INCA COMMUNITY SERVICES, INC. CHILD DEVELOPMENT EDUCATION PLAN Performance Standard Education and Early Childhood Development

Transcription

1 ti INCA COMMUNITY SERVICES, INC. CHILD DEVELOPMENT EDUCATION PLAN Performance Education and Early Childhood Development INCA Policy Council Representative/Date INCA Board of Directors Signature/Date INCA Head Start Director Signature/Date 0

2 Revised 06/12 INCA S HEAD START MISSION INCA Head Start is a Pre-School Program that is dedicated to providing excellence in education by investing in the future of families in rural communities, thus empowering them with skills and knowledge to meet challenges throughout life. GENERAL STATEMENT OF GOALS The overall goals of the INCA Head Start Program are to prepare children for School Readiness and to bring about a greater degree of social competence for children of low-income families. By social competence INCA means the child and family s ever day effectiveness in dealing with both present environment and later responsibilities in school and life. Social competence takes into account the interrelatedness of cognitive development as well as physical and mental health, nutritional needs and other factors that enable a developmental approach to helping children achieve social competence. We have designed our educational plan to the basic needs of the children, our Head Start parents, and our employees who are all the products of our communities. We have built in flexibility to ensure the molding of the plan to meet the children s needs rather than bending children to fit a rigidly structured plan. We have also left room for teachers; individual creativity rather than demanding conformity. We feel that, as prime educator of their children, the parents must be included in the Head Start experience for it to be of maximum benefit to the children. For the experience in Head Start to be more effective, the community must also be involved in the program. The strategies of our plan are to insure that the parent is the prime educator of the child. Our program uses the Teaching Strategies Creative Curriculum System for Preschool (further referenced Creative Curriculum) and Zoo-phonics as a basis for curriculum. This allows our classrooms to have some semblance of uniformity but also allows for individualization to meet the unique needs 1

3 of each child, family and community. The curriculum provides activities for development in each of the eight domains and thirteen indicators as shown in the Heads Start Child Outcomes work: ( Many of the materials necessary for the implementation of the program s curriculum are listed in the monthly Creative Curriculum teacher s guides. Additional materials are supplied to all teachers to supplement letter recognition, numeric and science skills including the Leapfrog School House curriculum. Other materials supplied to supplement Creative Curriculum with other educational activities include computer software, various resource books, materials and supplies for numerous learning centers. We have installed SMART Boards in all of our classrooms to enhance the learning environment of our program. The SMART Board allows the teacher access to the vast amount of resources the internet offers as well as curriculum software during circle time, story time, small group, large group and learning centers. This program is being utilized to help children focus on the daily calendar, letters, numbers, shapes and colors while interacting with the technology aspects of the future. The Creative Curriculum Math Software has been downloaded on all classroom computers including the SMART Board computer in order for the teacher to involve the students in the Math curriculum as a group. Then as individuals they can choose the computer center and continue to use the Math curriculum at their own pace. These boards are a phenomenal tool for the teachers to use in their classrooms. They can download interactive stories in order to show the children many perspectives of literacy and language all while playing and having fun. Creative Curriculum includes suggested ideas on how to use this curriculum with children who have disabilities or developmental delays. meet the needs of individual children and enhance the Creative Curriculum through modification. Creative Curriculum offers a specific teacher s resource Objectives for Development & Learning that offers suggested activities to support individualization of at least 10 diagnosed disabilities as well as access to the multi-resources of the INCA s Disabilities/Mental Health Manger. The Creative Curriculum meets Head Start Performance s of requirement for a scientifically research based curriculum. The parent s role as the first and best teachers of their child is considered to be vital in the selection and implementation of a curriculum plan. Their input, along with that of staff members, is essential in all phases of curriculum development. Our curriculum basis supports and provides communication and resources to enhance our relationships with our parents by providing Letters to families to participate in the child s learning. These guides help teachers connect with parents by demonstrating monthly activity pages; theme based weekly take-home books, and a broad section of resources for encouraging family involvement. The teacher determines each student s strengths and weaknesses through observations and on-going assessments utilizing the LAP-D (Learning Accomplishment Profile Diagnostic). The teacher uses scaffolding, spiral review and other teaching strategies to build upon what the child already knows, to improve these weaknesses and increase the strengths. Many ideas for experiences are provided in the Creative Curriculum. Our teachers are free to substitute alternative experiences if they are more developmentally appropriate or if they better meet the needs, interest, cultures or learning styles of their individual families and children. 2

4 Our goal is to provide a developmentally appropriate environment that is conducive to the progress of social, emotional, cognitive, physical, speech and language skills that are individualized to meet each child s unique needs. The overall goal is to prepare children to have positive and successful experiences so the children will be ready to enter Kindergarten on the same level as other children. HEAD START GENERAL PROGRAM INFORMATION INCA currently operates twelve Child Development Centers, with 22 classrooms in four counties, Atoka Johnston, Marshall, and Murray. centers are located on the public school grounds while the remaining 8 are satellite centers. Four All classes are in operation from the middle of August until the middle of May. Caney, Kingston, 2 classes in Madill, Milburn, Millcreek, and Wapanucka Head Start centers are located in the public school system. The children are transported by and meals are provided through the public schools. There is 44 teaching staff hired for the 22 classes. We have several one-on-one teachers for special needs children, 5 full-time cooks and 5 part-time cooks who work in the Atoka, Davis, Madill, Sulphur, and Tishomingo centers. 2 teachers are bi-lingual and 2 teacher-aides are bi-lingual. We are funded for 384 children. Our licensing capacity is for 432. Last program year, INCA served 509 children and 475 disabilities. families. 38 Children had When enrollment drops, staff and parents recruit children to keep enrollment up. Every effort is made to recruit all eligible children. Great effort is made to serve children with disabilities. After considering other options, the Head Start Model was selected, as the model that best suit s the needs of our children. The Policy Council concurred that this is the best model to meet their needs. 3

5 (a)(l)(i) (a) Child Development and education approach for all children. INCA Head Start is concerned with the whole child including social competence for the success of school readiness through the eight domains stated in the Head Start Child Outcomes work. (HSCOF) Web-based Data program notes Red e-learner Website (LAP-D) anecdotal notes. (l) In order to help children gain the social competence, skill and confidence necessary to be prepared to succeed in their present environment and with later responsibilities in school and life. Agencies approach to child development education must: (i) Be developmentally and linguistically appropriate, recognizing that children have individual interests, temperaments, languages, cultural backgrounds, and learning styles. The program also provides developmentally appropriate learning experiences that require children to utilize their memory, culture, needs, styles of learning and interests through a variety of materials, resources and activities. These constructive learning activities and materials encourage individual and group play through exploration. As the children s cognitive skills develop the activities are adjusted to challenge this growth. Assessments including ongoing assessments are used to assess the child s abilities according to age level. These assessments include the INCA 60A 1 st Day Observation the LAP-D Assessment tool, portfolios, anecdotal notes, case notes, journals, Progress and Planning Reports, Health & Nutrition, Education Summaries, and when needed an IEP. Our program serves children of any ethnicity. Daily LAP-D 3x year, 1 st assessment completed w/in 45 days of classroom start, 2 nd completed before the children leave for Christmas break, 3 rd completed in April before the child leaves the program 4

6 (a)(l)(ii) (ii) Be inclusive of children with disabilities, consistent with their Individualized Family Service Plan (IFSP) or Individualized Education Plan (IEP) All learning activities and the environment must include children with disabilities based on child s IEP, and Developmentally Appropriate Practices and Goals. These skills are based on multiple assessments for the purpose of ensuring positive outcomes, screenings, behavioral observations, readiness skills, and IEP. Disabilities Manager Specified IEP Web-based data program Notes Red e-learner Website (LAP-D) Anecdotal notes. 5

7 (a) (l) (iii) (a) (l) (iv) REF: (a) (5) (c) (2) (iii) Provide an environment of acceptance that supports and respects gender, culture, language, ethnicity, and family composition. (iv) Provide a balanced daily program of child initiated and adult directed activities, including individual and small group activities. The classroom environment, activities, labeling and materials reflect the children s cultural background. language and learning experience through books, music, dance, photos, food, and cultural activities. Children are given the opportunity to learn about each other and themselves through creative art, language, literacy and activities that reflect their culture. Careful thought is given to refrain from stereotyping according to race, gender, creed, age, or disability when creating activities or choosing materials. assure that all children and families are equally involved and respected. Learning areas in the classroom are supportive of the child working individually, in small groups, large groups, or in the company of a teacher. The daily schedule provides time for language development, literacy, mathematics, science, creative arts, social and emotional development, approaches to learning, and physical development. This reflects a balance of teacher and child initiated activities. The children are encouraged to extend their thinking and interest with teachers and peers engaging in constructive play and communicating with them. All Head Start Staff Disability Manager Head Start Child Outcomes work Web-based Data program Notes Strategic Teacher Education Program Manual (STEP) Curriculum Training 6

8 The interests of the children are further enhanced at home through take home activities/ homework. Opportunities are provided in the daily schedule to allow children to initiate activities (a)(l)(v) (v) Allow and enable children to independently use toilet facilities when it is developmentally appropriate and when efforts to encourage toilet training are supported by parents. The daily schedule includes time for bathroom breaks and children are encouraged to independently utilize the toilet facilities just as they would at home. Most centers have childsized toilets which assist in mastering this task. Parents are encouraged to share experiences with staff concerning toileting habits. Parent Meetings (a)(2)(i) (2) Parents must be: (i) Invited to become integrally involved in the development of the program s curriculum and approach to child development and education. Parents are an integral part of the Education Advisory Committee and Policy Council which decides on an appropriate curriculum for the development and implementation including the linkage with child assessment within the program. This event occurs at a minimum once per year. Parents are encouraged to share ideas and life experiences. They are given the opportunity to learn more about child development, school readiness and behavior techniques through center parent meeting. Parents participate in the Self Assessment of the program which occurs every year and they are involved in the home visits, which occur at a minimum 2 times per year. Parent Meetings INCA Curriculum Activities Notification & Survey Web-based data program 7

9 (a)(2)(ii) (ii) Provided opportunities to increase their child observation skills and to share assessments With staff that will help plan the learning experiences. Parents are provided training and /or information to enhance observation skills on child growth and development. Staff and parents communicate about the child s needs through a variety of on-going assessment devices. Such as the INCA Curriculum Notification & Survey given out each month, CREATIVE CURRICULUM communication letters, Early Years education newsletter, Journals, Portfolio entries, and LAP-D parent report that shows mastered and emerging skills. Aug- May Parent Orientation Parent Meetings LAP-D Report to Parents Parent Teacher Conferences Home Visits (a)(2)(iii) (iii) Encouraged to participate in parent/teacher conferences and home visits to discuss their child s development and education. Communication lines between the parent/teacher are kept open to provide parents with information about how their child is progressing during the year. Home visits are scheduled at times convenient for parents and staff. If possible staff will notify the parents 3 to 5 days in advance of Home Visit. Home Visit/Parent Conference are scheduled to coincide with the three check points of the CREATIVE CURRICULUM Developmental Continuum Assessment System. Parent Orientation Parent Meetings Agency Pre-Service 8

10 (a)(3)(i)(a) (3) Agency must support social and emotional development by: (i) Encouraging development which enhances each child s strengths by: Consistency in routine and room arrangement encourages security for the child. Communication with children in their primary language provides comfort in the environment Anecdotal Notes Agency Preservice& Professional Development Trainings (A) Building Trust Children of different Languages are provided interpreters to act as intercessor for language or cultural barrier. Parents are encouraged to volunteer in the classroom regularly, which could assist with breaking any barriers and build a sense of trust (a)(3)(i)(B) (B) Fostering Independence The Head Start Program encourages self-initiated activities to develop the child s confidence and build trust in themselves and others. Children develop self-help skills through brushing teeth, cleaning spills, clearing trays and washing hands. Opportunities for developing language through learning activities, role-playing, puppet play, speaking and listening, problem solving and logical thinking activities are provided to assist with fostering independence. 9

11 (a)(3)(i)(C) (C) Encouraging selfcontrol by setting clear consistent limits, and having realistic expectations. Children are assisted with limits by redirecting, having clear rules and sharing classroom pictorial rules on a regular basis. Books, stories, puppets and related experiences are used to introduce positive behaviors and promote character education. Children are allowed to solve their own problems through cause and effect theory with limited teacher intervention. Anecdotal Notes Web-based data program (a)(3)(i)(d) (a)(3)(i)(E) (D) Encouraging respect for the feeling and rights of others. (E) Supporting and respecting the home language, culture and family composition of each child in ways that support the child s health and well-being. Staff will encourage children to express their feelings, and respect feelings of others by realizing when they hurt or harm others. Gus & Gussie and other mental health tactics are used to assist children coping with feeling and communicating their feelings. Staff will model appropriate actions to children when behaviors are inappropriate. Encourage families who primarily use another language to speak English to their children. Staff will provide bilingual labeling of classroom items and rules to promote language differences. Libraries will provide cultural sensitive books, props, and materials to reflect culture and language(s) of the populations served. Parents are invited to plan multicultural activities. Disability Manager Behavior Management Plan Second Step Curriculum 10

12 s (a)(3)(ii) (a)(4)(i) (ii) Planning for routines and transitions so that they occur in a timely, predictable and unrushed manner according to each child s needs. (4) Agencies must provide for the development of each child s cognitive and language skills by: (i) Supporting each child s learning, using various strategies including experimentation, inquiry, observation, play and exploration. A daily schedule using words and pictures provide the child with a consistent routine through out the day. Transition activities are used to change from one activity to another. These transitions include finger plays, pantomime, or warning bells, etc. Transitions are included in lesson plans. Staff must allow enough time to complete tasks or projects. Transitions prevent hurrying, allow smooth change from one activity to another and avoid a long waiting time. Staff should allow adequate time for activities and transition. Children are reminded frequently that change is about to occur. Children are provided activities to increase experiences through science, math, and cooking. They increase motor, cognitive and language skills through manipulative, indoor and outdoor play, math, science, creative arts, literacy and social study activities. Children are asked open ended questions to enhance speech, vocabulary and self expression. Daily Classroom Daily Schedule 11

13 (a)(4)(ii) (ii) Ensuring opportunities for creative self-expression through activities such as art, music, movement, and dialogue. support, encourage and provide opportunities for children to experience self-expression and creativity through art and music. Music and movement are shared through group interaction to help children express personal thoughts and feelings. Art and music activities are available and accessible to children each day. Child initiated art activities allow for selfexpression. Learning opportunities are created through reading, creating stories and adult interaction to promote communication skills. Children are encouraged to share thoughts and ideas that interest them., Portfolio, Daily Schedule (learning centers) (a)(4)(iii) (iii) Promoting interaction and language use among children and between children and adults. Children can model the role of adults during creative play. Children are encouraged to talk about what and how they played during learning centers. will speak in a clear pleasant tone while providing care for children. Language and literacy skills are enhanced through puppets, exposure to songs, books, dramatic play, open-ended questions and adult/child conversation through out the day especially during family style dining. Education Manager Red e-learner Website (LAP-D) anecdotal notes 12

14 (a)(4)(iv) REF: (e)(4) (a)(5)(i) (iv) Supporting emerging literacy and numeracy development through materials and activities according to the developmental level of each child. (5) In center-based settings, agencies must promote each child s physical development by: (i) Providing sufficient time, indoor & Outdoor space, equipment, materials, and adult guidance for active play and movement that support the development of gross motor skills. Writing areas are created to encourage early writing, to enhance print awareness and to develop phonemic awareness. Activities are created for the children to recognize and associate letters, words and numbers using pictures, counting with one to one correspondences and sequencing. The classrooms are labeled in English as well as another language when needed including word and pictures. Children observe words being written while they are describing to their teacher the work they have produced. Children are allowed to recreate field trips, home experiences or activities at school to promote cognitive development and early literacy. encourage child input in charts and lexicons. Outcomes that measure literacy and numeracy are documented in the LAP-D Red e-learner website, daily lesson plans and in the children s journals. Staff will use Simply Phonics Simply Reading to assist with phonemic awareness in Literacy. Outdoor play is scheduled for thirty to forty-five minutes daily. Outside play requires 15 minutes of teacher-directed activity as well as regular play, consisting of running, jumping, riding tricycles, playing with balls and the use of other outdoor equipment. are encouraged to extend their classroom by taking activities outdoors and bringing some outdoor activities inside when needed. Disability Manager Strategic Teacher Education Program Manual (STEP) Daily Schedule Classroom Daily Schedule 13

15 Participation may be at a minimum depending on the child s interest. plan playground activities to include children with disabilities. Indoor and outdoor spacing will meet the Oklahoma Licensing s. Teacher to child ratios are maintained while on playground. Departments of Health and Human Services Licensing Manual (a)(5)(ii) (ii) Providing appropriate time, space, equipment, materials and adult guidance for the development of fine motor skills according to each child s development level. Children are provided materials to assist with developing fine motor skills such as manipulative, scissors, play dough, and lacing boards and others. They are allowed time and opportunities to practice self-help skills, writing and drawing to build fine motor skills. The children are assisted and guided with turning pages, cutting, holding a pencil and other activities to development of small muscles in their hands. Adult supervision will be provided during learning activities. In home activities are sent home for parents to assist classroom teachers in enhancing their child s skills. Disability Manager Developing an IEP Center Calendars (1)(5)(iii) (iii) Providing an appropriate environment & adult guidance for the participation of children with special needs. Guidance is given to children with disabilities to provide equal Participation in activities. A variety of methods, equipment and materials needed to support the children in their motor development and self-help skills are provided. 14

16 Activities are created to help the child feel successful. An adequate amount of space is provided for the play equipment and materials. On-going (a)(6) NA INCA Head Start does not provide home based settings (b)(1)(i) NA INCA Head Start does not provide services for Infants and toddlers ( c) (1) REF:1304.3(a)(5) (c ) (l)(i) Child Development and education approach for preschoolers. (l) Agencies, in collaboration with the parents, must implement a curriculum. (i) Supports each child s individual pattern of development and learning. Staff personnel, parents, community partners and Education Advisory Committee will review curriculum framework in support of meeting the needs of children according to Head Start Child Outcomes work. Individual needs of the child are met through providing a safe, nurturing environment. Learning materials and program equipment will meet the children s needs according to Head Start Child Outcomes work. The classroom schedule reflects a balance of teacher initiated and child initiated activities with the Annually On-going Developing IEP for children with a diagnosed disability/grouping by missed LAP-D item for all children 15

17 ( c ) (l)(i) opportunities for children to work together cooperatively or individually. In the event, a child masters his/her skills according to his/her appropriate developmental level, supplemental activities will be provided to assess in broadening their skills. Individualization for children with specific needs will be documented on lesson plans and implemented until goals are met. On-going, CREATIVE CURRICULUM objectives for development and learning (c ) (l)(ii) (ii) Provides for the development of cognitive skills by encouraging each child to organize his or her experiences, to understand concepts, and to develop age appropriate literacy, numeracy, reasoning, problem solving and decision making skills which form a foundation for school readiness and later school success. The staff provides experiences based on the child s interests, needs and abilities. The teacher implements strategies to build upon children s cognitive skills, such as open-ended questions and emerging skills found in the LAP-D assessment. The teacher initiates activities that develop and enhance logical thinking skills, curiosity, engagement and persistence, critical thinking and problem solving. Children are allowed opportunities to share life experiences. Classroom Daily Schedule (c ) (l)(iii) (iii) Integrates all educational aspects of the health, nutrition, and mental health services into program activities Books, videos, role plays and visits from community partners are used as a part of introducing the child to new experiences. Field trips are planned to closely relate activities or themes of the class. Teacher Food Groupies Chef Combo I m Moving I m Learning (IMIL) 16

18 (c) (l)(iv) iv) Ensures that the program environment helps children develop emotional security and facility in social relationships. Children experience a variety of foods through meals planned and prepared daily. Chef Combo and Food Groupie puppets are used to introduce the food pyramid. Characteristics and origins of foods are usually discussed during family style dining. Children are encouraged to share feelings with mutual respect to peers through stories, finger plays, Second Step curriculum, Character Critter curriculum and open communication. An adequate number of materials are provided to enhance the development of social relationships. Staff will model social interaction skills with children for developing relationships. Children are encouraged to use reason to resolve conflicts with limited teacher assistance. Dramatic play provides opportunities for role playing, to develop social skills and school readiness. Children s art work is displayed in various locations throughout the center. A balance of child-initiated and teacher-directed activities is present. Nutrition Manager Teacher Agency Pre- Service and In- Service Training Web-based data program Red e-learner Website Lesson Plan Daily Schedule 17

19 (c ) (l)(v) (c ) (l)(vi) (v) Enhances each child s understanding of self as an individual and as a member of the group. (vi) Provides each child with opportunities for success to help develop feelings of competence, self-esteem, and positive attitudes toward learning. Staff uses photos of class activities, pictures of children for labeling, family tree and drawings of children to promote personal connection. Building a sense of community through group discussion and shared projects. Individual space is provided for each child. Staff and parents encourage children to be independent. Activities are created to assist children in experiencing simple to complex and challenging activities. Staff and parents acknowledge the child s successes or progress. Children are allowed to initiate activities and explore their creativity. Children develop a bond with the teachers and peers. Disability Manager Teacher Disability Manager Web-based data program and Red e-learner 18

20 ( c ) (l)(vii) REF; (b) (d) (e) (vii) Provides individual and small group experiences both indoors and outdoors. The classroom is arranged by areas to promote school readiness and to ensure positive child outcomes. Curriculum is integrated into all interest areas to include art, music, reading, computer, block, and dramatic play. Large and small group activities are created to allow participation, sharing, and assisting others. Playground routines and transitions also allow for the development of school readiness. Teacher Disability Manager Web-based data program Red e-learner (c ) (2) (2) Staff must use a variety of strategies to promote and support children s learning and developmental progress based on the observations and ongoing assessment of each child. Staff uses a variety of teaching strategies to enhance learning, The LAP-D Assessment, INCA 60A First Day Observation, INCA 60AA Primary Educator and observation/anecdotal notes are used to assess the developmental growth of the children. Activities are planned to ensure positive growth outcomes. Parent/Teacher Conferences and Home Visits are used to discuss the success of the developmental growth. Teacher Disability Manager Web-based data program Red e-learner anecdotal notes Pre-Service/In- Service Trainings Parent / Teacher Conferences Home Visits 19

21 20 INCA Head Start School Readiness Plan INCA Head Start s school readiness goals in each of the 5 domains for preschool children are as follows: I. Physical Development & Health Children will demonstrate increasing growing independence in following routine healthy behaviors, in hygiene, nutrition and personal care; when eating, dressing, washing hands, brushing teeth and toileting. Children will develop strength, dexterity and control needed to use tools such as scissors, paper punch and writing materials. Children will demonstrate hand-eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads and using scissors Plan of Action Teaching staff will screen/assess children to determine a baseline of skill. (Dev. screening within 45 days of entry into the program) Teaching staff will use information/reports from the screening/assessment tool, parent input and staff observations to plan activities utilizing resources and materials provided to help the child increase proficiency or master skills to meet the school readiness goals set forth by the INCA Head Start Program. will document individual help plan on lesson plans. Ongoing assessments at Mid and Post checkpoints will show the child s progress and/or areas of needed development. II. Social & Emotional Development Children will develop relationship with others Children will show growing independence in responsibility for self and others. Children will develop appropriate skills to work independently /or cooperatively to solve problems or resolve conflicts. Plan of Action Teaching staff will screen/assess children to determine a baseline of skill. (Dev. screening within 45 days of entry into the program)

22 Teaching staff will use information/reports from the screening/assessment tool, parent input and staff observations to plan activities utilizing resources and materials provided to help the child increase proficiency or master skills to meet the school readiness goals set forth by the INCA Head Start Program. will document individual help plan on lesson plans. Ongoing assessments at Mid and Post checkpoints will show the child s progress and/or areas of needed development. III. Approaches to Learning Creative Arts Expression Children will participate in activities which foster individual creativity; through imagination and pretend play and the art around them. Children will explore dance and movement concepts; express thoughts and feelings through creative movement. Approaches to Learning Children will develop and expand listening skills Children will demonstrate self-direction and independence Children will manage Classroom rules, routines and transition with occasional reminders Plan of Action Teaching staff will screen/assess children to determine a baseline of skill. (Dev. screening within 45 days of entry into the program) Teaching staff will use information/reports from the screening/assessment tool, parent input and staff observations to plan activities utilizing resources and materials provided to help the child increase proficiency or master skills to meet the school readiness goals set forth by the INCA Head Start Program. will document individual help plan on lesson plans. Ongoing assessments at Mid and Post checkpoints will show the child s progress and/or areas of needed development. 21

23 IV. Language & Literacy Language Development Children will understand and follow directions of two or more steps that relate to familiar objects and experiences. Children will respond appropriately to complex statements, questions, vocabulary and stories; they will develop comprehension skills which enable them to listen to stories etc. Children will be able to recall and repeat simple rhymes and songs; notice and discriminate rhyme English Language Development The LAP-D Assessment has a survey which enables the teachers to gather and record information about the languages children have been exposed to in the home environment and the language children use at school and home. This assists the teachers in supporting children s language and literacy acquisition..children will demonstrate an increasing knowledge of English language. Children will listen for information and for pleasure. Children will participate actively in conversations. Literacy Knowledge & Skills Children will demonstrate increasing awareness of concepts of print; Children will be able to demonstrate the ability to apply sound-symbol relationships. IE; to recognize their own name in print, recognize the names of common classroom items, etc... Children will demonstrate a steady increase in listening and speaking vocabulary Plan of Action Teaching staff will screen/assess children to determine a baseline of skill. (Dev. screening within 45 days of entry into the program) Teaching staff will use information/reports from the screening/assessment tool, parent input and staff observations to plan activities utilizing resources and materials provided to help the child increase proficiency or master skills to meet the school readiness goals set forth by the INCA Head Start Program. will document individual help plan on lesson plans. 22

24 Ongoing assessments at Mid and Post checkpoints will show the child s progress and/or areas of needed development. V. Cognition & General Knowledge Logic & Reasoning Mathematics Knowledge & Skills Children will demonstrate increasing knowledge of patterns. Children will sort and classify objects and analyze simple patterns. Children will demonstrate identification of geometric shapes and explore the relationships of objects in the environment. IE: recognizing, describe, compare and name common shapes such as circle, square, triangle and rectangle. Plan of Action Teaching staff will screen/assess children to determine a baseline of skill. (Dev. screening within 45 days of entry into the program) Teaching staff will use information/reports from the screening/assessment tool, parent input and staff observations to plan activities utilizing resources and materials provided to help the child increase proficiency or master skills to meet the school readiness goals set forth by the INCA Head Start Program. will document individual help plan on lesson plans. Ongoing assessments at Mid and Post checkpoints will show the child s progress and/or areas of needed development. Science Knowledge & Skills Children will develop increasing abilities to classify, compare and contrast objects, events and experiences. (Uses scientific inquiry skills) Children will ask questions, make predictions and communicate orally and or in drawings. Children will select and become increasingly familiar with simple scientific tools. (IE Magnifying glass, magnets, etc) Plan of Action 23

25 Teaching staff will screen/assess children to determine a baseline of skill. (Dev. screening within 45 days of entry into the program) Teaching staff will use information/reports from the screening/assessment tool, parent input and staff observations to plan activities utilizing resources and materials provided to help the child increase proficiency or master skills to meet the school readiness goals set forth by the INCA Head Start Program. will document individual help plan on lesson plans. Ongoing assessments at Mid and Post checkpoints will show the child s progress and/or areas of needed development. Physical Science Children will develop an awareness of sensory attributes of objects according to taste, smell, hearing, touch and sight. Children will demonstrate knowledge of the physical properties of objects and materials. Children will develop an increasing awareness of objects which can be sorted in terms of physical properties. Life Science Children will develop an awareness of various plants and animals need for growth. Children will develop a beginning awareness of the changes that plants and animals go through during their life (IE; seed/plant. Egg/chicken) Children will develop a respect for the plant and animal life around them. Children will develop an awareness of the daily weather IE: sunny, cloudy, rainy etc.) Plan of Action Teaching staff will screen/assess children to determine a baseline of skill. (Dev. screening within 45 days of entry into the program) Teaching staff will use information/reports from the screening/assessment tool, parent input and staff observations to plan activities utilizing resources and materials provided to help the child increase proficiency or master skills to meet the school readiness goals set forth by the INCA Head Start Program. will document individual help plan on lesson plans. 24

26 Ongoing assessments at Mid and Post checkpoints will show the child s progress and/or areas of needed development. Social Studies Knowledge & Skills Children will demonstrate and exhibit skills necessary for working and interacting with others. Children will develop confidence and stand up for own rights. Children will develop increasing abilities to give and take in interactions; to take turns in games or using materials; and to interact without being overly submissive or directive. Plan of Action Teaching staff will screen/assess children to determine a baseline of skill. (Dev. screening within 45 days of entry into the program) Teaching staff will use information/reports from the screening/assessment tool, parent input and staff observations to plan activities utilizing resources and materials provided to help the child increase proficiency or master skills to meet the school readiness goals set forth by the INCA Head Start Program. will document individual help plan on lesson plans. Ongoing assessments at Mid and Post checkpoints will show the child s progress and/or areas of needed development. 25