2012/2013 ATCAA Early Head Start School Readiness Goals
August 2012
EHS Domains
Goals
Social
and
Emotional
Children will
develop the ability
to manage their
emotions and
needs through
seeking or relying
on support from
other people and
responding to that
support.
______________
Children will
demonstrate a
variety of selfcomforting
behaviors and will
seek out assistance
when internally or
externally
distressed.
Approaches
To
Learning
Children will
actively and
intentionally
explore people and
things, especially
new ones.
While interacting
with others and
exploring the
DRDP Measures
Seeking Others’ help to
regulate self:
Discovering/developing
Ideas:
1st period -54.54%
2nd period -61.53%
3rd period – 81.81 %
Responsiveness to others’
support:
Discovering/developing
ideas:
1st period -30.30%
2nd period -50%
3rd period – 72.72%
__________________
Self –Comforting:
Discovering/developing
ideas:
1st period -21.21%
2nd period -30.76%
3rd period -63.63%
Curiosity:
Discovering/developing
ideas:
1st period -51.51%
2nd period -69.23%
3rd period -90.91%
Attention Maintenance:
Discovering/developing
ideas:
Goals will continue to be modified and /or changed per new data.
CA. Foundations
Relationships with
Adults –The
development of
close relationships
with certain adults
who provide
consistent
nurturance
Emotional Regulation
–The developing
ability to manage
emotional responses,
with assistance from
others and
independently
Relationships with
Adults – The
development of
close relationships
with certain adults
who provide
consistent
nurturance
Interactions with
Peers – The
developing ability to
respond to and
engage with other
children
Attention
Maintenance –
The developing
Curriculum
Center-Based
Programs:
Creative Curriculum
Augmenting with
Growing Great Kids
PITC
Home – Based
Programs:
Growing Great Kids
PITC
Strategies
GGK:
“Empathy Caregiving”
Acknowledge feelings and
give children the words to
describe their feelings.
“Play by Play”
Give children a “storehouse”
of words/gestures by
articulating their
actions/behaviors.
Within the cultural context,
provide daily and consistent
primary caregiving that
fosters relationship building.
Center-Based
Programs:
Creative Curriculum
Augmenting with
Growing Great Kids
PITC
Home – Based
Programs:
Growing Great Kids
PITC
Pick up and consistently
respond in a culturally
sensitive and appropriate
way to children’s spoken and
unspoken cues for support
and assistance.
Education Manager/Teachers
will brainstorm additional
strategies.
With their primary care
teacher or parent/guardian
within close proximity, give
children ample opportunities
daily to explore their
environment and other
children and adults.
Provide an enriched
environment (home and
center), one that is not over
stimulating to the senses, for
the children to explore and
engage in.
Invite children, when
developmentally
appropriate, to stay with a
Page 1
Evaluation
Center-Based
Programs:
ITERS
PITC Observation
Instrument
Self –Assessment
EHS Tool
Home- Based
Programs:
Growing Great Kids
monitoring tool
Self –Assessment
EHS Tool
Center-Based
Programs:
ITERS
PITC Observation
Instrument
Self –Assessment
EHS Tool
Home- Based
Programs:
Growing Great Kids
monitoring tool
Self –Assessment
EHS Tool
2012/2013 ATCAA Early Head Start School Readiness Goals
August 2012
Language
And
Literacy
environment or
play items, children
will develop the
ability to focus on
specific people or
things.
1st period – 30.30%
2nd period -42.31%
3rd period – 72.72%
Children will
demonstrate the
ability to use
language and
nonverbal
communication to
share needs,
feelings, and
interests.
_______________
Children will show
awareness and
respond to
language through
non-verbal and
verbal
communication.
Communication Skills and
Knowledge:
Discovering/developing
ideas:
1st period -57.57%
2nd period -61.54%
3rd period -90.90%
_________________
Responsiveness to
Language:
1st period -63.63%
2nd period -73.07%
3rd period – 90.91%
ability to attend to
people and things
while interacting
with others and
exploring the
environment and
play materials
Communication Skills
and Knowledge – The
developing ability to
communicate
nonverbally and
verbally
_______________
Receptive LanguageThe developing
ability to understand
words and
increasingly complex
utterances
task for a longer period of
time despite potential
interruptions.
Education Manager/Teachers
will brainstorm additional
strategies.
Center-Based
Programs:
Creative Curriculum
Augmenting with
Growing Great Kids
PITC
GGK:
“Play by Play” for early
language development
Give children the words to
describe their
actions/behaviors.
Home – Based
Programs:
Growing Great Kids
PITC
“Empathy Caregiving”
Acknowledge feelings and
give children the words to
describe their feelings.
Pick up and respond in a
culturally responsive and
appropriate way to children’s
spoken and unspoken cues
for support and assistance.
Communicate with children
in their home language.
Education Manager/Teachers
will brainstorm additional
strategies
Goals will continue to be modified and /or changed per new data.
Page 2
Center-Based
Programs:
ITERS
PITC Observation
Instrument
Self –Assessment
EHS Tool
Home- Based
Programs:
Growing Great Kids
monitoring tool
Self –Assessment
EHS Tool
2012/2013 ATCAA Early Head Start School Readiness Goals
August 2012
Cognition
and
General
Knowledge
Children will
develop the ability
to use strategies
intentionally to
reach a goal, solve
problems, or make
discoveries.
Problem Solving:
Discovering/developing
ideas:
1st period -42.42%
2nd period – 57.69%
3rd period – 81.82%
Problem Solving –
The developing
ability to engage in a
purposeful effort to
reach a goal or figure
out how something
works
Center-Based
Programs:
Creative Curriculum
Augmenting with
Growing Great Kids
PITC
Home – Based
Programs:
Growing Great Kids
PITC
______________
Children will
demonstrate usage
of objects to
represent other
objects and ideas.
___________________
Symbolic Play:
Discovering/developing
ideas:
1st period -33.33%
2nd period -50%
3rd period – 72.73%
_______________
Symbolic Play –
The developing
ability to use actions,
objects, or ideas to
represent other
actions, objects, or
ideas
Give children a variety of
tools, people or objects, to
explore and engage with and
allow ample time for “trial
and error” to see how others
respond and how things
work.
Center-Based
Programs:
ITERS
PITC Observation
Instrument
Self –Assessment
EHS Tool
GGK:
“Brain Builders”
Simple sensorimotor
experiences through 5 basis
areas will support cognition
and general knowledge:
1. Cause and Effect
2. Understanding
Space
3. Concepts, Patterns
and Sequencing
4. Object Permanence
5. Use of Tools
Home- Based
Programs:
Growing Great Kids
monitoring tool
Self –Assessment
EHS Tool
Education Manager/Teachers
will brainstorm additional
strategies
Goals will continue to be modified and /or changed per new data.
Page 3
2012/2013 ATCAA Early Head Start School Readiness Goals
August 2012
Physical
Development
and
Health
Children will
develop the ability
to move the small
muscles by using
hands to reach or
manipulate objects.
Fine Motor:
Exploring/making/expanding
complex movements:
1st period – 63.63%
2nd period -88.46%
3rd period -90.91%
Fine Motor- The
developing ability to
move the small
muscles
______________
Children will
demonstrate
increasing
awareness of
safety.
______________________
Safety:
Discovering/developing
ideas:
1st period – 48.48%
2nd period – 65.38%
3rd period – 90.91%
________________
Perceptual
Development –
The developing
ability to become
aware of the social
and physical
environment
through the senses
Center-Based
Programs:
Creative Curriculum
Augmenting with
Growing Great Kids
PITC
GGK:
“Body Builders”
Supporting Excellent Physical
Development and Health
Support the development of
fine motor skills through
physical activity and the
active use of objects, toys,
and materials.
Home – Based
Programs:
Growing Great Kids
PITC
Note:
In infant/toddler
center-based care,
the focus is on the
relationship between
each child and
his/her primary care
teacher and the
child’s
parents/guardians.
Maintain routine and
responsive health care
practices and safety
precautions.
Education Manager/Teachers
will brainstorm additional
strategies
In infant/toddler
home-based care, the
focus is on the
relationship between
the child and his/her
parents/guardians.
Infant/toddler
curriculum focuses
on relationships – the
child is the
curriculum, the Care
Teacher is the
curriculum, the
parents/guardians
are the curriculum.
Learning happens
through caring,
nurturing
relationships!
Goals will continue to be modified and /or changed per new data.
Page 4
Center-Based
Programs:
ITERS
PITC Observation
Instrument
Self –Assessment
EHS Tool
Home- Based
Programs:
Growing Great Kids
monitoring tool
Self –Assessment
EHS Tool