT
The Urban League Head Start is committed to educate, strengthen, support and empower families by
offering high quality preschool experience through comprehensive services that provide Head Start
children with a foundation for lifelong success.
Urban League of Metropolitan St. Louis Head Start Program
Final
TABLE OF CONTENTS
4
Plan Contributors
5
Definition of School Readiness
6
Urban League Head Start Program Services
7
Plan Summary
8
Using Assessment
9
School Readiness in Missouri
10
Goal Summary
13
Understanding the Plan
15
Alignment / Early Childhood Development
29
Alignment / Family & Community Engagement
36
Data Analysis
37
School Readiness Implementation/Action Plan
Final
PLAN CONTRIBUTORS
•
•
•
•
•
Urban League Board of Directors
Urban League Head Start Policy Committee
Urban League Head Start Parents
Urban League Management & Staff
St. Louis Public School Early Childhood Department
Final
Introduction
DEFINITION OF SCHOOL READINESS
The Head Start 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.
For parents and families, school readiness means they are engaged
in the long-term, lifelong success of their child.
Final
The Urban League of Metropolitan St Louis Head Start Program provides the following services for
726 children enrolled and their families:
•
•
•
•
A safe, nurturing and family-friendly
environment
•
•
Research-based curriculum geared
at ensuring every child enters
kindergarten ready to succeed
•
Degreed teachers in Early
Childhood Education
•
Comprehensive services including:
health and dental exams, nutrition
assessments, disability and mental
health services, sensory and
developmental screenings
and an array of supportive services
provided in-house and by
partnering community
agencies
•
Final
Nine conveniently located centers
along major bus Routes
Door-to-door transportation for partday children in our service area
Opportunities for intergenerational
family involvement
Nutritious meals
Diversity appreciation and support
of varied abilities
THE URBAN LEAGUE HEAD START SCHOOL READINESS
PLAN
is designed to improve children’s school readiness and the overall quality of the program. THE PLAN
stands on two fundamental beliefs: first, that implementing child assessments, while necessary, is not
alone sufficient to enhance children’s school readiness, and second, that classroom quality measured
by positive and appropriate teacher/child interactions greatly affects children’s ability and willingness
to learn
THE URBAN LEAGUE HEAD START SCHOOL READINESS
PLAN
rests upon research based Kindergarten readiness skills as defined by the Office of Head Start and
Missouri Department of Secondary Education. ULHS teaching professionals are guided by the Head
Start framework and the Missouri Early Learning Standards, when planning and implementing a
research based curriculum and assessment driven instruction.
Final
Using Assessment to Improve School Readiness and Program Quality
PROGRAM ASSESSMENT: Urban League and ULHS Management affects and supports continued program improvement through
policy clarification, improved hiring and credentialing practices, and report as well as on-site monitoring. Results from
monitoring efforts are used to inform professional development and procedure modifications.
CLASSROOM ASSESSMENT: ULHS teaching professionals also share accountability for the results of providing meaningful
learning opportunities through positive and emotionally/developmentally sensitive instruction. The Classroom Assessment
Scoring System PreK (CLASS PreK; Pianta, La Paro, Hamre, 2005) is a valid and reliable standardized tool used for observing and
assessing the quality of interactions between teachers and students in preschool classrooms. CLASS® examines social-emotional
and instructional interactions that contribute to students’ social competence and academic achievement. CLASS research
patterns reflect that classrooms with higher CLASS scores realized higher standardized test scores in early literacy and academic
functioning.
CHILD ASSESSMENT: Assessment of ULHS children employs several methods, including: criterion-based assessments (LAP-3),
ongoing observation, checklists, and a collection of children’s work over time. The assessment process involves families, teachers,
and children. Assessments occur over time in a natural, child-engaging, developmentally appropriate setting, providing
supporting data to support instruction and individualization.
Final
MISSOURI EARLY LEARNING STANDARDS
SUMMARY
In Missouri, the Outstanding Schools Act of 1993 called together a group of master teachers, parents and policy-makers
from around the state. The result of that group’s work are the Show-Me Standards, which are designed for students in
kindergarten through grade 12 and serve to ensure that graduates of Missouri’s public schools have the knowledge, skills
and competencies to lead productive, fulfilling and successful lives. However, we all realize the foundations for learning
are laid well before a child enters kindergarten! Research tells us the early years provide crucial opportunities for
educators and caregivers to influence children’s growth and development. If our goal is that every child enter kindergarten
ready to learn and succeed, prekindergarten educational standards can provide us with shared understandings about the
competencies critical for this to occur. In addition, pre-kindergarten standards provide a direct link to the Show-Me
Standards, so we know that we are preparing children for the high expectations they will encounter as they progress
through school.
To this end, the Missouri Early Learning Standards describe what most children should know and be able to do… by the
time they enter kindergarten. They represent a shared set of expectations for preschool children, expectations developed by
drawing upon current research about how young children learn. It is important to keep in mind, however, that children
learn and develop in their own unique ways. While research demonstrates that these standards are appropriate for most
children who are about to enter kindergarten, our responsibility as educators is to assess where each child is on the
continuum of … thinking and build on what that child knows and can do.
Excerpt from http://dese.mo.gov/divimprove/fedprog/earlychild/PreK_Standards/Index.html
Final
Goal Summary
ULHS EARLY CHILDHOOD SCHOOL READINESS GOALS
LANGUAGE & LITERACY
GOAL 1:
Students will use language to understand and communicate ideas, feelings, and questions.
GOAL 2: Students will display knowledge and skills that lay the foundation for reading and writing.
GOAL 3: Students will use writing as a means of expression and communication.
GOAL 4: Dual language learners will show development in receptive and expressive English language skills.
MATHEMATICS
GOAL 1: Students will display an understanding of numbers, ways of representing numbers, relationships and number systems.
GOAL 2: Students will display an understanding and apply their knowledge of shapes, size, position, direction and movement
in their environment.
GOAL 3: Students will display an increased ability to describe, collect, organize, classify, measure and compare the physical
world in which they live.
SCIENCE/SOCIAL STUDIES
GOAL 1: Students will explore, investigate, predict, and solve problems related to objects, materials and the natural/physical
world around them.
GOAL 2: Students will understand people and how they relate to others and the world around them.
APPROACHES TO LEARNING & CREATIVE ARTS EXPRESSION
GOAL 1: Students will display an active and eagerness to learn.
GOAL 2: Students will participate in a range of activities that allow for creative and imaginative play & expression.
GOAL 3: Students with disabilities will be supported at their individual level of development, according to their IEP &/or
assessment derived needs.
Final
Goal Summary
ULHS EARLY CHILDHOOD SCHOOL READINESS GOALS
SOCIAL/EMOTIONAL WELL BEING
GOAL 1: Students will display growing awareness of his or her preferences, strengths and abilities, and will display
increased impulse control.
GOAL 2: Students will display increased ability to adapt to changing situations and display an increasing sense of
belonging as a group, family & community member.
PHYSICAL DEVELOPMENT & HEALTH
GOAL 1: Students will display growing strength and dexterity in motor movements.
GOAL 2: Students will display knowledge and understanding of appropriate health practice.
Final
ULHS FAMILY & COMMUNITY ENGAGEMENT GOALS
Goal Summary
FAMILY WELL BEING
GOAL 1: Parents and families are safe, healthy and have increased financial security.
POSITIVE PARENT-CHILD RELATIONSHIPS
GOAL 2: Families will develop warm relationships that nurture their child’s learning and development.
FAMILIES AS LIFELONG EDUCATORS
GOAL 3: Parents and families will observe, guide, promote and participate in everyday learning with their children at home, school and
their communities.
FAMILIES AS LEARNERS
GOAL 4: Parents & families will advance their own learning interests through education, training, and other experiences that support
parenting, careers and life goals.
FAMILIY ENGAGEMENT IN TRANSITIONS
GOAL 5: Parents and families will advocate for their child’s learning and development as they transition to new learning environments
including: ULHS, other early learning environments, Kindergarten.
FAMILY CONNECTIONS TO PEERS AND COMMUNITY
GOAL 6: Parents and families will develop connections with peers and mentors forming social networks that support social well-being,
education and community life.
FAMILIES AS ADVOCATES AND LEADERS
GOAL 7: Parents and families will participate in leadership development, decision-making, program policy development, &/or
state/community level activities designed to improve children’s development and learning experiences.
Final
UNDERSTANDING THE PLAN
The goals and objectives of the ULHS’s School Readiness Plan are laid out in greater
detail in the tables that follow. Each goal is expanded into objectives which will show
how they are aligned with the Head Start Child Development and Early Learning
Framework and how success in attaining the goals will be measured.
Several methods will be used in measuring ULHS students’ school readiness skills
attainment. One of the child assessment tools to be used is the LAP-3.
The LAP-3 assesses students in 7 domains. The domains and codes are listed below.
Domain codes only are used in the following tables.
LAP-3 Assessment Codes:
CG
– COGNITIVE
LN
- LANGUAGE
PS
– PERSONAL/SOCIAL
GM
- GROSS MOTOR
FM
- FINE MOTOR
PW
- PRE-WRITING
SH
- SELF-HELP
DLL
- DUAL LANGUAGE LEARNERS
LAP-3 assessments are completed 3 times a year (Beginning, Middle, and End) in the
above domains. The LAP-3 automatically correlates child assessment results from each
checkpoint to the Head Start Child Outcomes Framework for measuring and reporting
purposes. 4
Final
UNDERSTANDING THE PLAN
The tables that follow show the alignment between: 1) the Urban League Head Start School Readiness Goals, 2) the Head Start Child Development
& Early Learning Framework Domains, 3) Head Start Child Development & Early Learning Framework Domain Elements, 4) Missouri Early Learning
Standards, 5) LEA’s Kindergarten Readiness Standards, 6) Creative Curriculum Outcomes, 7) Urban League Head Start Classroom & Child Assessment
Measurement Tools.
1
Students will: (I) use language to understand and communicate ideas, feelings, and questions; (II) display and apply early
reading skills;
2
4
Alignment Table 3 of 3
Language Development
Domain
3
Expressive Language
Objectives
Measurement
1.
Communicates in home language and is understood by others
2.
Dual language learners will demonstrate progresses their home language while progressing in beginning English proficiency.
3.
Initiates and responds appropriately in conversations.
4.
Uses increasingly complex and varied vocabulary
5.
Uses language to pretend or create.
1.
Follows simple directions.
2.
For Dual Language Learners -students progress in listening to and understanding English.
3.
Understands an increasingly complex and varied vocabulary.
Child Assessment:
LAP-3 Milestones
CG3, CG7, CG9, CG10, CG12, CG15, CG16, CG18, CG19, CG20,
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, CG7, CG13,
CG84, CG85, CG87, LN1, LN2, LN5, LN8, LN11, LN12, LN14, LN15,
LN65, LN67, LN68, LN69, PS6, PS9, PS12, PS15, PS18, PS22, PS26, PS28,
PS29, PS31, PS37, PS41, PS45
7
Receptive Language
LITERACY
SAINT LOUIS PUBLIC SCHOOLS KINDERGARTEN READINESS SKILLS
CREATIVE CURRICLUM GOALS & OBJECTIVES
6
5
Final
Early Childhood Development
LANGUAGE & LITERACY GOALS
Students will: (I) use language to understand and communicate ideas, feelings, and questions; (II) display knowledge and
skills that lay the foundation for reading and writing; (III) use writing as a means of expression and
communication; (IV) Dual language learners will show development in receptive
and expressive English language skills.
Language & Literacy
Domain
Expressive
Language
Receptive
Language
Objectives
Measurement
1.
Communicates in home language and is understood by others
2.
Dual language learners will demonstrate progresses their home
language while progressing in beginning English proficiency.
3.
Initiates and responds appropriately in conversations.
4.
Uses increasingly complex and varied vocabulary
5.
Uses language to pretend or create.
1.
Follows simple directions.
2.
For Dual Language Learners –students progress in listening to
and understanding English.
3.
Understands an increasingly complex and varied vocabulary.
4.
Listens responsively to books and stories.
5.
Listens to and engages in conversations with others.
1.
Repeats rhymes, simple songs, poems, word plays, & finger
plays
2.
Discriminates some sounds in words.
3.
Shows growing awareness of beginning and ending sounds
4.
Awareness that language can be broken into words, syllables,
and smaller pieces of sound.
Phonological
Awareness
Final
LAP-3 CHILD ASSESSMENT
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
CG7, CG13, CG16, CG22, CG26, CG32, CG34, CG35, CG36,
CG39, CG41,CG42, 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,
PS26, PS28, PS29, PS31,PS37, PS41, PS45
LN31, LN40, LN59, LN60, LN63, LN64, LN66, LN69
Domain
Objectives
Measurement
1.
Identifies letters and associates correct sounds with letters
5.
Recognizes that letters are symbols that can be individually named.
6.
Attends to the beginning letters and sounds in familiar words.
7.
Identifies letters in his/her name.
1.
Reads environmental print & symbols
2.
Understands that print moves from left to right and from top to bottom of a
page
3.
Recognizes that print represents spoken words.
4.
Understands that letters are grouped to form words
2.
Understands that print conveys meaning
LN31, LN35, LN44, LN45, LN49, LN56, LN60,
LN62, LN63, LN64, LN66, LN68, LN6
Language & Literacy
Alphabet Knowledge
Print Concepts &
Conventions
FM6, LN4, LN18, LN19, LN27, LN28, LN29, LN33,
LN37, LN42, LN49,
LN52, LN53, LN57, LN58, LN61, LN65, LN67,
LN68, PS25
1. Shows interest in reading & books.
2. Exhibits book-handling skills
Book Appreciation &
Knowledge
CG46, CG53, CG66, CG70, CG71, CG75, LN31,
LN33, LN35, LN37, LN42,LN44, LN45, LN49,
LN52, LN53, LN56, LN57, LN58, LN68
3. Pretends to read & predicts stories
4. Develops a sense of story
5. Comprehends and responds to text
6. Creates and retells stories
1. Experiments with writing tools and materials
2. Uses scribbles, shapes, pictures, and letters to write
Early Writing
3. Tells others about intended meaning of drawings and writings
4. Uses a variety of resources to facilitate writing
5. Recognizes that writing tools and materials
Final
PW1, PW2, PW3, PW4, PW5, PW6, 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
Language & Literacy
Domain
Objectives
Measurement
1. Participates with movement & gestures while others dance & sings
in English
Receptive English
Language Skills
2. Acknowledges or responds nonverbally to common English words or
phrases
DLLR1, DLLR2, DLLR3, DLLR4, DLLR5, DLLR6,
DLLR7, DLLR8, DLLR9,DLLR10, DLLR11,
DLLR12, DLLR13, DLLR14, DLLR15, DLLR16,
DLLR17
3. Points to appropriate body parts when asked
DLLE1, DLLE2, DLLE3, DLLE4, DLLE5, DLLE6,
DLLE7, DLLE8, DLLE9,DLLE10, DLLE11, DLLE12,
DLLE13, DLLE14, DLLE15, DLLE16,
DLLE17,DLLE18, DLLE19
4. Repeats words or phrases in English
Expressive English
Language Skills
5. Requests common items
6. Uses increasingly complex English vocabulary
1.
Engagement in
English Literacy
Activities
Demonstrates eagerness to participate in songs, rhymes, & stories
in English
DLL1, DLL2, DLL3, DLL4, DLL5, DLL6, DLL7
7. Points to pictures & says the word in English
8. Learns part of a song, poem, story, and repeats it in English
9. Tells story in English
LITERACY
Uses simple pronouns (I, you, we)
Uses 300 + words
Asks “who”, “why”, and “where ”questions
Asks for desired objects or assistance
Answers simple questions dealing with
familiar objects or events
Uses most parts of speech in short,
mostly correct sentences, combining
four to five words
Applies word endings incorrectly (e.g.
“goed”)
Identifies favorite story(s)
Makes relevant comments when
familiar story is being read
Recognizes some letters in print
Recites known nursery rhymes
Holds a book and looks at one page at a time
Acts out main events of a familiar story
Uses pictures to tell and retell a story
Recognizes labels in the classroom
Understands that letters are combined
to make words
Writes or draws with separated
scribbles, shapes, pictures to convey a
story
Understands that drawings can
represent ideas, stories, or events.
Final
Listening & Speaking
•
•
•
•
Hears & discriminates the sounds of language
Expresses self using words & expanded sentences
Understands and follows oral directions
Answers questions
Actively participates in conversations
•
•
•
•
Enjoys and values reading
Demonstrates understanding of print concepts
Demonstrates knowledge of alphabet
Uses emerging reading skills
Comprehends & interprets meaning from book
Writes letters and words
•
Reading & Writing
•
•
MATHMATICS GOALS
Students will: (I) display an understanding of numbers, ways of representing numbers, relationships and number
systems, (II) display an understanding and apply their knowledge of shapes, size, position,
direction, and movement in their environment, (III) display an increased ability to describe, collect,
organize, classify, measure and compare the physical world in which they live.
Domain
Mathematics
Number
Concepts &
Quantities
Number
Relationships &
Operations
Objectives
1.
Shows interest in counting and quantity.
2.
Uses numbers to show quantity.
3.
Uses language to represent number of objects
4.
Solves problems using numbers
5.
Counts objects with understanding.
6.
Develops increasing ability to rote count in sequence.
1.
Identifies numerals in everyday situations.
2.
Uses language to compare number (i.e. more/less, greater/fewer equal to)
3.
Combines/separates and names how many.
4.
Explores everyday fractions (whole/half).
5.
Estimates, then counts to verify the number of objects.
6.
Names how many there are in a group (up to five objects) without counting.
7.
Separates and names how many.
8.
Uses one-to-one correspondence when counting objects.
9.
Uses one-to-one correspondence to compare the size of a group of objects.
10. Investigates positions and locations
11. Matches numeral with quantity.
12. Uses ordinal numbers (first, second, last).
Final
Measurement
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
CG3, CG18, CG19, CG24, CG26, CG40,
CG41, CG51, CG53, CG54, CG56,
CG64, CG69, CG70, CG71, CG72, CG73,
CG79, CG81
Mathematics
Domain
Geometry & Spatial
Sense
Patterns
Measurement &
Comparison
Objectives
Measurement
1.
Explores shapes in the environment
2.
Takes objects apart and puts them together.
3.
Investigates positions and locations.
4.
Identifies and names some shapes.
5.
Creates and duplicates three-dimensional and twodimensional shapes using a variety of materials.
6.
Uses actions and words to indicate position,
location, movement, & orientation
1.
Recognizes patterns
2.
Duplicates & extends patterns
3.
Creates patterns
4.
Compares objects using measurable features
1.
Describes measurement
2.
Orders 3 or more objects according to length or size
3.
Uses language associated with time in everyday
situations
4.
Anticipates, remembers and predict a sequence of
events
CG11, CG14, CG15, CG38, CG44, CG45, CG52, CG55,
CG58, CG59, CG63,
CG64, CG80, LN25, LN34, LN36
CG64, CG70
MATHEMATICS
CG31, CG33, CG51,
CG54, CG59, CG64, CG69
CREATIVE CURRICLUM GOALS &
OBJECTIVES
Logical Thinking
Demonstrates understanding of
“more” and “less”
Understands that a single object is
always “one”
Recognizes whole/part concept with
objects (e.g. pizza slices)
Describes the sequence of daily events
Recognizes, describes, compares, and
names common objects by one or
more attribute.
Counts to 10 or beyond
Identifies basic colors
Recognizes some basic shapes
Orders things according
Final
•
•
•
•
•
•
•
•
Classifies objects
Compares/Measures
Arranges objects in series
Recognizes & repeats patterns
Shows awareness of time/sequence
Shows awareness of position
Uses one-to-one correspondence
Uses numbers and counting
SCIENCE/SOCIAL STUDIES GOALS
Students will: (I) explore, investigate, predict and solve problems related to objects, materials, & the
natural/physical world around them, (II) understand people and how they relate to others and the
world around them.
Science/Social Studies
Domain
Reasoning & Problem
Solving
Symbolic
Representation
Objectives
1.
Recognizes problems.
2.
Seeks solutions to solve problems
3.
Works with others to solve problems
4.
Draws on previous experiences to solve problems
5.
Works with others to solve problems.
1.
Represents people, places, things and ideas through
pretend play.
2.
Represents people, places, things, and ideas through
movement.
3.
Represents people, places, thing and ideas through
music.
4.
Represents people, places, things and ideas through art
and construction
1. Shows interest in the physical world
2. Uses one or more senses to observe physical world
Scientific Skills
& Method
3. Experiments with simple tools
4. Participates in simple investigations
5. Asks questions about objects and materials
Final
Measurement
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, 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
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, PW29, PW31,
PW32, PW33, PW34, PW35, PW36, PW37,
PW38, PS2, PS25, PS43
CG23, CG27, CG30, CG31, CG33, CG35, CG36,
CG43, CG47, CG49, CG57,
CG61, CG68, CCG76, CG78, CG85, LN18, LN27,
LN28
Science/Social Studies
Domain
Conceptual
Knowledge of the
Natural & Physical World
Self, Family,
& Community
Objectives
1.
Displays knowledge of physical properties of objects
2.
Experiments with objects to gather information and
observe reaction.
3.
Makes predictions based on experiences with objects
and materials
4.
Observes, describes and discusses properties of objects
and materials
5.
Responds to sensory input to function in the
environment
1.
Identifies personal and family structure
2.
Understands similarities & respects difference among
people
3.
Understands reasons for home, school, and community
rules/laws
1.
Recognizes aspects of the environment
2.
Recognizes shared ownership among people, animals,
& plants in the environment
3.
Understands how people take care of the environment
1.
Differentiates between past, present, & future
2.
Recognizes events that happened in the past
Measurement
CG10, CG21, CG23, CG27, CG28, CG29, CG30,
CG31, CG33, CG36, CG47, CG65, CG68, CG76,
LN15, LN39, LN48
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
CG29, CG49, CG65, CG76
People & Environment
History
& Events
Final
CG57, CG68, CG76, CG82, CG84, LN41, LN61
SCIENCE/SOCIAL STUDIES
Science
CREATIVE CURRICLUM GOALS
& OBJECTIVES
Learning & Problem Solving
•
Makes observations and communicates findings with others
Tries alternative solutions to problems
Acquires and uses basic vocabulary for
plants, animals and humans
Understands that living things need air,
water and food
Acts on objects to observe and produce effects
Asks Questions and generates explanations
Observes, explores and acquire knowledge of physical
world, Life Science, and Earth and Space
Final
•
•
•
•
Observes objects & events with
curiosity
Approaches problems flexibly
Shows persistence in approaching
tasks
Explores cause & effect
Applies knowledge or experience to a
new context
Approaches to Learning & Creative Arts Expression Goals
Students will: (I) display an active eagerness to learn, (II) will participate in a range of activities that allow for
creative and imaginative play & expression. (III) Students with disabilities will be supported at their
individual level of development according to their IEP &/or assessment derived needs.
Approaches to Learning
Domain
Objectives
1.
Expresses interest in people
2.
Shows interest in learning new things and trying new
experiences
3.
Asks questions
4.
Initiates interactions with others.
5.
Makes decisions independently
6.
Develops independence during activities, routines and
play.
1.
Sustains attention to a task or activity appropriate for
his/her age.
2.
Pursues challenges
3.
Copes with frustration
1.
Participates successfully as a member of a group.
2.
Shares experiences and ideas with others.
Measurement
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
Initiative & Curiosity
Persistence
& Attentiveness
Cooperation
Final
FM3, FM7, 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
LN46, LN53, PS3, PS10, PS11, PS17, PS19, PS21,
PS24, PS25, PS27,PS28, PS30, PS34, PS35, PS36,
PS37, PS39, PS42, PS43, PS44
Creative Arts Expression
Domain
Music
Objectives
1.
Represents feelings & ideas through music
2.
Participates in music activities
3.
Experiments with musical instruments
Measurement
GM32, CG48, CG50, LN21
GM32, PS43
Creative
Movement
& Dance
1.
Represents feelings & ideas through movement
2.
Moves to different patterns and rhythms in music
1.
Represents feelings & ideas through art & construction
2.
Discusses artistic creations and those of others
1.
Uses different materials & techniques to make art
2.
Represents feelings & ideas through pretend play
3.
Uses dialogue, actions, & imagination to express
thoughts and feeling about one’s self
Art
Drama
SAINT LOUIS PUBLIC SCHOOLS KINDERGARTEN
READINESS SKILLS
FM10, FM18, FM19, FM25, FM32,
FM34, FM39, PW6, PW8, PW13,
PW14, PW16, PW17, PW20, PW27,
PW29, PW32
LN30, LN41, LN52, LN67, PS25, PS33
Learning & Problem Solving
Provides individual and choral/group
responses when appropriate (listens
to a story and repeats a line with the
group)
Engages in constructive play (e.g. builds with blocks,
makes a snake out of clay)
Creates and occasionally coordinates
play with others
Show curiosity
Uses problem-solving skills
•
•
•
•
•
Observes objects & events with curiosity
Approaches problems flexibly
Shows persistence in approaching tasks
Explores cause & effect
Applies knowledge or experience to a new context
Final
Social/Emotional Well Being
Students will: (I) display growing awareness of his or her preference, strengths and abilities, and will display increased impulse
control, (II) will display increased ability to adapt to changing situations and display an increasing sense of belonging
Domain
Social Emotional Well Being
Social Relationships
Self-Concept,
Self Efficacy &
Self Regulation
Emotional &
Behavioral Health
Objectives
1.
Builds relationships with others
2.
Respects others rights
3.
Cares for personal and group possessions
1.
Exhibits self-awareness
2.
Develops self-control
3.
Develops personal responsibility
4.
Follows simple rules
5.
Accepts transitions and follows daily routines
6.
Adapts to different environments
7.
Shows respect for self
8.
Develops personal preferences
9.
Shows confidence in a range of abilities
1.
Expresses feelings through appropriate gestures, actions and
language.
2.
Begins to accept the consequences of his/her actions
Measurement
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
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, PS10, PS14,
PS29, PS30, PS31,PS32, PS34, PS35, PS42, PS44
PS19, PS20, PS21, PS24,
PS39, PS42, PS44
Social Emotional & Health Well Being
OBJECTIVES
Encourages or praises peers
Expresses interests, acceptance,
affection to others
Plays with different friends each day
Follows rules and simple directions
Takes turns
Describes situations which can elicit
various emotions (e.g. tells a story that is supposed to make the listener sad)
Shows ability to adjust to new situations
Demonstrates appropriate trust in adults
Recognizes own feelings and manages them
appropriately Stands up for rights
Demonstrates self-direction and
independence
Takes responsibility for own well-being
Final
Respects and cares for classroom
environment and materials
Follows classroom routines
Follows classroom rules Plays well with other
children
Recognizes the feelings of others and
responds appropriately
Final
Physical Development & Health
Students will: (I) display growing strength & dexterity in motor movements, (II) display knowledge and understanding of appropriate
health practice.
Domain
Objectives
1.
Performs fine motor tasks.
2.
Uses fingers and hands to accomplish fine
motor tasks.
3.
Uses tools in a functional manner.
4.
Exhibits coordination of facial muscles.
1.
Moves from one point to another
2.
Controls body movements.
3.
Uses large-muscle movements to manipulate
objects.
1.
Shows independence in personal hygiene
2.
Chooses to participate in daily physical activity
3.
Exhibits body strength and endurance
Physical Development
Fine Motor Skills
Gross Motor Skills
Physical Health
Status
Measurement
Describes personal attributes (e.g.name, boy/girl, taller)
Run, Jump, March
Walk a straight line
Transfers food and liquid between
Alternate feet walking downstairs
containers (e.g. pours juice into a cup
Balances on one foot
from a small pitcher)
Hops on one foot
Completes simple puzzles 5 pieces
Steers wheeled toys
Button and Zip clothes
Kicks a large ball
Draw or color beyond a simple scribble
Cuts out simple shapes
Takes care of own toileting needs
Eats with a fork and/or spoon
Brushes teeth
Dresses self
GM1, GM2, GM3, GM4, GM5, GM6, GM7, GM8, GM9, GM10, GM11,
GM12, GM13, GM14, GM15, GM16, GM17, GM18, GM19, GM20,
GM48, GM49, GM50, GM51, GM52, GM53, GM54, CG2, CG4
LN3, LN15, LN23, LN39, LN54, SH1, SH2, SH3, SH4, SH5, SH6, SH7, SH8,
SH9, SH10, SH11, SH12, SH13, SH14, SH15, SH16, SH17, SH18, SH19,
SH42, SH43, SH44, SH45, SH46, SH48, SH49, SH50, PS5, PS27, PS32
Gross Motor
•
•
•
•
•
Demonstrate basic locomotor skills
Shows balance while moving
Climbs up & down
Pedals and steers a tricycle
Demonstrates throwing, kicking, & catching
Fine Motor
•
•
•
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, PW 2,PW3, PW4, PW5, PW6, 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, CG3, CG5, CG25,
CG37, CG38, SH7, SH11, SH20, SH22, SH27, SH29, SH33, SH40, SH42, SH45,
SH49, SH50.
Final
Controls small muscles in hands
Coordinates eye-hand movement
Uses tools for writing and drawing
Domain
Objectives
Measurement
Communicates an understanding of the importance of
health rules
Health Knowledge & Practice
Chooses to participate in daily physical activity
Exhibits body strength and endurance
Health
Knowledge &
Practice
Follows vehicle, street, and public safety
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
LN15, LN39, SH13, SH16, SH19, SH28, SH36, SH37, SH38,
SH43, SH46
Recognizes personal danger
Knows how and when to help
Listens to and follows adult directions during emergencies
Health Knowledge & Practice
Describes personal attributes (e.g.name,
boy/girl, taller)
Run, jump, march
Walk a straight line
Alternate feet walking downstairs
Balances on one foot
Hops on one foot
Steers wheeled toys
Kicks a large ball
Cuts out simple shapes
Eats with a fork and/or spoon
Transfers food and liquid between
containers (e.g. pours juice into a cup
from a small pitcher)
Completes simple puzzles 5 pieces
Button and Zip clothes
Draw or color beyond a simple scribble
Takes care of own toileting needs
Brushes teeth
Dresses self
Final
OBJECTIVES
I. Gross Motor
Demonstrates basic motor
skills (running, jumping, hopping, galloping)
Shows balance while moving
Climbs up and down
Pedals and steers a tricycle (or
other wheeled vehicle)
Demonstrates throwing, kicking, and catching skill
Family Engagement
GOAL 1: Parents and families are safe, healthy and have increased financial security.
Family Well-Being
Domain
Objectives
Measurement
Program
Leadership
Assist parents to become active in their children's and
learn the value of preventive medical and dental
health, emergency first-aid, and safety practices for
use in the classroom and home.
FSW's will assist families with medical and dental
providers. Medicals will be monitored in Child Plus by
the Health Coordinator and Asst. Dir. Of FCP.
Continuous
Improvement
Involve families in the decision making process when
choosing a medical and dental home to enhance
family well-being.
Asst. Dir. Of FCP will monitor families in need of a
medical home in Child Plus.
Professional
Development
Provide training for Family Service staff on developing
goals with families geared at establishing financial
security.
Monitoring goals setting monthly using reports
indicate staff is knowledgeable about assisting
families with financial security.
Program
Environment
Parent Involvement Coordinator to ensure adequate
supplies of literature, materials and other resource
information that support family well-being are
available at Parent Empowerment Corners at all ULHS
sites.
During Home Visits, FSWs follow up with families on
their progress in achieving their goals outlined in their
Family Partnership Agreement. Document assistance
and referrals provided to assist the family, as well as
any steps made by family to achieve their goal on
Home Visit Form.
Ongoing monitoring of Parent Corner by Assistant
Director of Educational Leadership will ensure
resources and materials on families well being are in
Parent Corner.
Link families with community resources that provide
services geared at improving family well-being.
Resources for families related to family well- being
are established and available at each Head Start
center.
Family
Partnerships
Teaching and
Learning
Final
FSWs will meet with families twice a year to go over
their goals. All visits are documented in Child Plus and
hard file form.
Family Engagement
GOAL 2: Parents and families develop warm relationships that nurture their child's learning and development.
Positive Parent-Child
Relationships
Domain
Objectives
Measurement
Program
Leadership
Opportunities are available for parents to participate
in the program as employees or volunteers.
A list of volunteer opportunities as well as
employment postings will be posted on the Parent
Committee boards at each center.
Continuous
Improvement
Identify parents’ needs and ensure relationships are in
place with community organizations that can
supplement services.
Results from surveys/family goals will be used to
develop ongoing relationships with community
resources i.e. MOUs or informal agreements.
Professional
Development
Provide cross-training for all ULHS staff focused on
techniques specific to engaging families in their child's
education and development, including unique ways to
engage fathers.
ChildPlus professional development report, agendas
and sign-in sheets.
Provide cross-training for all ULHS staff focused on
relationship building and the importance of
relationships to children's learning.
ChildPlus professional development report, agendas
and sign-in sheets.
Parent Involvement Coordinator to ensure photos of
ULHS parents with their children are posted in the
Parent Engagement and Empowerment Corners at
each center.
FSWs provide resources and/or information to families
each month that support positive parent-child
relationships.
Assistant Director of Educational Leadership will
make sites visits to ensure that photos of ULHS
parents with their children are posted.
Provide training for parents on working to help
children overcome challenging behaviors.
Sign-in sheets and agenda.
Program
Environment
Family
Partnerships
Teaching and
Learning
Final
Case notes in ChildPlus.
Family Engagement
GOAL 3: Parent and families observe , guide, promote and participate in the everyday learning of their children at home, school and
their communities.
Families as Lifelong Educators
Domain
Objectives
Measurement
Program
Leadership
Provide opportunities at monthly Parent Meetings for
parents to interact with their children in hands-on
learning activities that are supportive of classroom
theme.
Parent Involvement Coordinator will ensure flyers are
distributed a week prior to the parent meeting.
Hands on materials will be available for parents and
children to interact with each other. Documentation
will be the agenda and sign-in sheets.
Continuous
Improvement
Education Coordinator to provide information to
parents at parent meetings and newsletters focused
on age-appropriate developmental milestones,
parent-child activities that support the curriculum and
other helpful tips for supporting their children's
education and development.
Assistant Director and Parent Involvement
Coordinator will distribute a quarterly newsletter
with articles focused on age- appropriate
development milestones. Education Coordinator will
provide brochures twice a year geared towards
developmental milestones.
Teaching and
Learning
Quarterly curriculum planning meetings will be held
with parents and staff to engage parents in lesson
planning for activities in classroom and at home.
Agenda, sign-in sheets and parent volunteer forms.
Community
Partnerships
Link families with community resources that support
children's learning and development, such as libraries
and museums.
At least two parent outings will be planned to
familiarize parents with community resources that
can support children’s learning and development.
Final
Family Engagement
GOAL 4: Parent and families advance their own learning interests through education, training and experiences that support their
parenting, careers and life goals.
Domain
Objectives
Provide information/referrals for families to
participate in ongoing learning/training opportunities.
ChildPlus case notes.
Continuous
Improvement
Identify educational needs and interests of enrolled
families and services/resources to support families
learning.
Parent surveys.
Professional
Development
Ensure Family Service staff members are
knowledgeable about different kinds of education and
training opportunities available to families.
Training sign-in sheets and agendas.
Program
Leadership
Families as Learners
Measurement
Parent Involvement Coordinator to ensure
Program
Environment informational materials available in the Parent
Literature at each center.
Empowerment Corner that supports parents'
personal growth and career development.
Family
Partnerships
FSWs provide resources and/or information to families
as needed that support goal(s) outlined in the Family
Partnership Agreements that are focused on learning
opportunities.
Final
ChildPlus case notes.
Family Engagement
GOAL 5: Parent and families support and advocate for their child's learning and development as they transition from ULHS to
Kindergarten.
Family Engagement in
Transitions
Domain
Objectives
Measurement
Program
Leadership
Provide opportunities for parents to familiarize
themselves with public, private and charter schools
within the City of St. Louis.
Brochures, handouts, Kindergarten Transition Fair.
Continuous
Improvement
Identify what supports parents need in assisting in
preparing their children for kindergarten.
Parent surveys.
Professional
Development
Provide cross-training for all ULHS staff that ensures
everyone knows all sectors of what children need to
be ready for kindergarten (health, developmentally,
academics, etc).
Certificates, sign-in sheets, agendas and Child Plus
reports.
Program
Environment
Parent Involvement Coordinator to ensure
information regarding developmental milestones and
kindergarten readiness are available at Parent
Empowerment Corners at all ULHS sites.
All Parent Empowerment Corners will have
information regarding development milestones and
kindergarten readiness.
Family
Partnerships
During Home Visits, FSWs follow up with families on
their progress in achieving their goals outlined in their
Family Partnership Agreement.
Case notes will reflect FSWs families’ goals are being
met outlined in Family Partnership Agreements.
Education Coordinator and FSWs to provide
application packets and enrollment information for
SLPS’ Magnate Schools in Nov. of each year.
Provide kindergarten readiness training for parents to
ensure they are prepared for successfully transition to
kindergarten.
Packets are made available to those parents
interested in the SLPS’ Magnate School program.
Link families with community resources that support
children's transition.
Community partners will be invited to Kindergarten
Transition Fair. Kindergarten transition resources will
be available for parents to take home.
Teaching and
Learning
Community
Partnerships
Final
Education Coordinator will provide parents with two
kindergarten readiness parent meetings within the
year.
Family Engagement
GOAL 6: Parent and families form connections with peers and mentors in formal or informal social networks that are supportive/
educational and that enhance social well-being and community life.
Family Connections to Peers
and Community
Domain
Objectives
Measurement
Program
Leadership
Host an annual Community Fair providing a range of
community resources to families.
Sign in sheets and list of vendors.
Continuous
Improvement
Identify what supports parents’ need that are
supportive/educational and that enhance social wellbeing and community life.
Parent survey.
Program
Environment
Parent Involvement Coordinator to ensure adequate
supplies of community organizations and peer group
resources are available at Parent Empowerment
Corners at all ULHS sites.
Literature is available at each site.
Family
Partnerships
FSWs will provide information on community
networking opportunities for families as needed.
Case notes in ChildPlus.
Teaching and
Learning
Provide training for parents on building parent-toparent supports and/or networking for community
services.
Agendas and sign-in sheets.
Community
Partnerships
Develop relationships with area community
organizations and peer groups who will invite parents
to their events.
Flyers, letters, etc.
Final
Family Engagement
GOAL 7: Families participate in leadership development, decision- making , program policy development, or community and state
organizing activities to improve children's development and learning experiences.
Family Connections to Peers
and Community
Domain
Objectives
Measurement
Program
Leadership
Opportunities will be provided for families to
participate in the decision making of the program i.e.
Parent Policy Committee, Health Advisory Committee,
etc.
By-laws, roster of committees, etc.
Continuous
Improvement
ULHS staff will conduct regular assessments on parent
leadership and advocacy experiences to understand
opportunities and challenges. The related data will be
used to improve practices related to parent leadership
and advocacy.
Results of assessment.
Professional
Development
Provide training for parents on leadership
development and community advocacy.
Agendas and sign-in sheets.
Final
Aggregate & Analyze Data
Focus of
Plan
Achievement of
school
readiness
goals for
children
DATA ANALYSIS TO SCHOOL READINESS
Data
Collection
Methods
CLASS
Communication of
Data
Data Analysis
Scores will be compared to the
minimum threshold established by the
Office of Head Start.
Scores will be shared with each
teacher and teacher assistant.
Scores will be reviewed to develop
professional training to all staff.
Scores will be reported to center
coordinators to identify
instructional needs in the
classrooms.
A program average will be established
and classrooms that fall below the
average will receive training in areas of
identified needs.
Achievement of
school
readiness
goals for
quality
teaching.
LAP3
Teachers will use the reports provided
by LAP3 to identify instructional
changes of their classrooms.
Teachers will use the LAP3 learning
objective by domain tool to support
individualization learning.
Program wide reports will be run to
determine training needs of the staff.
Achievement
of school
readiness
goals for
families.
Parent
Conferences,
Home Visits, and
Parent Trainings
Home Visits, Individual Learning
Plans and Parent Conferences will
be reviewed for evidence that
school readiness and goals were
set for each child.
Parent Training content and sign-in
sheets will be tracked to ensure
the parents are involved in
meaningful school readiness
trainings.
Final
Staff
Time
Frame
Assistant
Director,
Educational
Coordinator
and
Coordinator
2-3 yr.
Assistant
Director,
Educational
Coordinator
and
Coordinator
2-3 yr.
Parent
Coordinator
Assistant
Director/ED
and
Education
Coordinator
Annually
Scores will be presented to the
administration, policy council
and Board
Teachers will share data with
families after each report.
Teachers will meet and discuss
trends in their building.
Program data will be shared
with the Administration, Policy
Council and Board.
A Parent Involvement report
at the end of the year will
include participation in
school readiness or child
development trainings.
PROGRAM IMPROVEMENT ACTION PLAN FOR SCHOOL READINESS
ULHS Action Plan
Goal
ULHS will provide a
high-quality early
Childhood learning
environment for all
enrolled students.
Objective
Measurement
Measurement
Resources
Responsible
Parties
100% of the ULHS
child development staff
will participate in
professional
development
opportunities.
CLASS Assessment in
emotional support,
classroom organization
and instructional
support.
CLASS Assessment in
emotional support,
classroom organization
and instructional
support.
Assistant Director,
Education Coordinator,
Coordinators and
Master Teachers
Ongoing
Assistant Director,
Coordinators and
Master Teachers
3x Times
Annually
Assistant Director,
Coordinators and
Master Teachers
Fall &
Spring
Assistant Director,
Coordinators and
Master Teachers
3x Times
Annually
Due Date
Resources: T/TA
15% of student will
make greater
academic and social
progress during the
school year.
CLASS & LAP3
Assessment Scoring
System to measure
reliability data in the
classrooms.
CLASS & LAP3
Assessment Scoring
System to measure
reliability data in the
classrooms.
Resources: T/TA
Teachers will provide
a wide arrangement
of classroom
processes related to
the management of
students’ behavior
time and attention in
the classroom.
Students will
demonstrate an
increase in student
engagement and
learning opportunities
are maximized.
Teachers will provide
use of instructional
discussions and
activities to promote
students’ higher-order
thinking skills.
Students will
demonstrate an
increase in
instructional
discussions, extending
learning through their
responses and the use
of advance language.
CLASS Assessment in
behavior management,
productivity and
instructional learning
formats.
CLASS Assessment in
behavior management,
productivity and
instructional learning
formats.
Resources:T/TA
CLASS & LAP3
Assessment in concept
development, quality of
feedback and language
modeling.
CLASS & LAP3
Assessment in concept
development, quality of
feedback and
language modeling.
Resources: T/TA
Final
Final

Urban League Head Start School Readiness Plan

Transcription

Similar documents

Woodmen Hills Elementary Kindergarten Registration and

Maynards_BagsLeague

The Navy Reserve Readiness Module

Central West End FOR LEASE

league-funding---respect-equipment

DeMar`s - Bedford Park

January 12, 2012 newsletter.pub - Crown Point Community School

4 Revitalizing the Community 2012 E

Urban Leaguer

grand opening! hidden lakes westover park