LANGUAGE LITERACY Head Early Learning and Development Framework School Readiness Goals Early Learning Kindergarten Readiness Goals Standards Assessment Tool Indicators of School Readiness Expressive and Receptive Language Acquisition Children will use and comprehend oral language for conversation and communication learning increasingly complex and varied vocabulary Children who are dual language learners (DLL) will demonstrate increased competency in their home language while developing proficiency in English GOALS 4 & 5 Standards: 4.A, 4.B; 5.A 8a. Comprehends language 8b. Follows directions 9a. Uses and expanding expressive vocabulary 9b. Speaks clearly 9c. Uses conventional grammar 37. Demonstrates progress in listening to and understanding English 38. Demonstrates progress in speaking English APPROACHES TO LEARNING Head Start Early Learning and Development Framework School Readiness Goals Early Learning Standard/Goal Benchmarks Assessment Tool Indicators of School Readiness Approaches to Learning Children will demonstrate positive approaches to learning by showing interest and persistence in varied topics, activities and materials Goal 5: Standards A & B 11a – Attends and engages 11b – Persists 11c – Solves problems 11d – Shows curiosity and motivation
COGNITION GENERAL KNOWLEDGE Head Start Early Learning and Development Framework School Readiness Goals Learning Standard/Goals Assessment Tool Indicators of School Readiness and Reasoning Mathematics logic and skills Children will begin to develop and demonstrate the ability to remember and connect new and known experiences and information. (This goal only for children 13 months and up) Children will use math regularly and in everyday routines to count, compare, relate, identify patterns, and problem solve. Goal 10: Standard A &B Goal 26: Standard A 12a – Recognizes and recalls experiences 12b – Makes connections 20a – Counts 20b – Quantifies 21a – Understands spatial relationships 21b – Understands shapes 22 – Compares and measures 23 – Demonstrates knowledge of patterns LITERACY Head Start Early Learning and Development Framework School Readiness Goals Early Learning Standard/Goals - Benchmark Assessment Tool Indicators of School Readiness Literacy Knowledge and Skills Children will use and understand print as a meaningful and organized symbolic system of communication GOAL 1: Standards: 1.A: 1.B;1.C 17a – Uses and appreciates books (For children 13 months and up only) 19a – Writes name 19b – Writes to convey meaning
Table 1: Returning Children (3 & 4 Year Olds): System-wide Assessment of Developmental Progression of all Head Start Programs Top Range Widely-Held Expectations Domain Score: Beginning Program Year 2012/2013 Score: End Program Year 2012/2013 Point/Score Gains for Program Year 2012/2013 Difference between End- Year Score & Top Range of Widely-Held Expectations 614 Social Emotional 527 597 70 -16 617 Physical 516 584 68 -33 639 Language 519 587 68 -52 610 Literacy 535 602 68 -8 634 Cognitive 524 605 80 -29 621 Math 539 604 65 -17 What We Learned about Returning Children ages 3 – 4 Years • There was a growth rate of 65 to 80 points in all domains of development and learning from the beginning of the 2012/2013 program year to the end of the program year. • Cognitive development saw the highest growth with a 80 point gain, and Social-Emotional showed the next highest gain at 70 points. • In the area of Literacy, no classrooms exceeded the top of the Widely-Held Expectations for this age group by one point. • The Language domain had the lowest rate of growth. Classrooms city-wide scored 52 points below the top range of Expectations for children in this age group. This may be due to the large number of children who are learning English as a second language and children who have an IEP. • Physical development is the second lowest domain in growth, 25 points lower than the top range of Widely-Held Expectations. Math saw a low growth as well at 17 points lower than the top range of Widely-Held Expectations. The decrease in the rate of growth in comparison from 2011-2012 to 2012-2013 may be attributed to teaching staff achieving an Interrater Reliability “certification” enabling teaching staff to increase the effectiveness of their assessment ratings and make decisions with confidence about the exact data to collect and how to interpret it, thus producing a more realistic