Enrollment Profile 2014-2015 9 Federal Review Results 10 Financial Audit Results 10 Child Health and Development 10 Parent Involvement 11 Preparing Students for Kindergarten 12 Child Outcomes 13 Mission Statement The mission of the City ISD Head Start Program is to recruit and equip eligible Head Start families with the tools and resources necessary to promote and support them to become responsible and productive citizens in society. The program recognizes the need to increase school readiness, in a cooperative effort with home and community, through the provision of services designed to enhance the development of the whole child. Head Staff Aldridge, Sandra Family Advocate Assistant Arthur, Erin Head Start Teacher 3 year olds Barnard, Sherri Nurse/ Health Manager Brooks, Jeanie Parent Involvement Coordinator Butler, Linda Head Start Teacher Assistant 4 year olds Castro, Theresa Head Teacher 3 year olds Catching, Head Start Teacher Assistant 4 year olds Chenevert, Lesby Bilingual Head Start Teacher 4 year olds Cronk, Charlene Head Start Teacher 4 year olds Dillon, Michelle Lead Family Advocate Dillon, Trennie Head Start Teacher Assistant 4 year olds
of the Child Development and Learning Framework. The staff is experienced, knowledgeable and well-trained on implementing the Frog Street Press curriculum during the school year. As a component of Frog Street Curriculum, Conscious Discipline is adopted as the campus management plan. Classrooms were supplied with the tools necessary to carry out the focus of regulating behavior and emotions, becoming confident, independent thinkers and learners, and encouraging creativity and exploration. A wide of instructional strategies are incorporated into each classroom on a daily basis: whole group, small group, individual. Children are allowed to initiate many of their own activities. However, there are also opportunities for teacher-led lessons. This variety allows for all children to be successful learners, including our English Language Learners and students with disabilities. It is responsive to the variety of cultures and family styles that are present in our community. Teachers have been trained in differentiating the instruction for their students so that all children can learn in the ways that they learn best. Our curriculum identifies goals in all areas of development, social, emotional, cognitive, and physical. Teachers utilize a wide variety of instructional strategies that respect the developmental stages of preschool children which include: Literacy – vocabulary, language development, phonological awareness, letters, words, print, comprehension, books and other written text Mathematics – numbers, patterns and relationships, geometry and spatial awareness, measurement, and data collection, and organization Science – the physical properties of objects, living things, and the earth and environment Social Studies – how people live, work, get along with others, shape and are shaped by their surroundings Creative Arts – dance, music, dramatic play, drawing and painting Technology – tools and their basic operations and uses Approaches to Learning – observing and exploring; problem solving; and connecting, organizing, communicating, and representing information Calvin Vincent Head Start ensures children are successful learners by checking their progress at three different times during the school year, using the Teaching Strategies Gold Assessment, an observation based assessment, to obtain child outcomes. In addition to this assessment, students are assessed via a locally designed report card three times each year and with the Brigance screening instrument two times each year. The Teaching Strategies Gold assessment is accessible online and encompasses greater than 50 indicators in ten objectives/dimensions to generate student assessment data in the following categories: Social-Emotional, Physical, Language, Cognitive, Literacy, Mathematics, Science and Technology, Social Studies, The Arts, and English Language Acquisition. Student achievement is logged according to performance across widely held developmental and learning expectations. Students will fall into one of three categories: