School Readiness

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What is School Readiness?

School Readiness is children being ready for school; families being ready to support their children’s learning; and schools being ready for children. School Readiness is viewed as children possessing the skills, knowledge and attitudes necessary for success in school and later learning in life.

Our School Readiness Mission Statement

Our mission is to improve the lives of low-income children by providing training and technical assistance to center staff that is family-focused and inclusive of education, health, nutrition, mental health and disability services through the integration of all systems in an intentional effort to support school readiness.

School Readiness Core Values

  1. Children must be valued.
  2. Treat others with respect and dignity.
  3. Promote honesty and trust.
  4. Value others and embrace cooperation and collaboration.
  5. Remain committed to quality work.
  6. View change as an opportunity for growth.
  7. Take personal responsibility for actions and behaviors.

School Readiness Program Goals

School readiness goals articulate our program’s expectations of our children’s status and progress across the five essential domains of child development and early learning.  They are broad statements that articulate the highest developmental achievement children should attain as a result of Head Start services. They are the expectations of children’s status and progress across the five identified essential domains.  Progress within these domains will improve readiness for kindergarten goals and that appropriately reflect the ages of children, birth to five, participating in the program.

Head Start/Early Head Start School Readiness Goals

LANGUAGE: Children will use and comprehend an increasingly complex and varied vocabulary. Dual language learners may demonstrate these increasing abilities in their home language or in English at a 50% progress rate. (HS)

Children with disabilities may receive individualized instruction, accommodations and intentional guidance to demonstrate increasing abilities in forming friendships and relationships.

LITERACY: Children will understand that print is connected to oral and written communication at a 50% progress rate. (HS)

Dual language learners’ understanding of print may be dependent on prior exposure, their abilities, temperaments and type of support received.

LANGUAGE AND COMMUNICATION:
Children will understand and begin to use oral language for conversation and communication. (English or other language/s) at a 60% progress rate. (EHS).

LITERACY: Children will engage with stories and book at a 60% progress rate. (EHS)

SCIENCE: Children will use observation, active exploration, ask questions, predict, and formulate guesses/assumptions to gain a better understanding of their surroundings at a 70% progress rate. (HS)

MATH: Children will use observation, pretend play and asking questions to gain a better understanding of numbers and quantities.

COGNITION: Infants and toddlers will use all of their senses to explore, investigate and manipulate their environment to gain knowledge of how things work, occur and happen in their physical environment at a 75% progress rate. (EHS)

COGNITIVE SELF-REGULATION: Children will demonstrate persistence and flexibility by developing an increased ability to find more than one solution to a question or problem at a 70% progress rate.(HS)

Children with disabilities will be provided individualized instruction to promote sustained attention and regulation of feelings. Dual language learners may develop increased flexibility in thinking, working memory, and sustained attention as they learn multiple languages.

CREATIVITY: Infants and toddlers will demonstrate interest, curiosity, and eagerness inexploring the world around them. at a 70% progress rate (EHS)

HEALTH AND SAFETY: Children will identify and practice healthy and safe habits at an 75% progress rate. (HS)

Children with disabilities may be provided more individualized instruction and experiences to include goals from the IEP. Cultural and individual differences as well as life experiences may be considered in designing activities for dual language learners to promote perceptual, motor and physical development.

HEALTH AND SAFETY: Infants and Toddlers will learn and begin to demonstrate healthy and safe habits at an 80% progress rate. (EHS) Infants will use senses to explore and understand objects and people in their environment at a 70% progress rate. (EHS)

RELATIONSHIPS AND EMOTIONAL FUNCTIONING: Children will develop positive relationships with peers and adults that will display levels of appropriate emotional regulation at a 75% progress rate.(HS)

Children with disabilities may receive individualized instruction, accommodations and intentional guidance to demonstrate increasing abilities in forming friendships and relationships. Dual language learners may demonstrate these increasing abilities in their home language or in English at a 50% progress rate.

EMOTIONAL FUNCTIONING: Infants and Toddlers will demonstrate control over some of their feelings and behaviors (self-regulation) at a 75% progress rate. (EHS)