Kentucky River Foothills Head Start program provides early childhood education services for 796 Head Start children and 108 Early Head Start children across 8 counties and 9 school systems (LEA’s). KRF determines its service locations based on the needs and population of each county (through its Community Assessment and partnership discussions). Classrooms are co-located in coordination with the LEA’s to provide efficient delivery of services to eligible children and families. KRF is committed to recruiting and selecting children and families most in need of Head Start services including a minimum enrollment of 10% of children with disabilities.

Kentucky River Foothills Head Start’s School Readiness Goals are broad statements that articulate knowledge and skills for infant, toddler, and preschool children. The goals encompass physical development and health, approaches to learning, language and literacy, social and emotional development, and cognitive and general knowledge. These goals are aligned with the Head Start Early Learning Framework and Kentucky Early Childhood Standards. Our KRF Head Start Program goals as well as our T/TA goals also support the School Readiness Goals. The Assessment Indicators are all aligned with our readiness goals to provide our program with the necessary data to determine progress being made towards these goals.

Key staff has worked together using many different sources to compile a comprehensive alignment of goals to ensure school readiness. The School Readiness Goals were presented to parents, staff, and community partners for feedback and input. They have been approved by our Area Program Council and are implemented for each child in an individualized basis.

The new KRFDC School Readiness Goals for 2016-207 are:

Overall School Readiness Goals for Learners: Early Head Start

APPROACHES TO LEARNING

  • EMOTIONAL AND BEHAVIORAL SELF-REGULATION- Children will manage feelings, emotions, and behavior with the support of familiar adults, demonstrate the ability to be flexible, sustain attention with support, and show persistence in their actions and behaviors.
  • INITIATIVE, CURIOSITY AND CREATIVITY-Children will begin to engage in interactions, experiences, and exploration of their environment, show interest and curiosity about objects, materials or events and use creativity and imagination in play interactions to increase understanding and learning.

SOCIAL AND EMOTIONAL DEVELOPMENT

  • RELATIONSHIPS WITH ADULTS- Children will develop expectations of consistent, positive interactions through secure relationships with familiar adults and will use adults as a resource to meet needs.
  • RELATIONSHIPS WITH OTHER CHILDREN- Children will show interest in, interact and engage in play and develop personal relationships with other children.
  • EMOTIONAL FUNCTIONING- Children will learn to express, recognize and interpret a range of emotions, express care and concern towards others and manage their emotions with the support of familiar adults.
  • SENSE OF IDENTITY AND BELONGING- Children will show awareness about self and how to connect with others, understand some characteristics of self and others, show confidence in own abilities through relationships with others, and develop a sense of belonging.

LANGUAGE AND LITERACY

  • ATTENDING AND UNDERSTANDING- Children will learn from communication and language experiences and will attend to, understand, and respond to communication and language from others.
  • COMMUNICATING AND SPEAKING- Children will communicate needs and wants non-verbally and by using language, use non-verbal communication and language to engage others in interaction, use increasingly complex language in conversation with others, and initiate non-verbal communication and language to learn and gain information.
  • VOCABULARY- Children will understands an increasing number of words used in communication and will use an increasing number of words in communication and conversation with others.
  • EMERGENT LITERACY- Children will attend to, repeat and use some rhymes, phrases, or refrains from stories or songs, handle books and relate them to stories or information, recognize pictures and some symbols, signs, or words, comprehend meaning from pictures and stories, and make marks and use them to represent objects or actions.

COGNITION

  • EXPLORATION AND DISCOVERY- Children will actively explore people and objects to understand self, others, and objects, and use understanding of causal relationships to act on social and physical environments.
  • MEMORY- Children will recognize differences between familiar and unfamiliar people, objects, actions, or events, recognize the stability of people and objects in the environment, and use memories as a foundation for more complex actions and thoughts.
  • REASONING AND PROBLEM-SOLVING- Children will learn to use a variety of strategies in solving problems and use reasoning and planning ahead to solve problems.
  • EMERGENT MATHEMATICAL THINKING- Children will develop a sense of number and quantity, use spatial awareness to understand objects and their movement in space, use matching and sorting of objects or people to understand similar and different characteristics.
  • IMITATION AND SYMBOLIC REPRESENTATION AND PLAY- Children will observe and imitate sounds, words, gestures, actions, and behaviors, uses objects or symbols to represent something else and use pretend play to increase understanding of culture, environment, and experiences.

PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT

PERCEPTION- Children will use perceptual information to understand objects, experiences, interactions and in directing own actions, experiences, and interactions.
GROSS MOTOR- Children will display effective and efficient use of large muscles for movement and position, use of large muscles to explore the environment, and the use of sensory information and body awareness to understand how their body relates to the environment.
FINE MOTOR- Children will coordinate hand and eye movements to preform actions, use hands for exploration, play and daily routines, and adjust their reach to grasp and use tools.
HEALTH, SAFETY, AND NUTRITION- Children will establish healthy behaviors with increasing independence as a part of everyday routines, show increasing interest in engaging in healthy eating habits and making nutritious food choices, make safe choices for behaviors with support from adults.

Overall School Readiness Goals for Learners: Head Start

APPROACHES TO LEARNING

  • EMOTIONAL AND BEHAVIORAL SELF-REGULATION- Children will manage emotions, follow classroom rules and routines, handle and take care of classroom materials, and mange actions, words and behavior with increasing independence. Children will also demonstrate an increasing ability to control impulses, maintain focus and sustained attention, show persistence in tasks, demonstrate flexibility in thinking and behavior and manipulate prior knowledge to use it when performing tasks.
  • INITIATIVE, CURIOSITY AND CREATIVITY- Children will exhibit initiative and independence, show interest and curiosity about the world around them, express creativity and imagination in play, thinking, communication, and in interactions with others.

SOCIAL AND EMOTIONAL DEVELOPMENT

  • RELATIONSHIPS WITH ADULTS- Children will engage in and maintain positive relationships, interactions and prosocial/cooperative behavior with adults.
  • RELATIONSHIPS WITH OTHER CHILDREN- Children will engage in and maintain positive interactions, relationships and use basic problem-solving skills to resolve conflicts with other children.
  • EMOTIONAL FUNCTIONING- Children will express a broad range of emotions and recognize these emotions in self and others, express care and concern toward others and manage emotions with increasing independence.
  • SENSE OF IDENTITY AND BELONGING- Children will recognize self as a unique individual having own abilities, characteristics, emotions, and interests and express confidence in own skills and positive feelings about self, will have a sense of belonging to family, community, and other groups.

LANGUAGE AND LITERACY

  • ATTENDING AND UNDERSTANDING- Children will attend to communication and language, understand/respond to increasingly complex communication and language from others.
  • COMMUNICATING AND SPEAKING- Children will understand, follow, and use appropriate social and conversational rules to expresses self in increasingly long, detailed, and sophisticated ways.
  • VOCABULARY- Children will understand and use a wide variety of words for a variety of purposes and show understanding of word categories and relationships among words.
  • PHONOLOGICAL AWARENESS- Children will demonstrate awareness that spoken language is composed of smaller segments of sound.
    PRINT AND ALPHABET KNOWLEDGE- Children will demonstrate an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print). Children will identify letters of the alphabet and produce correct sounds associated with letters.
  • COMPREHENSION AND TEXT STRUCTURE- Children will demonstrate an understanding of narrative structure through storytelling/re-telling. Children will ask and answer questions about a book that was read aloud.

COGNITION

  • COUNTING AND CARDINALITY- Children will know number names and the counting sequence, recognizes the number of objects in a small set, understands the relationship between numbers and quantities, compares numbers, associates a quantity with written numerals up to 5 and begins to write numbers.
  • OPERATIONS AND ALGEBRAIC THINKING- Children will understand addition as adding to and understands subtraction as taking away from, and understand simple patterns.
  • MEASUREMENT- Children will measure objects by their various attributes using standard and non-standard measurement and use differences in attributes to make comparisons.
  • GEOMETRY AND SPATIAL SENSE- Children will identify, describe, compare, compose shapes and explore the positions of objects in space.
    SCIENTIFIC INQUIRY- Children will observe and describe observable phenomena (objects, materials, organisms, and events), engage in scientific talk, and compare and categorize observable phenomena.
  • REASONING AND PROBLEM-SOLVING- Children will ask questions, gather information, and make predictions, plan and conduct investigations and experiments, analyzes results, draws conclusions, and communicate results.

PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT

  • GROSS MOTOR- Children will exhibit control, strength, and coordination of large muscles and use perceptual information to guide motions and interactions with objects and other people.
  • FINE MOTOR- Children will show increasing control, strength, and coordination of small muscles.
  • HEALTH, SAFETY, AND NUTRITION- Children will demonstrate personal hygiene and self-care skills, develop knowledge and skills that help promote nutritious food choices and eating habits, and demonstrate knowledge of personal safety practices and routines.
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