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PowerPoint for Head Start programs around school readiness and family engagement

PowerPoint for Head Start programs around school readiness and family engagement

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  • You are welcome to use this PowerPoint for training purposes. Please leave citation on first page and contact information on the final slide. If you note any errors or updates to the training materials, please email Kirsten at training@4-C.org. This training is available through 4-C as an on-demand training. Please visit www.4-C.org for more information. Trainer bio: Kirsten Suer holds a M.Ed. in Early Childhood Education from Vanderbilt University with a focus on emergent literacy and curriculum development. She taught for 6 years in child care settings, working with infants, toddlers, and preschool-aged children, and also worked as an administrator of a child care program. Currently she works at 4-C in Madison as the Professional Development Manager, specializing in quality initiatives, including YoungStar, WMELS, and CSEFEL Pyramid Model. Kirsten utilized the Environment Rating Scales when she taught in Tennessee and Iowa as part of the each state’s quality rating and improvement system. This training draws on her experience of using the Scales to encourage reflective teaching practices and the handouts were developed to support use of the Scales in intentional planning for improving teaching practices and child care environments. Prep: Have enough copies of ECERS, ITERS, or FCCERS so that participants can work in small groups of 3-4. You will also need 2 or 3 children’s books for each small group, large paper and markers, writing materials for each group, and copies of the handouts (Quality Improvement Plans, sample score sheet you create, Action Plans, Wisconsin Interpretations). Post the agenda for the training. Introductions: Ask participants about their experience with the Rating Scales.
  • This presentation will provide an overview of the direction in which the OHS is moving and the expectations that are being communicated to programs.
  • Discuss the Road Map to Excellence. Make sure that everyone has a copy of the roadmap to refer to. Discuss the framework in relation to the two bulleted items on the slide. Make sure that participants are clear on the purpose of the framework to assure that Head Start programs are providing the highest quality of programming for young children and families. The framework is tied to the objective of positive child development outcomes.
  • Discuss that instruction occurs both in home based and center based/FCC programming to preface review of the House and Teaching Cycle.
  • Discuss the House model as an approach to instruction and learning.
  • Discuss the Teaching Cycle, illustrating the connection between assessment, planning, curriculum, school readiness goals and outcomes
  • Review the Head Start Road to Results as an extension to the Roadmap to Excellence. Discuss the language of all children in setting a high standard. Head Start as the highest quality early care and education program for the highest need of child and family.
  • Provide brief description of first two bullets. Focus on the role of TTA as supporting programs in meeting the expectations of OHS, and ultimately of providing the highest quality of programming to assure that all children leave Head Start ready for school, that the outcome achieved through Head Start are maintained through the primary grades.
  • Discuss importance of being aware of work occurring at a state level. Discuss partnering with school districts and the early childhood period as birth through age eight. Discuss YoungStar – are an automatic 5 because the quality standards of HS are equivalent to or greater than those of YS. Need to show that we are consistently meeting high standards. Partnering with state home visiting initiatives.
  • Head Start as the laboratory.
  • Introduce the PFCE Framework. Discuss family engagement as a school readiness strategy.

An overview of ohs priorities Presentation Transcript

  • 1. An Overview of the Priorities of the Office of Head Start School Readiness and Family Engagement Joanna R Parker Early Childhood Education Center Manager STG International, Inc.
  • 2. Directionally Challenged?
  • 3. Road Map to Excellence
    • Increasing Every Head Start Child’s Exposure to Effective, Appropriate Learning Experience both in the Program and at Home
      • Teaching Practices
      • Family Engagement
      • Professional Development
      • Accountability
    • Assuring the Integration of Head Start into a Continuum of High Quality Early Care and Education that Spans from Birth to Age Eight
      • High Quality Experiences
      • State Initiatives and Systems
      • Birth to Eight Continuity
  • 4. Learning Environment
    • Home-based Programming
    • Center-Based & Family Child Care Programming
  • 5.  
  • 6.  
  • 7. Head Start Road to Results
    • All Head Start children are ready for success in Kindergarten
    • All Head Start programs are high quality and well managed
    • Head Start is a key partner in the development of state early childhood systems
    • Head Start continues to innovate and explore new ways to serve low income children
  • 8. Promoting the Head Start Approach to School Readiness
    • Child Outcomes
    • Family Outcomes
    • Seven Strategies for Success
      • Integrated Curriculum
      • Data Collected, Analyzed and Reviewed Regularly
      • Early Learning Coaching
      • Individualized Wellness Plan
      • Parent Partnership Process
      • Ongoing Communication with Local Schools
      • Learning Community Among the Staff
  • 9. Assuring High Quality Programs
    • Recompetition
    • 360 Monitoring
    • Training and Technical Assistance
  • 10. Partnering with States
    • Planning State Early Childhood Systems
    • Quality Rating and Improvement Systems
    • Alignment of Outcomes
    • Professional Development
    • Data Systems
    • Home Visiting and Early Head Start
  • 11. Fostering Innovation
    • In the classroom
    • With families
    • In the community
  • 12.
  • 13.  
  • 14.  
  • 15.  
  • 16.
      • Become familiar with the specific goals in the Child Development and Early Learning Framework , state early learning guidelines/benchmarks/goals and LEA expectations
      • Establish School Readiness goals in the areas of physical, social-emotional, approaches to learning, language and literacy, cognition and general knowledge
      • Compare goals across OHS child outcome goals with the LEA expectations, and State Early Learning Guidelines/Benchmarks
      • Communicate with relevant partners  
      • Determine if and how program curriculum (align) addresses established goals
      • Determine if and how ongoing child assessment tools and procedures (align) address established goals
    1. Adopt and align established child goals from the Early Learning Framework
  • 17.
    • Head Start has long defined school readiness as children prepared for success in school and for later learning and life.
      • Comprehensive focus
      • Expands the domains of school readiness
      • Two-generational program
    School Readiness
  • 18.
    • Each Head Start agency serving preschool children is required by the Head Start Act of 2007 to establish school readiness goals for children, to assess progress toward those goals, and to make programmatic changes when necessary.
  • 19.
    • Physical
    • Social – Emotional
    • Approaches to Learning
    • Language and Literacy
    • Cognition and General Knowledge
    School Readiness goals
  • 20.
    • School readiness goals are broad statements that articulate the knowledge and skills for preschool children in essential domains as they enter kindergarten
    • Goals articulate high expectations for children’s progress across the domains of the Head Start Framework, the local curriculum and, the State Early Learning guidelines
    What are school readiness goals?
  • 21. THE HEAD START CHILD DEVELOPMENT AND EARLY LEARNING FRAMEWORK FOR MORE INFORMATION, CONTACT US AT: NCQTL@UW.EDU OR 877-731-0764 09/30/2011 English Language Development The ten domains above apply to all children. One domain, English Language Development, applies only to children who are dual language learners (DLLs). These children speak a language other than English at home.
  • 22.
    • Observable and measurable
    • Describe expected results
    School Readiness Goals
  • 23.
    • For example,
    • The children will comprehend and use increasingly complex and varied language to communicate needs and express ideas with adults and peers.
    • The children will recognize and regulate emotions, attention, impulses and behavior.
    • The children will demonstrate control of large muscles for movement, navigation, and balance.
    • The children will demonstrate interest in varied topics and activities, desire to learn, creativity and independence in learning.
    Establish goals
  • 24.
  • 25. Parent, Family and Community Engagement Framework
  • 26. PFCE Framework
    • Program Foundations
    • Program Impact Areas
    • Family Engagement Outcomes
    • Child Outcomes
  • 27. Program Foundations
    • Program Leadership
    • Continuous Program Improvement
    • Professional Development
  • 28. Program Impact Areas
    • Program Environment
    • Family Partnerships
    • Teaching and Learning
    • Community Partnerships
  • 29. Family Engagement Outcomes
    • Family Well-Being
    • Parent-Child Relationships
    • Families as Life Long Educators
    • Families as Learners
    • Family Engagement in Transitions
    • Family Connections to Peers and Community
    • Families as Advocates and Leaders
  • 30. Child Outcomes
    • Children are ready for school and sustain development and learning gains through third grade
  • 31. Question & Answer
  • 32. Contact Information
    • Joanna Parker
    • Early Childhood Education Center Manager – WI
    • Phone:
    • 608-772-6115
    • Email:
    • [email_address]