OHS Triennial Review & CLASS Results 2011 Kim Stark, Family Service Worker Shannon Stark, Kindergarten Teacher CLASS Observation Results Susan Raisor, Preschool teacher DeAnna Lewis, Kindergarten Teacher TS-GOLD lesson plans, observations, and reports Jackie Consley, Associate Teacher Lindsay Bullock, Kindergarten Teacher ECERS reports Joanie Baxter, Associate Teacher Leslie Bruther, Kindergarten Teacher staff misc. reports Megan Ellegood, Associate Teacher David Eddy, Family Resource Center Family Partnership Agreements 2012-2013 Amber Gibson, Home Visitor Lisa Wegner, Community Representative Parent Input forms and interviews Trish May, Home Visitor Angel Moore, Parent ChildPlus reports 2012-2013 Steffani Stethen, Home Visitor Stacey Newby, Parent
Program Goal 1: The program will provide the education staff needed training and support in the areas of mathematics and social emotional development. By providing training and support, the accomplishments of children will increase, and staff’s efforts to analyze and use data for continuous improvement will advance. Domains Indicators Action Step Resource(s) Person(s) Responsible Time Frame Measure(s) of Success Mathematics Social emotional development Education staff will document research-based strategies in weekly lesson plans 95% of the time Students will show 6% growth in the education domains identified. Provide professional development activities, support and mentoring. KY State T/TA Office, Education Consultants, T/TAS @ WKU, ECLKC, online resources Director, Program Manager, and Education Manager July 2013- May 2014 Weekly Lesson Plan Review, Anecdotal Records, and Education Outcome Reports School Readiness Goal 2: The children will show gains in social-emotional development, mathematics, language/literacy, and cognition. Program Goal 2: The program will improve the Classroom Organization and Instructional Support domains based on CLASS scores. Domains Indicators Action Step Resource(s) Person(s) Responsible Time Measure(s) of Success Social and Emotional Development Mathematics The program will increase understanding and practice of the Classroom Provide professional activities. KY State T/TA Office, Education Consultants, T/TAS @ WKU, Director, Program Manager, and Education Manager August 2013- May 2014 Weekly Lesson Plan Review, Anecdotal Records, Education
Domain Indicators Action Step Resource(s) Person(s) Responsible Time Frame Measure(s) of Success Classroom Environment ECERS scores will determine areas that are sufficient and those that need improvement. Appropriate actions will be taken to address any areas of concern. Classrooms will meet a minimum ECERS score of 5. To measure the quality and effectiveness of the program through materials, sanitation, hand washing, time requirements, and hours of operation and parent involvement. ECERS Observation Tool, RTC Director, Education Services Manager August 2013 & May 2014 ECERS Observation Results, Students’ assessment data, education outcomes reports School Readiness Goal 5: Preschool children who attend school on a daily basis will arrive into Kindergarten with a strong set of school readiness skills in all essential domains. Program Goal 5: The program will provide student instruction on a regular and consistent by closely monitoring attendance. Domain Indicators Action Step Resource(s) Person(s) Responsible Time Frame Measure(s) of Success ERSEA Students who attend preschool regularly will be better prepared academically and socially for Kindergarten whereas those whose attendance is low can become Monitor attendance in both program options to insure children participate Teaching attendance records ChildPlus data entry and reports Teaching Staff, Education Manager, Health Services August 2013-May 2014 Monthly Attendance Reports
Children will develop and demonstrate the ability to recognize and regulate emotions, attention, impulses and behavior Health and Mental Wellness Standard 1: Demonstrates health/mental wellness in individual and cooperative social environments 1.1: Demonstrates independent behavior 1.3: Applies social problem solving skills Practical Living 3.5: Students will demonstrate self-control and self discipline 4.1: Students effectively use interpersonal skills 4.3: Students individually demonstrate consistent, responsive, and caring behavior 4.4: Students demonstrate the ability to accept the rights and responsibilities for self and others 3a: Balances needs and rights of self and others 1: Regulates own emotions and behaviors 1a: Manages feelings 1b: Follows limits and expectations Approaches to Learning and Reasoning) Creative Arts Expression – Children will demonstrate an interest in and participate in a variety of visual arts, dance, music Arts and Humanities Standard 1: Participates and interest in a variety of visual art, dance, music and drama experiences 1.1: Develops skills in and appreciation of visual arts Arts and Humanities 1.13: Students make sense of ideas and communicate ideas with the visual arts. 1.14: Students make sense of ideas and communicate them with music. 1.15: Students make sense of and communicate ideas with movement. 33: Explores the visual arts 34: Explores musical concepts and expression 35: Explores dance and movement concepts 36: Explores drama through actions and language
and dramatic experiences. Approaches to Learning – Children will demonstrate flexibility, inventiveness, curiosity, motivation, persistence and engagement in learning. 1.2: Develops skills in and appreciation of dance 1.3: Develops skills in and appreciation of music 1.4: Develops skills in and appreciation of drama Health and Mental Wellness Standard 1: Demonstrates health/mental wellness in individual and cooperative social environments 1.2: Shows social cooperation Social Studies Standard 1.3: Demonstrates basic understanding of the world in which he/she lives 1.4: Recognizes and/or follows rules within the home, Practical Living 4.1: Students effectively use interpersonal skills. 4.2: Uses productive team membership skills. 4.4: Demonstrates the ability to accept the rights and responsibilities for self and others. 2: Establishes and sustains positive relationships 2c: Interacts with peers 3: Participates cooperatively and constructively in group situations 3a: Balances needs and rights of self and others
Literacy Knowledge and Skills – Children will be able to demonstrate knowledge of and develop the awareness that print conveys meaning Language Arts Standard 3: Demonstrates general skills and strategies of the reading process 3.1: Listens to and/or responds to reading materials with interest and enjoyment 3.2: Shows interest and understanding of the basic concepts and conventions of print Foundational Skills Print Concepts 1: Demonstrate understanding of the organization and basic features of print. Fluency 4: Read emergent-reader texts with purpose and understanding. Reading Craft and Structure (Informational) 5: Identify the front cover, back cover, and title page of a book. 6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Craft and Structure (Literature) 5: Recognize common of texts (storybooks, poems). 6: With prompting and support, name the author and illustrator of a and define the role of each in telling the story. 18: Comprehends and responds to books and other texts 18a: Interacts during read-aloud and book conversations 18b: Uses emergent reading skills 18c: Retells stories
Foundational Skills Fluency 4: Read emergent-reader texts with purpose and understanding. Print Concepts 1: Demonstrate understanding of the organization and basic features of print. Cognition and General knowledge and Reasoning) Mathematics knowledge and skills – Children will use math in everyday routines to count, compare, relate, pattern and problem solve. Mathematics Standard 1: Demonstrate general skills and uses of the concepts of mathematics 1.1: Demonstrates understanding of numbers and counting Counting and Cardinality Know number names and the count sequence 1: Count to 100 by ones and by tens. 2: Count forward beginning from a given number within the known sequence. to tell the number of objects 3: Write numbers from 0-20. Represent a number of objects with a written numeral 4: Understand the relationship between numbers and quantities; connect counting to cardinality. 5: Count to answer “how many” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as 20: Uses number concepts and operations 20b: Quantifies
Children will find multiple solutions utilizing symbolic representation to questions, tasks, problems and challenges by using reasoning skills. Science knowledge and skills – Children will engage in exploring their environments through Demonstrates health/mental wellness in individual and cooperative social environments 1.2: Applies social problem solving skills Science Standard 1: Demonstrates scientific ways of thinking and working 1.2: Investigates simple scientific concepts 1.5: and verifies predictions based on past experience Science Standard 1: Demonstrates scientific ways of thinking and working 1.1: Explores features of the environment through manipulation Inquiry and Research 5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real life situations. Practical Living 5.1: Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluation, and comparing to solve a variety of problems in real life situations. 11c: Solves problems 12: Remembers and connects experiences 12a: Recognizes and recalls 12b: connections 13: Uses classification skills 24: Uses scientific inquiry skills 28: Uses tools and other technology to perform tasks
observations, manipulation, asking questions, making predictions and development hypotheses. Social Studies knowledge and skills – Children will engage in exploring their family and community, its history and events, and interacting with people and the environment. 1.2: Investigate simple scientific concepts 1.3: Uses a variety of tools to explore the environment 1.4: Collects, describes and /or records information through a variety of means 1.5: Makes and verifies predictions based on past experience Social Studies Standard 1: Demonstrates basic understanding of the world in which he/she lives 1.5: Demonstrates understanding of the roles and relationships within Practical Living 2.29: Students demonstrate skills that promote individual wellbeing and healthy family relationships. 4.4: Students demonstrate the ability to accept the rights and responsibilities for self and others Social studies. 2.16: Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. 29: Demonstrates knowledge about self 30: Shows basic understanding of people and how they live
Children will demonstrate control of small muscles for such purposes as using utensils, self-care, building, writing and exploring 1.3: Performs a variety of non-loco motor skills with control and balance 1.4: Combines a sequence of several motor skills with control and balance Physical Development Standard 1: Demonstrates basic gross and fine motor development 1.5: Performs fine motor tasks using eye hand coordination Physical Education Manipulative Skills 1: Discover a variety of ways to manipulate objects. 7a: Uses fingers and hands 7b: Uses writing and drawing tools 8: Uses small, precise finger and hand movements English Language Children who are dual language learners will demonstrate competency in their home Language Arts Standard 1: Demonstrates general skills and strategies of the communication process Language Conventions of Standard English 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 37: Demonstrates progress in listening to and understanding English 38: Demonstrates progress in speaking English