scpshs annual report - scottcountyheadstart.org · Brandi Trinkle Policy Council Chair . ... dual...

Annual Report 2019 – Scott County Public School Head Start

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1

Scott County Public School Head Start

305 Legion Street

Weber City, VA 24290

276-386-6051

276-386-7281 Fax

scottcountyheadstart.org

[email protected]

2019

Scott County Public School Head Start

Kathy Wilcox, Director

ANNUAL

REPORT

2019

mailto:[email protected]


2

2 Our Mission

OUR MISSION

Guiding Low-Income Families

Toward Self-Sufficiency

&

Success in School

Head Start is an Equal Opportunity Provider

Early Head Start & Head Start Program


3

3 INTRODUCTION

Head Start began in Scott County in 1965, as well as in the rest of the country, as an

eight-week summer program designed to break the cycle of poverty by providing low income children with a program to meet their cognitive, emotional, social, health, nutritional and gross and fine motor developmental needs. The idea was that with a little help, children from even the most disadvantaged families could begin kindergarten at the same level of school readiness as their more advantaged peers. In 2019, Scott County Public School Head Start continues to provide high quality early childhood education, involving parents in all services and activities throughout the program. The promotion of school readiness is at the focal point and is delivered through a program that is developmentally appropriate, child centered, family-focused, comprehensive and community based. Developmental goals for children are supported, along with employment and self-sufficiency goals for adults as well as support for parents in their role as their child’s first and foremost teacher.

In 2019: Eighty-Eight percent of teachers have a BA/BS degree in Early Childhood Education. One teacher is

pursuing a BS in Early Childhood Education. Forty-eight percent of program staff are the parents of current or past Head Start children. Seventy five percent of Policy Council members were Head Start parents.

Kathy Wilcox

Head Start Director

David M. Templeton

School Board Chair

Brandi Trinkle

Policy Council Chair


4

4 HEAD START FUNDING SOURCES & EXPENDITURES

Date: January 1, 2019 – December 31, 2019

HEAD START EXPENDITURES Personnel $ 813,033.92 Fringe $ 298,614.97

Contractual $ 2,010.00 Supplies $ 181,645.97

Other $ 195,114.16

T & TA $ 271.61 TOTAL EXPENSES $1,490,690.63

DHHS , $1,747,094.00

USDA, $138,475.21

Other Revenue, $3,631.42

School Board In-Kind $244,680.30

Parent/Volunteer In-Kind,

$154,492.73

Other Donation In-Kind

$49,481.34

HEAD START FUNDING SOURCES

DHHS USDA Other Revenue School BoardIn-Kind

Parent/Volunteer In-Kind Other Donation In-Kind

$2,337,855.00


5

5 EARLY HEAD START FUNDING SOURCES & EXPENDITURES

Date: September 1, 2018 – August 31, 2019

EARLY HEAD START EXPENDITURES

Personnel $ 210,378.24

Fringe $ 68,393.34

Contractual $ 337.50

Equipment $ 12,468.96

Supplies $ 74,092.90

Other $ 39,535.69

TOTAL EXPENSES $405,206.63

DHHS , $378,506.00

USDA, $25,717.63

Other Revenue, $983.00

School Board In-Kind $10,692.82

Parent/Volunteer In-Kind,

$67,056.51

Other Donation In-Kind

$21,663.18

EARLY HEAD START FUNDING SOURCES

DHHS USDA Other Revenue School BoardIn-Kind

Parent/Volunteer In-Kind Other Donation In-Kind

Total: $504,619.14


6

6 AUDITED STATEMENT OF ACTIVITIES

Fiscal Year Ended June 30, 2019 Bostic, Tucker & Company, P.C.; County of Scott, Virginia Certified Public Accountants Comprehensive Annual Financial Report P.O. Box 505, Lebanon, VA 24266

(276) 889-3103; www.bthcpa.com


7

7 AUDITED STATEMENT OF ACTIVITIES Fiscal Year Ended June 30, 2019 Bostic, Tucker & Company, P.C.; County of Scott, Virginia Certified Public Accountants Comprehensive Annual Financial Report P.O. Box 505, Lebanon, VA 24266



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10

10 Most Recent Federal Review Results

Program Performance Summary Report from Office of Head Start Review Date: January 29 – February 2, 2018


11


Program Performance Summary Report from Office of Head Start

Review Date: January 29 – February 2, 2018


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18

18 PROGRAM GOVERNANCE As Grantee, the Scott County School Board is legally and fiscally responsible for the oversight of quality services for Head Start children and families. The School Board meets the first Tuesday of each month. Minutes are available at www.scottschools.com A Policy Council, made up of current parents and other community individuals is established to assist in the governance process. Policy Council meetings are held the third Thursday of each month. Minutes are available for review at the Head Start Office in Weber City.

Scott County Head Start Policy Council Members

Parent Representatives

Duffield 1 Head Start: Harley Lyons, Angela Vanzant, Stephanie Sifuentes (Alternate) Duffield 2 Head Start: Deana Hass, Heather Shepard Dungannon Head Start: Pam Skeens, Kathy Begley, Jennifer Pritchard (Alternate) Nickelsvile Head Start: Kayla Page, Tori Mardones, Norma Carr (Alternate) Shoemaker 1 Head Start: Kayla Mathes, Matthew Housewright, Sara Lucas (Alternate) Shoemaker 2 Head Start: Jerika Baldwin, Brandi Trinkle, Courtney Frye (Alternate) Shoemaker 4 Head Start: Rhonda Neeley, Tina Arnold Weber City Head Start: Cody Hammonds, Kathleen Faust, Scott Fink (Alternate) EHS Duffield: Cheyanne Shook, Brandon Mullins (Alternate) EHS Weber City 1: Laura Ramsey EHS Weber City 2: Victoria Fulford

Community Representatives Kaye Barger, Scott County Department of Social Services

Rhonda Bennett, Frontier Health Becky Coleman, Regional Adult & Career Education

Gretchen Cope, Natural Tunnel State Park Pam Cox, Tourism Director, Scott County,VA

Crystal Curtis, Appalachian Community Action Agency Karen Davidson, Appalachian Community Action Agency

Daniel Hunsucker, Virginia Department of Health, Lenowisco District Walter Manis, Punkin Patch Farms, Nickelsville, VA

Andrea Sheppard, First Baptist Church of Weber City

Scott County School Board Members (Current)

David M. Templeton (Chair) District 1 L. Stephen Sallee, Jr District 2 Linda D. Gillenwater District 3 William “Bill” Houseright District 4 Gail L. McConnell District 5 Robin Hood District 6


19

19 STAFF & SITES

Scott County Public School Head Start & Early Head Start Staff Credentials

Scott County Public School Head Start & Early Head Start STAFF CREDENTIALS

Division Masters BA/BS Degree

AA Degree CDA

Family Development

Credential Other Total Staff

Administration

1 1 0 0 0 0 2

Education

1 9 2 7 0 6 25

Family & Community 0 1 0 1 2 0 4

Health & Nutrition 0 1 0 0 0 0 1

Office Staff 0

0 0 1 0 1 2

Total Staff 2 12 2 9 2 7

34

BENEFITS TO CHILDREN AND FAMILIES

Individualized Instruction by fully qualified staff

Monthly Newsletters

Four Literacy Family Engagement Nights & Four Family Engagement Day Events

annually, each with a school readiness focus

Monthly Book Club provides 10 quality books annually to each enrolled child

Monthly educational field trips for children and their parents

Weekly CHATTER (Center to Home Activities that Teach Emergent Readers). This

extends classroom learning to each home

Volunteer and paid work experiences abound for parents


20

20 CHILDREN & FAMILES SERVED

Head Start & Shoemaker Early Head Start

Head Start is mandated to provide services to at least ten percent of enrollment. During the 2019—2020 school year, 28 children, around 17%, were served in Head Start. Individualized Education Plans (IEP’s) were developed and implemented for: Twenty-three (23) children with speech

or language impairments Five (5) children with developmental

delays Four (4) children were served in the least restrictive environment through dual enrollment in both Head Start and the Scott County Schools Special Education Classrooms.

235

138

Head Start Children With Disabilities

Speech Delay - 23 Developmental Delay - 5 No Special Needs - 138

68%

8%

12%

1%10%

Head Start & Shoemaker EHSEnrollment by Eligibility

(Based on 158 HS & 8 EHS Children Served)

Income Below 100% - (112)

Over Income - (14)

Income 100 < 130% - (20)

Foster Care - (2)

Public Assistance - (16)

2 4 2 7

65

86

0

20

40

60

80

100

Head Start & Shoemaker EHSEnrollment By Age

(Based on 158 HS & 8 EHS Children Served)

6 weeks - 12 Months 13 Month - 23 Month

24 Month - 35 Month 2 Year Old

3 Year Old 4 Year Old


21

21 CHILDREN & FAMILIES SERVED

Head Start & Early Head Start

HEAD START

SHOEMAKER EARLY HS

EARLY HEAD START

140 8 Funded Enrollment 24

140 8 Average Monthly Enrollment 24

86% 82% Average Monthly Attendance 86%

152 8 Total Number of Children Served 38

146 6 Total Number of Families Served 37

82 3 Two Parent Families 13

70 3 Single Parent Families 24

515 9 Total Number of Volunteers 158

23

108

19

20

20

40

60

80

100

120

Less Than High School High School/GED Some College Bachelors/Advanced

Head Start & Shoemaker EHSEducation History of Families

(Based on 146 HS & 6 EHS Families)

2

27

6

2

0

5

10

15

20

25

30

Less Than High School High School/GED Some College Bachelors/Advanced

Early Head Start Education History of FamiliesBased on 37 Families Served


22

22 FAMILY SERVICES


11

17

12

0 - 12 Month 13 - 24 Month 25 - 36 Month

Early Head StartCummulative Enrollment by Age

60%

5.00%

10.00%

7.00%

18%

Income Below 100% - 24

Over Income - 2

Income 100 < 130% - 4

Foster Care - 3

Public Assistance - 7

EHS Enrollment by EligibilityCummulative Enrollment 2018-2019

2 25

29

Early Head Start Children With Disabilities

Speech - 2 Developmental Delay - 2

Developmental & Speech - 5 No Special Needs - 29


23

23 FAMILY SERVICES


23

60

39

1510

24

1279

32

14

7

Family Life Practices Support For Children Family Self-Sufficiency Support For Families

Head Start & Shoemaker EHS - Family Outcome GoalsBased on 137 Families Participating in Family Goal Setting Process

Total # Goals Total # Making Progress Total # Goals Achieved

78

12

1

4

2

8

0

3 3 3

1

Family Life Practices Support For Children Family Self-Sufficiency Support For Families

Early Head Start - Family Outcome GoalsBased on 28 Families Participating in Family Goal Setting Process

Total # Goals Total # Making Progress Total # Goals Achieved


24

24 FAMILY SERVICES

ATTENDANCE (Head Start & Early Head Start)

Charts reflect school closure during the Covid 19 Pandemic.

FAMILY ENGAGEMENT

Throughout the year, parents are given the opportunity to participate in their child’s learning environment

through parent-child activities. Each activity relates to the six kindergarten readiness standards: mathematical

thinking, language and literacy, creative arts, approaches to learning, science, and social studies. In addition to

hands-on activities, parents are also provided take home kits with instructions on how to extend the child’s

learning experiences and engage in parent-child interactions at home.

94%

88% 88%

84%85% 85%

84% 84%

Head Start Average Monthly Attendance

August

September

October

November

December

January

February

March

82%89% 87% 89%

75%

86%91%

85%90%

Early Head Start Average Monthly Attendance

July

August

September

October

November

December

January

February

March


25

25

HEALTH SERVICES


33

10

36

19

Medical Home Oral/Dental Home

Early Head StartMedical & Oral/Dental Home

At Enrollment Current Enrollment

144

103

152

118

Medical Home Oral/Dental Home

Head Start & Shoemaker EHSMedical & Oral/Dental Home

At Enrollment Current Enrollment


26

26 HEALTH SERVICES


3026

3135 35

Oral Screenings Physical Exam Up To DateImmunizations

Hearing Screening Vision Screening

Early Head Start Annual Health Services Screenings Report

138 143127

155 157 157

Oral Screenings Physical Exam Mental HealthScreening

Up To DateImmunizations

HearingScreening

Vision Screening

Head Start & Shoemaker EHSAnnual Health Services Screenings Report

132

11 10 13

136

14 8 8

Medicaid Private Other None

Head Start & Shoemaker EHSMedical Insurance

At Enrollment End of Enrollment

23

1 0

14

30

30

5

Medicaid Private Other None

Early Head Start Medical Insurance

At Enrollment End of Enrollment


27

27 HEALTH SERVICES


0

7

17

23

0 0

Anemia Asthma HearingDifficulty

VisionProblems

High LeadLevel

Diabetes

Head Start Chronic Conditions

138157 157

127

17 17 23 21

Dental Hearing Vision Mental Health

Head Start & Shoemaker EHSHealth Screenings

Screenings Referrals/Concerns

30

35 35

1

64

Dental Hearing Vision

Early Head Start Health Screenings

Screenings Referrals/Concerns


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28 TRANSITION TO KINDERGARTEN

It is the philosophy of Scott County Public School Head Start that “A comprehensive and developmentally appropriate learning environment will provide the foundation for successful school and life experience”.

This year, approximately 82 Scott County children transitioned from Head Start to Kindergarten. In keeping with the philosophy and mission of Scott County Public School Head Start, the program remains committed to providing positive transition experiences. This school year our program had to close unexpectedly due to the novel COVID-19

pandemic. Scott County Public School Head Start continued to strive to implement smooth transitions for families from Head Start to Kindergarten and from Early Head Start to Head Start:

Kindergarten Resource Bag

Activity based packets containing 12 weeks of ready to use summer activities to help children stay ready for public school

Zoom meeting with Kindergarten teacher to discuss curriculum, expectations, etc.

Kindergarten readiness activities provided via Facebook

Going to Kindergarten book for each family

TRANSITION FROM EARLY HEAD START TO HEAD START

Assist with Head Start application process

Visits the Head Start classroom

The parent will have the opportunity to visit the Head Start

classroom

Transition activities in classroom and via Facebook

Collaboration between the EHS Teacher and HS Teacher for the final

and initial home visit

Children with IFSP have a scheduled transition meeting with LEA’s

Special Education


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29 CHILD OUTCOMES 2019-2020 HEAD START CLASS SCORES The Classroom Assessment Scoring System (CLASS) is an observation instrument developed to assess classroom quality in preschool through third grade classrooms. The Office of Head Start has adopted CLASS as the observational tool to monitor classroom quality nationwide. Classrooms are observed and rated on a scale of 1 -7 with 7 being the highest score possible. The following graph compares Scott County Public School Head Start’s ongoing monitoring scores to Head Start scores nationwide. Programs across the nation must average a certain score in each domain. This is the re-competition level shown in the graph. Emotional Support: This domain includes a broad array of classroom processes related to the teacher’s ability to support social and emotional functioning in the classroom. Classroom Organization: This domain includes a broad array of classroom processes related to the organization and management of students’ behavior, time, and attention in the classroom. Instructional Support: This domain includes a brand array of ways teachers effectively implement the curriculum to support children’s cognitive and language development. *Note: Due to the closure of school during the COVID 19 Pandemic, on-going monitoring was only completed twice during the 2019-2020 school year versus the typical three times per year.

6.73

6.055.69

6.356.31

5.79

5.32

6.24

4.51

2.91

2.33

3.93

SCPSHS Ongoing MonitoringProgram Average 2019-2020

National Average Results2019

National Average Lowest10% 2019

Federal CLASS Review SCPSHSWinter 2018

Scott County Public School Head StartCLASS Observations/Scores

Emotional Support Classroom Organization Instructional Support


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30 CHILD OUTCOMES 2019-2020 PALS PreK Phonological Awareness Literacy Screening

honological Awareness Literacy Screening (PALS) was developed by the University of Virginia’s Curry School of Education through a grant provided by the Virginia Department of Education.

Children are evaluated in six emergent literacy fundamentals to assess their knowledge. The six literacy fundamentals include: name writing, alphabet knowledge, beginning sound awareness, print and word awareness, rhyme awareness, and nursery rhyme awareness. The results can then be used to guide teachers and caregivers to advance literacy development. The PALS-PreK literacy assessment tool is used by the majority of Virginia Head Start grantees. Scott County Public School Head Start is one of the programs using PALS-PreK to assess our student’s progress. PALS scores are reported to the Virginia Department of Education.

P

NAME WRITING

Name Writing is an important step in the development of literacy skills. One of the first attempts at writing usually begins with learning to write his or her name. According to Marcia Inverizzi et al (2004) the scoring of name writing is a measure of a child’s cognitive process as they start to understand a connection between the written and spoken language. Students are scored as they attempt to write their name and draw a corresponding picture.

In the fall, 28% of

Scott County Head

Start Students met the

developmental range.

Due to the closure of

school during the

COVID 19 Pandemic,

PALS testing was not

able to be completed

in the spring.

Alphabet Knowledge is also known as the “gateway to literacy” (2004), by combining an understanding of letter recognition with phonemic awareness. PALS Pre-K assesses a child’s knowledge in a three tier process. If a child has an understanding of the uppercase letters, the lowercase recognition test is given. If a child has an understanding of the lowercase letters, the letter sound is assessed to see if they can correlate a sound with the right letter.

In the fall, some Scott County Head Start Students met the developmental range. Due to closure of school during the

COVID 19 Pandemic, PALS testing was not able to be completed in the spring. Graphs show scores of Scott County

Head Start Students.

0%

5%

10%

15%

20%

25%

30%

Fall 2019

28%

Writing Name

0%

5%

10%

15%

20%

25%

30%

Fall 2019

28%

Uppercase LetterRecognition

0%

5%

10%

15%

20%

25%

Fall 2019

23%

Lowercase LetterRecognition

0%

2%

4%

6%

8%

10%

12%

14%

16%

Fall 2019

16%

Letter Sounds


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31 CHILD OUTCOMES 2019-2020 PALS PreK Phonological Awareness Literacy Screening

Print and Word Awareness is one of the most important steps in learning to read. The realization that writing represents the sounds of words that are spoken helps preschoolers build reading fundamentals. Students are assessed on their knowledge of the structure and function of book parts by asking students to differentiate between letters, words and pictures in a book. Students are also assessed on the concept of a word by recognizing familiar words in a book.

BEGINNING SOUND AWARENESS AND RHYME AWARENESS Beginning Sound Awareness and Rhyme Awareness is a significant step in a child’s ability to learn to read because it tests the ability to manipulate sound units within spoken words. Students are shown picture cards and asked to identify the beginning sound of the picture. According to Inverizzi (2004), the knowledge of nursery rhymes has a direct positive impact on a student’s ability to read and spell over the next three years.

Charts above show the fall scores for Scott County Head Start students in Print & Word Awareness, Rhyme Awareness, Beginning Sounds, Rhyme Awareness and Nursery Rhyme Awareness.

Due to closure of school during the COVID 19 Pandemic, PALS testing was not able to be completed in the spring.

For Scott County Head Start students, print and word awareness

was 39% in the fall. Due to closure of school during the COVID 19

Pandemic, PALS testing was not able to be completed in the spring.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Fall 2019

48%

Beginning Sounds

0%

5%

10%

15%

20%

25%

30%

35%

40%

Fall 2019

37%

Rhyme Awareness

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Fall 2019

48%

Nursery Rhyme Awareness

0%

5%

10%

15%

20%

25%

30%

35%

Fall 2019

34%

Print & Word Awareness


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32 Head Start School Readiness Goals 2019-2020

The following charts depicts the percentage of three and four year old children that met or exceeded the goals based on the COR Advantage Assessment data. Note: Due to the closure of school during the COVID -19 Pandemic, assessments were only completed twice during FY 2019-2020. Head Start typically completes COR assessments three times per year.

APPROACHES TO LEARNING: COGNITIVE

SELF-REGULATION (Executive Functioning) Goal 1: Children will be able to set goals, develop plans,

complete tasks and maintain concentration over time.


SELF-REGULATION (Executive Functioning) Goal 2: Children will increase their skills in problem solving

by recalling past knowledge or experience.

SOCIAL & EMOTIONAL DEVELOPMENT:

Emotional Functioning Goal 3: Children will engage in socially acceptable behaviors

by recognizing and regulating emotions.

LANGUAGE & LITERACY: LANGUAGE AND

COMMUNICATION Goal 4: Children will comprehend and use increasing

complex and varied vocabulary

LANGUAGE & LITERACY: LITERACY. Goal 5: Children will identify and discriminate between sounds and phonemes in language, and show a growing awareness of beginning and ending sounds of words.

LANGUAGE & LITERACY: LITERACY. Goal 6: Children will identify letters and attend to the

beginning letters and sounds in familiar words.

54%

8%

88%

59%

3 Year Olds - Level 3 4 Year Olds - Level 5

GOAL 1 - COR Advantage A

Fall

Winter

1%5%

40%

24%


GOAL 2 - COR Advantage C

Fall

Winter

59%

9%

76%

39%


GOAL 3 - COR Advantage D

Fall

Winter20%

7%

43%

32%


GOAL 4 - COR Advantage L

Fall

Winter

7%4%

33%

21%


GOAL 5 -COR Advantage N

Fall

Winter

61%

35%

84%

63%


GOAL 6 - COR Advantage O

Fall

Winter


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33 Head Start School Readiness Goals 2018-2019

LANGUAGE & LITERACY: LITERACY Goal 7: Children will use letter-like shapes, symbols, and letters to convey meaning.

COGNITION: IMITATION AND SYMBOLIC REPRESENTATION AND PLAY Goal 8: Children will increase their skills in thinking symbolically and engaging in socio-dramatic play.

COGNITION: MATHMATICS DEVELOPMENT Goal 9: Children will demonstrate increasing ability to count, connecting number words and symbols to the objects counted, with the awareness that the last number describes the total.

COGNITION: MATHMATICS DEVELOPMENT Goal 10: Children will describe the position of objects in relation to other objects and themselves; recognize and describe simple geometric shapes.

PERCEPTUAL MOTOR AND PHYSICAL

DEVELOPMENT: Health, Safety, & Nutrition

Goal 11: Children will understand and perform personal

care tasks and practice healthy habits.


DEVELOPMENT: Gross Motor COR Advantage I

Goal 12: Children will demonstrate age appropriate

physical development.


DEVELOPMENT: Fine Motor

COR Advantage J


physical development.

54%

39%

66%

80%


GOAL 7 - COR Advantage R

Fall

Winter 18%

11%

48%

36%


GOAL 8 - COR Advantage AA

Fall

Winter

46%

13%

64%

50%


GOAL 9 - COR Advantage S

Fall

Winter

54%

16%

90%

50%


GOAL 10 - COR Advantage T

Fall

Winter

45%

7%

81%

55%


GOAL 11 - COR Advantage K

Fall

Winter

79%

35%

100% 99%


GOAL 12 - COR Advantage I

Fall

Winter

18%

40%

55%61%


GOAL 12 - COR Advantage J

Fall

Winter


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34 Early Head Start School Readiness Goals 2019-2020


SELF-REGULATION (Executive Functioning) Goal 1: Children will demonstrate age appropriate initiative in interactions, experiences, and explorations of others and objects in their environment with increasing ability to maintain attention.

SOCIAL & EMOTIONAL DEVELOPMENT: Emotional Functioning Goal 2: Children will increasingly demonstrate the ability to manage age appropriate feelings and emotions with the support of familiar adults.

SOCIAL & EMOTIONAL DEVELOPMENT: Relationships with Adults Goal 3: Children will engage in positive interactions through secure relationships with consistent, responsive adults.

SOCIAL & EMOTIONAL DEVELOPMENT:

Relationship with other Children

Goal 4: Children will develop appropriate personal and

playful relationships with other children.

LANGUAGE & LITERACY: LITERACY: Attending & Understanding/ Vocabulary Goal 5: Children will attend to and understand an increasing number of words in communication and conversation with others.

LANGUAGE & LITERACY: Communicating & Speaking / Vocabulary Goal 6: Children will understand and use increasingly

complex language in conversation with others.

60%

78%

67%

94%100%

75%

0 - 16 Month - Level 1 17 - 36 Month - Level 2

GOAL 1 - COR Advantage A

Fall

Winter

Spring

80%

61%67%

72%

100%

75%

0 - 16 Month - Level 1 17-36 Month - Level 2

GOAL 2 - COR Advantage D

Fall

Winter

Spring

80%89%

67%

94%100%

88%


GOAL 3 - COR Advantage E

Fall

Winter

Spring40%

78%

33%

94%100%

81%


GOAL 4 COR Advantage F

Fall

Winter

Spring

60%

89%

33%

94%86% 88%


GOAL 5 - COR Advantage M

Fall

Winter

Spring

40%

72%

33%

83%

57%

75%


GOAL 6 - COR - Advantage L

Fall

Winter

Spring


35

35 Early Head Start School Readiness Goals 2019-2020

LANGUAGE & LITERACY: Emergent Literacy

Goal 7: Children will use letter-like shapes, symbols,

and letters to convey meaning.

COGNITION: Emergent Mathematical Thinking

Goal 8: Children will engage in and maintain age

appropriate mathematical skills in number sense and

quantity.

PERCEPTUAL MOTOR & PHYSICAL

DEVELOPMENT: Health, Safety, & Nutrition


personal care behaviors with increasing independence

as part of everyday routines.

PERCEPTUAL MOTOR & PHYSICAL

DEVELOPMENT: Gross Motor/Fine Motor Goal 10: Children will demonstrate age appropriate physical development. Level 1: Children will walk without assistance Level 2: Children will run while navigating around people or objects and climb up or down a ladder/steps, or march.

PERCEPTUAL MOTOR & PHYSICAL DEVELOPMENT: Gross Motor/Fine Motor Goal 10: Children will demonstrate age appropriate physical development. Level 1: Children will use his/her small muscle to pick up objects. Level 2: Children will fit materials together or pull them apart.

60%

78%

33%

83%

57%

81%


GOAL 7 - COR Advantage P

Fall

Winter

Spring

40%

72%

17%

89%

14%

81%


GOAL 8 - COR Advantage S

Fall

Winter

Spring

80%89%

50%

94%100%

94%


GOAL 9 - COR Advantage K

Fall

Winter

Spring

60%

89%

50%

100%

86%94%


GOAL 10 COR Advantage I

Fall

Winter

Spring

80%89%

83%

94%100% 100%


GOAL 10 - COR Advantage J

Fall

Winter

Spring

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