Opportunities for Broome
School Readiness Goals
OFBHS uses the Creative Curriculum for Pre-School (5th edition) and our assessment tool is Teaching Strategies GOLD Objectives for Development and Learning: Birth through Kindergarten (TS Gold), which aligns with the Head Start Child Development and Early Framework as well as the NYS Prekindergarten Learning Framework, NYS Early Learning Guidelines, NYS Common Core State Standards for Mathematics, and NYS Common Core State Standards for English Language Arts and Literacy. Assessment data was entered by classroom teachers. Children (ages 3, 4, and 5 years-old) were assessed three times within the school year during the months of October, February, and April (Universal Pre-Kindergarten (UPK) spring data was entered in May).
Our program’s school readiness goals are based on the Head Start Child Development and Early Framework and it aligns with the NYS Prekindergarten Learning Framework, NYS Early Learning Guidelines, NYS Common Core State Standards for Mathematics, and NYS Common Core State Standards for English Language Arts and Literacy. These goals were developed by staff, families, and community members. Head Start mandates for School Readiness have been met.
We also utilize a Mental Health Curriculum that includes daily activities and use of the Devereux Early Childhood Assessment (DECA) which helps to identify and assist children with mental health needs. Our program also completed its first year using Conscious Discipline. Conscious Discipline is a classroom management program that empowers both teachers and students. The program is based on current brain research, child development, and developmentally appropriate practices. The goal of the program is provide changes by fostering the emotional intelligence of teachers and children. Emotional intelligence is the ability to gauge, understand, and control one’s emotions.
The information below details the progress of the children in our program during the 2014-2015 school year and as well program towards achieving school readiness goals. (The percentage number notes the children in our program meeting or exceeded the Widely Held Expectations for three and four year olds).
Physical Development and Health:
-Children will show an increased use of healthy and safe habits.
Fall: 35%, Winter: 67%, Spring: 86%, Percentage of growth: 51%
-Children will show growth in their gross-motor coordination.
Fall: 45%, Winter: 71%, Spring: 91%, Percentage of growth: 47%
Social and Emotional Development:
– Children will show growth in developing friendships with peers and adults.
Fall: 49%, Winter: 76%, Spring: 88%, Percentage of growth: 39%
-Children will demonstrate age-appropriate independence in a range of activities, routines, and tasks.
Fall: 47%, Winter: 68%, Spring: 88%, Percentage of growth: 41%
-Children will show a level of growth in expressing a healthy range of emotions and engaging in positive alternatives to aggressive or isolating behaviors.
Fall: 46%, Winter: 72%, Spring: 89%, Percentage of growth: 43%
Approaches to Learning:
-Children will show an interest in and increase their level of engagement in-group experiences.
Fall: 60%, Winter: 87%, Spring: 95%, Percentage of growth: 35%
– Children will show growth in portraying events, characters, and/or stories through acting and using props and language.
Fall: 67%, Winter: 79%, Spring: 97%, Percentage of growth: 30%
Language and Literacy:
-Children will have an increased awareness of the names and sounds associated with letters.
Fall: 32%, Winter: 61%, Spring: 80%, Percentage of growth: 48%
-Children will enhance their awareness that language can be broken into words, syllables, and smaller pieces of sound. Fall: 45%, Winter: 69%, Spring: 89%, Percentage of growth: 44%
Cognition and General Knowledge:
-Children will show growth in associating numbers and the names of numbers with written numerals.
Fall: 27%, Winter: 48%, Spring: 78%, Percentage of growth: 51%
-Children will acquire skills to observe and collect information and use it to ask questions, predict, explain, and draw conclusions.
Fall: 60%, Winter: 83%, Spring: 94%, Percentage of growth: 34%
-Children will show growth in their ability to recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions to a problem. (TSG 12, 13, 14)
Fall: 40%, Winter: 71%, Spring: 88%, Percentage of growth: 48%
A brief description of program improvements implemented in response to the analysis of the assessment data can be found below.
• Additional focus on taking care of own needs appropriately; the importance of hand washing, toileting, cleaning up, self-help skills, healthy food choices, germs, tooth brushing, cooking projects, kitchen safety, personal safety, etc. The Nutrition and Health Coordinator piloted a nutrition program in our Endicott site, which will be expanded to all sites in the next program year.
• Focus on child’s overall health and the importance of daily exercise. Family Advocates will continue to bring more resources into the homes promoting preventive health and dental care. Teachers included specific “I’m Moving, I’m Learning” activities into their weekly lessons. The Health Specialist presented activities covering dental health and germs. These activities will occur in the next program year. These will be enhanced with the addition of activities covering the following topics: healthy eating, personal safety, and exercising as a family.
• Continued focus on traveling, balancing, and gross-motor skills. The teachers implemented structured gross-motor activities during playground and inside large motor time. Activities supporting these skills will be included in the monthly newsletter.
• Focus on forming relationships with adults and increasing interactions with peers. We will continue Conscious Discipline curriculum with an emphasis on making meaningful connections with each child and role modeling social skills (e.g. helping, taking turns, and sharing) for children and support children in using these skills with their peers.
• Focus on assisting children in managing their feelings and being able to solve social problems. Teachers will support children recognizing their own emotions and developing self-regulation using the “Feeling Buddies” curriculum. Teachers will also implement activities with an emphasis on engaging children in group discussions and role-playing how to resolve conflicts or negotiate social problems before they arise.
• Children will act out books as well as create their own stories. Some teachers were able to create “Story Prop Boxes” for children to act out books. We will create more “Story Prop Boxes” in the upcoming program year. Teachers will support children by providing props of varying realism to meet the needs of both inexperienced and capable players, including realistic props and open-ended objects (e.g. cardboard tubes, unit blocks, or pieces of cloth). Teachers will also support children by encouraging recall and sequencing skills by asking them to tell you what happened in their drama. e.g. (“How did the story start? What happened next?”).
• Focus on children identifying and naming letters, especially those in their own name and their letter-sound knowledge. Teachers created sign-in sheets for children, used letter-name knowledge activities during transitions, and supported children’s attempts at writing letters through journaling. The journaling activities will be enhances this coming program year with the addition of themed areas.
• Focus on children’s ability to notice and discriminate rhyme, alliteration, and smaller units of sound. A resource and guidance manual will be created for teachers that emphasize the importance of phonological awareness.
• Focus on counting, quantifying, and connecting numbers with their quantities. Teachers implemented small group lessons using the “High Five Mathematize” resource book along with the concepts shared with them by Colleen Finch- TA Specialist/ STGi.