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Central California Migrant Head Start School Readiness Plan Program Year: 2021-2022 - stancoe.org

Central California Migrant Head Start
                                                                            School Readiness Plan
                                                                          Program Year: 2021-2022

School Readiness Plan Purpose and Scope:
 The Central California Migrant Head Start (CCMHS) School Readiness Plan will be used to guide efforts leading to positive child outcomes. School
readiness efforts will be supported through ongoing communications and professional development to ensure that staff and parents understand
the School Readiness Plan, as well as their role in ensuring children are ready for school. Parents and Head Start staff at all levels work in
partnership to ensure that infants, toddlers, and preschool-aged children achieve appropriate school readiness outcomes, through delivering
responsive, comprehensive, and research-based curriculum and analyzing program data. CCMHS will identify and implement strategic professional
development and program adjustments to continually improve School Readiness Outcomes.

Grantee Operated and Delegate agencies will incorporate Grantee School Readiness Goals & Objectives into their program planning and will ensure
the implementation of identified teaching and family practices as well as participation in professional development activities that support school
readiness. Grantee Operated and Delegate agencies should utilize the Program Area Plans to ensure a comprehensive approach.

 *Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP                                       1
 Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022                                     Revised 3/14/2021MTR

Head Start Early Learning Outcomes Framework

                                                                                                          The first five years of life is a time of
                                                                                                         wondrous and rapid development and
                                                                                                        learning. The Head Start Early Learning
                                                                                                          Outcomes Framework: Ages Birth to
                                                                                                          Five outlines and describes the skills,
                                                                                                        behaviors, and concepts that programs
                                                                                                          must foster in all children, including
                                                                                                       children who are dual language learners
                                                                                                          (DLLs) and children with disabilities.

Parent, Family, And Community Engagement Framework:

                                                                                                   Families play a critical role in helping their
                                                                                                     children be ready for school and for a
                                                                                                    lifetime of academic success. The Head
                                                                                                      Start Parent, Family, and Community
                                                                                                        Engagement Framework supports
                                                                                                    engaging families in children’s ongoing
                                                                                                           learning and development.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP                                                    2
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022                                              Revised 3/14/2021MTR

School Readiness Plan Goals and Objectives:

                      DOMAIN:APPROACHES TO LEARNING
                      School Readiness Goal: Children will demonstrate improved positive approaches toward learning, including improved
                      attention skills.

                                 DOMAIN: SOCIAL AND EMOTIONAL DEVELOPMENT
                                 School Readiness Goal: Children will demonstrate improved social behavior, emotion regulation, and emotional
                                 well-being.

                                    DOMAIN: LANGUAGE AND LITERACY
                                    School Readiness Goal: Children will demonstrate improved communication, language, and emergent literacy
                                    skills.

                                 DOMAIN: COGNITION
                                 School Readiness Goal: Children will demonstrate improved general cognitive skills.

                      DOMAIN: PERCEPTUAL, MOTOR AND PHYSICAL DEVELOPMENT
                      School Readiness Goal:Children will demonstrate improved perceptual, motor and physical development.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP                                              3
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022                                            Revised 3/14/2021MTR

CENTRAL CALIFORNIA MIGRANT HEAD START PROGRAMS
2021-2022 SCHOOL READINESS PLAN- INFANTS AND TODDLERS
DOMAIN: APPROACHES TOWARDS LEARNING
Goal 1 of 5: Children will demonstrate improved positive approaches towards learning including improved attention skills.
Measurable Objective for Young Infants (Birth-1): Measurable Objective for Older Infants (1-2 Measurable Objective for Toddlers (2-3 yrs.
Final Assessment results will demonstrate yrs. old): Final Assessment results will old): Final Assessment results will
children’s capacity to increasingly develop demonstrate children’s capacity to increasingly demonstrate children’s capacity to
strategies for regulating feelings and behavior, develop strategies for regulating feelings and increasingly develop strategies for regulating
becoming less reliant on adult guidance over time. behavior, becoming less reliant on adult feelings and behavior, becoming less reliant
70 % will be at the “Responding Later” (Calms guidance over time. 85 % will be at the on adult guidance over time. 85 % will be at
when comforted by an adult) level or above in “Responding Later”(Seeks a familiar adult the “Exploring Earlier”(Calms self when a
DRDP 2015-Measure ATL-REG 5 (Aligned to when distressed, and responds when familiar adult initiates contact, moves
*HSELOF Goal IT-SE 9 progression). physically comforted by a familiar adult) close, or offers a special thing) level or
level or above in DRDP 2015-Measure ATL-REG above in DRDP 2015-Measure ATL-REG 5
5 (HSELOF Goal IT-SE 9 progression). (HSELOF Goal IT-SE 9 progression).
Effective Teaching Practices for young infants: Effective Teaching Practices for older infants: Effective Teaching Practices for toddlers:
 Use simple, clear language and facial  Building Trust: Eye contact & Responding to  Talking to your toddler.
expressions to communicate acceptable familiar faces.  Discuss photos of people showing various
behaviors.  Showing your baby something interesting. emotions
 Stay nearby when babies are lying or sitting  Talking to your baby -Smile, hold your baby o I.T. Card HSE1, HSE3, HSE17,
close to each other. Gently separate them if close.
HSE23.
they touch each other too roughly, showing  Discuss photos of people showing various
them how to be gentle.  Use clear simple language to
emotions.
 Establish and practice consistent routines. communicate acceptable behavior,
o I.T. Cards: HSE1, HSE3, HSE17, Example: “Pat Tamika’s arm gently.”
 Building Trust: Eye contact & Responding to
HSE23.  Establish and practice consistent
familiar faces.
 Showing your baby something interesting.  Use clear simple language to communicate routines.
 Talking to your baby -Smile, hold your baby acceptable behavior, Example: “Pat  Model taking deep breaths, counting to
close. Tamika’s arm gently.” five, or doing relaxation exercises when
 Be sensitive to their fatigue / excitement levels  Establish and practice consistent routines. situations are stressful.
& change your pace accordingly.  Provide feeling or calming word in Primary  Use clear boundaries
 Explore people’s sense of identity and Language.  Talk and describe feelings when observed
belonging.  Self-talk & describe and guide and model to seek out ways to
 Prepare child for next transition self-comfort
w/language.
*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 4
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

Family Practices for young infants Family Practices for older infants Family Practices for toddlers
 Spend time talking with your baby; make eye  Work with families on morning drop off  Try to provide consistency for your
contact. Say a few words and listen to your routine to support social-emotional toddler. Even if you have a busy and
baby’s sounds. Stay with your baby for at least development (help them establish a changing schedule, you may be able to
a few minutes during each interaction so he morning ritual). help her with a nap after lunch most days
has a chance to pay attention to your face and  Communicate with their child about the or read to her almost every evening at
voice. thoughts and feelings of others. bedtime.
 Provide several simple toys that your baby can  Describe what is going to happen next, to  You can also describe what is going to
explore by holding, banging and putting in her help your toddler get ready for the next happen next, to help your toddler get
mouth. Keep the toys near to her so she can activity. ready for the next activity.
reach them on her own.  Organize her toys in simple ways, for  Organize her toys in simple ways, for
 Offer several simple board books for your baby example, a basket for her cars, another one example, a basket for her cars, another
to reach and to look at with you. You can even for her blocks and another for her stuffed one for her blocks and another for her
lay on your back on the floor with your baby so animals. stuffed animals.
you can both look up and “read” the book  Read her books and sing familiar songs over  Read her books and sing familiar songs
together. and over. over and over. While she likes new songs
 Be sensitive to their fatigue / excitement levels  Feeling faces to provide for families and books, she also loves to revisit the
& change your pace accordingly  Provide family w/puppets and modeling familiar ones.
 Explore people’s sense of identity and feeling.  Techniques to self-regulate and deal with
belonging. stress; Breathing & Counting
 Verbalize feelings
 Model self-regulation techniques

Professional Development Activities:
 Provide on- site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms/FCCH’s including
strategies that support Dual Language Learners (DLL’s) .
 Provide training and coaching on Creative Curriculum.
 Provide training and coaching utilizing Program for Infant & Toddler Care (PITC).
 Provide Teacher Pyramid Leadership Meetings/Trainings.
 Provide training for TPITOS (The Pyramid Infant Toddler Observation Scale).
 Family engagement activities to support parents understanding of Child Development and home-school connection.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 5
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

DOMAIN: SOCIAL AND EMOTIONAL DEVELOPMENT
Goal 2 of 5: Children will demonstrate improved social behavior, emotion regulation, and emotional well-being.
Measurable Objective for Young Infants (Birth-1): Measurable Objective for Older Infants (1-2 Measurable Objective for Toddlers (2-3 yrs.
Final Assessment results will demonstrate yrs. old): Final Assessment results will old): Final Assessment results will
children’s capacity to use objects to represent demonstrate children’s capacity to use objects demonstrate children’s capacity to use
other objects or ideas and to engage in symbolic to represent other objects or ideas and to objects to represent other objects or ideas
play with others. 80 % will be at the “Responding engage in symbolic play with others. 70 % will and to engage in symbolic play with others.
Later” (Explores people and objects in a variety of be at the “Exploring Earlier” (Uses or combines 80 % will be at the “Exploring Later”
ways) level or above in DRDP 2015-Measure SED 5 objects in functional or meaningful ways) level (Pretends that an object represents another
(Aligned to *HSELOF Goal IT-C 12 & 13 or above in DRDP 2015-Measure SED 5 (Aligned object or serves a different purpose) level or
progression). to *HSELOF Goal IT-C 12 & 13 progression). above in DRDP 2015-Measure SED 5 (Aligned
to *HSELOF Goal IT-C 12 & 13 progression).
Effective Teaching Practices for young infants: Effective Teaching Practices for older infants: Effective Teaching Practices for toddlers:
 Provides books that are appropriate for the age  Provides books that are appropriate for the  Provides books appropriate for the age
and abilities of the child. age and abilities of the child. and abilities of the child.
 Point to pictures during story reading calling  Point to pictures during story reading  Pretend play indoors and outdoors.
attention to what the pictures mean. calling attention to what the pictures mean  Model Pretending (take 2 bites from a
 Offer realistic props that can represent many  Offer realistic props that can represent plastic apple)
 I.T. Cards #4, 5, 12, 26.
things. many things.
 Use exaggerated gestures and facial
 Show items of interest to the baby.  Provide children with pictures of their expressions.
 Use exaggerated gestures and facial family that they can look at and hold.  Set up environments with pretend play
expressions.  Show your baby something interesting. materials:
 Sing songs, do finger plays and read books with  Sing songs, do finger plays and read books. Prop boxes (doctor’s office, grocery store.
individual and very small groups of babies.
 Teacher pretends in front of child (parallel  Sing songs, do finger plays and read
play) books with small groups.
 Acknowledge positive interactions
 Puppets
Family Practices for young infants Family Practices for older infants Family Practices for toddlers
 Incorporate home and daily routines.  Pretend play with puppets or different  Pretend play with puppets or different
 Take time to understand the baby’s needs and utensils at home. utensils at home. Learning Game #37.
forms of communication.  Facilitate Learning Game #37.  Incorporate home and daily routines.
 Smile at your baby and talk to her regularly.  Incorporate home and daily routines.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 6
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

 Listen and respond to her cooing and other  Take time to understand your baby’s needs  Take time to understand your child’s
sounds. and forms of communication. needs and forms of communication.
 Talk to your child. In this way, you begin to give  Provide opportunities for him to play with  Encourage her to do as much for herself
her words for what she is doing. “I hear you are other children (at the park, with neighbors as she wants to. Young children love to
crying. I think you are hungry. I’ll get ready so or family, in childcare or parent/child participate, learn new skills and feel like
we can feed you.” classes). Remember that while he may be they are helping.
 Play games with your baby. Simple games like excited about other children, he does not  Taking time with routines so your child
peek-a-boo are delightful for your baby and always know how to play with them, and can do some of the things by herself lets
help remind him that you go away, but you there may be conflict over toys or hesitance her know you think she is capable and
always come back. to join the play. gives her practice with new skills.
 Utilize household items to model pretend  Provide opportunities for him to play with
play w/families. other children (at the park, with
 Explanation of importance of play. neighbors, with family).
 Acknowledge positive interactions
 Play dress up with parents

Professional Development :
 Provide on- site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms/FCCH’s including
strategies that support Dual Language Learners (DLL’s).
 Provide training and coaching on Creative Curriculum.
 Provide training and coaching utilizing Program for Infant & Toddler Care (PITC)-Including home-school
connection.
 Provide Teacher Pyramid Leadership Meetings/Trainings.
 Provide training for TPITOS (The Pyramid Infant Toddler Observation Scale).

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 7
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

DOMAIN: LANGUAGE AND LITERACY
Goal 3 of 5: Children will demonstrate improved communication, language, and emergent literacy skills.
Measurable Objective for Young Infants (Birth- Measurable Objective for Older Infants (1-2 yrs. Measurable Objective for Toddlers (2-3 yrs.
1): Final Assessment results will demonstrate old): Final Assessment results will demonstrate old): Final Assessment results will
children’s capacity to engage in back-and-forth children’s capacity to engage in back-and-forth demonstrate children’s capacity to engage in
communication that develops into increasingly communication that develops into increasingly back-and-forth communication that develops
extended conversations. extended conversations. into increasingly extended conversations.
85 % will be at the “Responding Later” 80 % will be at the “Exploring Earlier” (Engages 65 % will be at the “Exploring Later”
(Responds to or seeks contact with familiar in brief back- and-forth communication with (Engages in brief back- and-forth
adults, using vocalizations, gestures, or facial familiar adult using word approximations, communication, combing words to
expressions during interactions) level or above vocalization, gestures or facial expressions) communicate meaning) level or above in
in DRDP 2015-Measure LLD 4 (Aligned to level or above in DRDP 2015-Measure LLD 4 DRDP 2015-Measure LLD 4 (Aligned to
*HSELOF Goal IT-LC 4 & Goal IT-LC 5 (Aligned to *HSELOF Goal IT-LC 4 & Goal IT-LC 5 *HSELOF Goal IT-LC 4 & Goal IT-LC 5
progression). progression). progression).
Effective Teaching Practices for young infants: Effective Teaching Practices for older infants: Effective Teaching Practices for toddlers:
 Model appropriate conversational skills,  Model appropriate conversational skills, e.g.,  Model appropriate conversational skills, e.g.,
e.g., taking turns, eye contact, speech taking turns, eye contact, speech volume, taking turns, eye contact, speech volume, and
volume, and using polite words. and using polite words. using polite words.
 Use self, parallel talk, repetition and  Use self, parallel talk, repetition and  Provide interesting experiences for children
to discuss.
extension to model use of language. extension to model use of language.
 Plan specific experiences where children will
 Ask families about successful  Plan specific experiences where children will
be encouraged to talk and to use their
communication strategies used at home. be encouraged to talk and to use their communication skills.
 As babies begin making various sounds communication skills.  Listen carefully to what child is saying and
engage with the baby using a back and forth  Use an animated voice when talking with respond.
interaction by imitating their babbles. young children to hold their interest.  Facilitate I.T. Cards: LL 7, 8, 11,23,30, 46, 52
 Position yourself at the child’s level as you  Notice what your baby is looking at in a book  Provide high-quality children’s literature from
speak with them. and name that picture. a variety of genres.
 Notice what the baby is looking at in a book  Listen carefully to what child is saying and  Facilitate story re-telling. Use pictures,
and name that picture. respond. puppets, costumes or props to help children
 Allowing extra time for child to process  Facilitate I.T. Cards: LL 7, 8, 11,23,30, 46, 52. recall the story.
 Use repetition and extension to expand
language  Facilitate story re-telling. Use pictures,
vocabulary.
puppets, costumes or props to help children
 Engage children in routines by providing
recall the story. tasks: Setting table, Child reading classroom
rules.
*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 8
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

Family Practices for young infants Family Practices for older infants Family Practices for toddlers
 Practice having a conversation with your  Model conversations with other adults  Model conversations with other adults
child. After you say something, be sure to around you. around you.
pause and allow them time to respond. For  Encourage your child to tell you about their  Encourage your child to tell you about
infants, this may be in the form of a smile or day or what they are playing with. their day.
“goo”.  Parents will follow-up on strategies being  Parents will follow-up on strategies being
 Model conversations with other adults implemented in the classroom and customize implemented in the classroom and
around you. it to home daily routines. customize it to home daily routines.
 Making da-da-d sounds (game 20).  Communication and conversation (game 18).  Communication and conversation (game
 At first they just practice different sounds,  Naming with a mirror. 18).
enjoying how the sounds feel in their  Reading pictures and books (game 19).  Naming with a mirror.
mouth, but in a few months, their sounds  Learning games #67, #55, #49 L.G. #47.  Reading pictures and books (game 19).
will start to have meaning. For example, “m-
 Provide families info related to self-talk  Learning games #67, #55, #49 L.G. #47.
m-m-m-m” will be used more when asking
 Repetition of familiar routines or daily  Engage children in routines by providing
for mama.
experiences tasks
 Pairing socks
Professional Development Activities:
 Provide on- site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms/FCCH’s including
strategies that support Dual Language Learners (DLL’s).
 Provide training and coaching on Creative Curriculum.
 Provide training and coaching utilizing Program for Infant & Toddler Care (PITC).
 Provide Teacher Pyramid Leadership Meetings/Trainings/ Family engagement activities to support parents
understanding of Child Development and home-school connection.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 9
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

DOMAIN: COGNITION
Goal 4 of 5: Children will demonstrate improved general cognitive skills.
Measurable Objective for Young Infants Measurable Objective for Older Infants (1-2 yrs. Measurable Objective for Toddlers (2-3 yrs.
(Birth-1): Final Assessment results will old): Final Assessment results will demonstrate old): Final Assessment results will
demonstrate children’s capacity to show children’s capacity to show developing demonstrate children’s capacity to show
developing understanding of number and understanding of number and quantity. developing understanding of number and
quantity. 80 % will be at the “Responding 80 % will be at the “Exploring Earlier” quantity. 75 % will be at the “Exploring Later”
Later” (Responds to changes in the number of (Demonstrates awareness of quantity) level or (Uses number names, but not always
objects observed or interacted with) level or above in DRDP 2015-Measure COG 3 (Aligned to correctly, in situations related to number of
above in DRDP 2015-Measure COG 3 (Aligned *HSELOF Goal IT-C 8. Child develops sense of quantity) level or above in DRDP 2015-
to *HSELOF Goal IT-C 8. Child develops sense number and quantity). Measure COG 3 (Aligned to *HSELOF Goal IT-C
of number and quantity). 8. Child develops sense of number and
quantity).
Effective Teaching Practices for young Effective Teaching Practices for older infants: Effective Teaching Practices for toddlers:
infants:
 Model comparison vocabulary. Use words  Model comparison vocabulary. Use words like  Introduce counting and quantifying
like more, less, few, first, last, same as or more, most, less, fewer, least, same as or concepts during routines “first we eat,
equal. equal. then we go outside”.
 When interacting with an infant, count  Recite finger plays or rhymes and sing songs  Model “comparison” vocabulary
their hands, arms, legs, feet, fingers. Etc. about numbers. Read stories that include more/less, fewer/least, same as or equal.
 Recite finger plays or rhymes and sing numerals and items to count. I.T. Cards M 2, 9, 11, 22, 25 & 28.
songs about numbers. Read stories that  When changing diaper, clothes, bathing  Recite finger plays or rhymes and sing
include numerals and items to count. infant, use language to discuss baby’s parts song about numbers.
 When changing diaper, clothes, bathing (toes, fingers, head).  Use everyday activities as opportunities to
infant, parent will use home language to  Show them an object and after, hide it to have count. Example: “How many children
discuss baby parts (toes, fingers, head). child look for it. came to school today?”
 Introduce counting and quantifying concepts  Provide a variety of materials to help
during free choice. children develop an understanding of
 Using counting / comparison language at quantity.
meal times
 Reading and singing number books
More, less, etc.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 10
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

Family Practices for young infants Family Practices for older infants Family Practices for toddlers
 While feeding ask if they want more.  Model comparison vocabulary. Words like:  Model comparison vocabulary. Words
When you hold up one finger for your more, most, less, fewer, least, same as, or like: more, most, less, fewer, least, same
baby to grab, you can say, “You are equal. as, or equal.
holding my finger.” When you hold up two  Recite finger plays or rhymes and sing song  Recite finger plays or rhymes and sing
fingers for him to grab, you can say, “Here about numbers. song about numbers.
are two fingers.”  Use everyday activities as opportunities to  Use everyday activities as opportunities to
 You can point to your nose and then point count. Example: “How many apples do we count. Example: “How many apples do we
to your baby’s nose: “Here is my nose and have? Let’s count them to find out. have?”
here is your nose.” This begins to  While feeding ask if they want more When we  While feeding ask if they want more.
introduce the concept of one-to-one offer children food, we naturally talk about  When your toddler points to the airplane
correspondence. quantity. “You ate all of your chicken. Are you in the sky, you can explain, “Wow, you
 When we nurse or feed babies, we full or do you want more chicken?” noticed the airplane. It is high in the sky.
naturally talk about quantity. “You  When he tucks a baby doll under each arm, Now we can’t hear it anymore. It is gone.”
stopped sucking. Are you full or do you you can say, “You have two babies.”  There are many chances to talk about the
want more milk?”  Compares sizes or household items; Laundry, relationship of things (high, low, far, close)
 Recite finger plays, rhymes and sing songs kitchen supplies as well as the size of things in your baby’s
about numbers. Read stories that include environment.
numerals and items to count.  Reading and singing number books

Professional Development Activities:
 Provide on- site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms/FCCH’s including
strategies that support Dual Language Learners (DLL’s)
 Provide training and coaching on Creative Curriculum
 Provide training and coaching utilizing Program for Infant & Toddler Care (PITC)
 Family engagement activities to support parents understanding of Child Development and home-school
connection.
 Make and take workshop at parent monthly meetings.
 Provide staff w/guidelines to effectively interact during home visits.
 Side by side support for new teachers
 Includes specific strategies to assist families understanding of Child Development
 Supporting transition to childcare
 LLD-4 Provide training “Big 5” for staff

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 11
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

DOMAIN: PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT
Goal 5 of 5: Children will demonstrate improved perceptual, motor and physical development.
Measurable Objective for Young Infants Measurable Objective for Older Infants (1-2 yrs. Measurable Objective for Toddlers (2-3 yrs.
(Birth-1): Final Assessment results will old): Final Assessment results will demonstrate old): Final Assessment results will
demonstrate children’s capacity to show children’s capacity to show awareness of safety demonstrate children’s capacity to show
awareness of safety and increasingly and increasingly demonstrates knowledge of awareness of safety and increasingly
demonstrates knowledge of safety skills when safety skills when participating in daily activities* demonstrates knowledge of safety skills when
participating in daily activities* 85 % will be at 85 % will be at the “Exploring Earlier” (Seeks to participating in daily activities*
the “Responding Later” (Responds to make contact with familiar adult) level or above 85 % will be at the “Exploring Later” (Follows
situations that make child feel unsafe) level or in DRDP 2015-Measure PD-HLTH 5 (Aligned to adults’ guidance about basic safety practices)
above in DRDP 2015-Measure PD-HLTH 5 *HSELOF Goal IT-PMP 10). level or above in DRDP 2015-Measure PD-
(Aligned to *HSELOF Goal IT-PMP 10). HLTH 5 (Aligned to *HSELOF Goal IT-PMP 10).
Effective Teaching Practices for young Effective Teaching Practices for older infants: Effective Teaching Practices for toddlers:
infants:
 Reassure safety throughout the  Reassuring safety throughout the  Talk about safe and unsafe situation
implementation of daily predictable implementation of predictable daily routines. during routines “that is not safe”.
routines.  Describe what you are doing during caregiving  Reassure child when he feels unsafe.
 Describe what you are doing during routines, so children can learn the sequence  Teach Cards: SE 2, 11,12, 14, 19, 21.
caregiving routines so children can learn of actions to care for themselves.  State rules positively instead of negatively.
the sequence of actions to care for  Talk about safe and unsafe situation during  Be clear and specific when making
themselves. routines “that is not safe”. requests and giving directions.
 Reassure child when he feels unsafe.  Reassure child when he feels unsafe.  Use gestures and concrete objects to
 Teach Cards: SE 2, 11,12, 14, 19, 21 clarify what you are saying to a child.
Family Practices for young infants Family Practices for older infants Family Practices for toddlers
 Use gestures and concrete objects to  Use gestures and concrete objects to clarify  Be clear and specific when making
clarify what you are saying to a child. what you are saying to a child. requests and giving directions.
 Provide families with resources on parks  Provide families with resources on parks and  Use gestures and concrete objects to
and playgrounds in area. playgrounds in the area.
clarify what you are saying to a child.
 Invite families to sing songs with children  Invite families to sing songs with children that
that relate to safety such as red light, relate to safety such as red light, green light.  Provide families with resources on parks
green light. and playgrounds in area.
*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 12
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

 Reassure child when he feels unsafe.  Talk about safe and unsafe situation during  Invite families to sing songs with children
routines “that is not safe”. that relate to safety such as red light,
green light.
 Talk about safe and unsafe situation
during routines “that is not safe”.
 Reassure child when he feels unsafe.
 Learning Games. #55 & #59
Professional Development Activities
 Provide on- site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms/FCCH’s including
strategies that support Dual Language Learners (DLL’s).
 Provide training and coaching on Creative Curriculum.
 Provide training and coaching utilizing Program for Infant & Toddler Care (PITC).
 Family engagement activities to support parents understanding of Child Development and home-
school connection.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 13
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

CENTRAL CALIFORNIA MIGRANT HEAD START PROGRAMS
2021-2022 SCHOOL READINESS PLAN-PRESCHOOL
DOMAIN: APPROACHES TO LEARNING
Goal 1 of 5: Children will demonstrate improved positive approaches towards learning including improved attention skills.
Measurable Objective for 3 Yr. Olds: Final Assessment results will Measurable Objective for 4 Yr. Olds: Final Assessment results will
demonstrate children’s capacity to explore the environment in demonstrate children’s capacity to explore the environment in
increasingly focused ways to learn about people, things, materials, and increasingly focused ways to learn about people, things, materials, and
events. 80 % will be at the “Building Earlier” (Explores through simple events. 70 % will be at the “Building Middle” (Explores by engaging in
observations, or manipulations, or asking simple questions) level or specific observations, manipulations, or by asking specific questions)
above in DRDP 2015-Measure ATL 4. (Aligned to *HSELOF Goal P-ATL 10 level or above in DRDP 2015-Measure ATL 4. (Aligned to *HSELOF Goal P-
& Goal P-ATL 11 Progression. ATL 10 & Goal P-ATL 11 Progression.
Effective Teaching Practices for 3 yr. olds Effective Teaching Practices for 4 yr. olds
 Free choice and planned activities support multiple development  Posting open-ended questions. Take time to ask “why” questions
levels. and provide answers.
 Posting open-ended questions. Take time to ask “why” questions  Respond to children’s explorations and discoveries with enthusiasm
and provide answers. and encouragement rather than providing rewards like stickers or
 Encourage children’s inclination to ask questions and wonder. prizes.
 Respond to children’s explorations and discoveries with enthusiasm  Encourage children to learn from their mistakes. Encourage them to
and encouragement rather than providing rewards like stickers or make and test predictions and to examine their thinking.
prizes.  Provide children with time and space, and a variety of interesting
 Encourage children to learn from their mistakes. Encourage them to materials (open-ended).
make and test predictions and to examine their thinking.  Encourage children’s inclination to ask questions and wonder.
 Involve the children in attempting few simple rules stated in positive  Help them define their questions and support them in their
terms so children know what to do. investigations to find answers.
 Set up a water table with sensory materials / and ask open-ended
questions

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 14
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

Family Practices for 3 yr. olds Family Practices for 4 yr. olds

 When children ask why, explain it is a developmental stage to ask why  When children ask why, explain it is a developmental stage to ask why
questions to obtain information not to question their authority. questions to obtain information not to question their authority.
 Parent; Play games that support children’s curiosity and internal  Parent; Play games that support children’s curiosity and internal motivation
motivation such as “Mystery Bag” (hide an object inside a bag). Give such as “Mystery Bag” (hide an object inside a bag). Give verbal clues about
verbal clues about it’s identity. Let children feel it, describe and guess it’s identity. Let children feel it, describe and guess what it is before
what it is before looking. looking.
 Provide opportunities for her to play with other children (at the park, with  Provide opportunities for her to play with other children (at the park, with
neighbors or family, in childcare or parent/child classes). neighbors or family, in childcare or parent/child classes).
 Be available when he is playing with other children. He may need some  Be available when he is playing with other children. He may need some help
help in negotiating, listening to her friends’ ideas, voicing his own ideas in negotiating, listening to her friends’ ideas, voicing his own ideas and in
and in coming up with solutions. He may also need some help with safety, coming up with solutions. He may also need some help with safety, as he is
excited about trying new things.
as he is excited about trying new things.
 Describe different plants in the back yard or park.
 Find ways to maintain a calm attitude & presence when their child is
upset.
Professional Development Activities:
 Provide on- site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms/FCCH’s including
strategies that support Dual Language Learners (DLL’s)
 Provide training and coaching on Creative Curriculum
 Provide Teacher Pyramid Leadership Meetings/Trainings
 TPOT (Teaching Pyramid Observation Tool) training
 Provide training CLASS/Coaching
 Family engagement activities to support parents understanding of Child Development and home-
school connection.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 15
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

DOMAIN: SOCIAL AND EMOTIONAL DEVELOPMENT
Goal 2 of 5: Children will demonstrate improved social behavior, emotion regulation, and emotional well-being.
Measurable Objective for 3 Yr. Olds: Final Assessment results will Measurable Objective for 4 Yr. Olds: Final Assessment results will
demonstrate children’s capacity to show increasing awareness of self as demonstrate children’s capacity to show increasing awareness of self
distinct from and also related to others. 70 % will be at the “Building as distinct from and also related to others. 70 % will be at the “Building
Earlier” (Expresses simple ideas about self and connection to others) Middle” (Describes self or others based on physical characteristic)
level or above in DRDP 2015-Measure SED 1. (Aligned to *HSELOF Goal P- level or above in DRDP 2015-Measure SED 1. (Aligned to *HSELOF Goal
SE 9 Progression. P-SE 9 Progression.
Effective Teaching Practices for 3 yr. olds Effective Teaching Practices for 4 yr. olds
 Hold discussions about Alike and Different during small group and  Facilitate and discuss Self Portraits (observational drawings).
large group.  Allow opportunities for children to share feelings through the day
 Facilitate and discuss Self Portraits (observational drawings). (i.e., upon arrival or within morning session, child will choose
 Allow opportunities for children to share feelings through the day (i.e., symbol how they feel).
upon arrival or within morning session, child will choose symbol how  Utilize and facilitate CSEFEL resources.
they feel).  Compare aloud children’s past and present abilities.
 Utilize and facilitate CSEFEL resources  Display and describe family pictures in the classroom to validate
During small or large group, children demonstrate (get out) feeling children’s most important relationships.
words, could be “game for home” too.  Give specific descriptive feedback to children about their efforts.
 Give specific descriptive feedback to children about their efforts.  Incorporate artwork and play materials that reflect children’s home
 Read simple books showing different emotions. Discuss why the cultures.
people look and feel the way they do. “She’s smiling because she is  Allow adequate/plenty of time to let children take responsibility for
happy, she is happy because her mommy is home.” self-care routines.
 Model and discuss social behaviors so children can explain how the
look or feel.

Family Practices for 3 yr. olds Family Practices for 4 yr. olds
 Both Teacher and parent; Help children detect and interpret cues  Both Teacher and parent; Help children detect and interpret cues
about how someone feels, e.g., Say “he looks angry, his forehead is about how someone feels, e.g., Say “he looks angry, his forehead is
wrinkled and his fists are tight.” wrinkled and his fists are tight.”
 Give specific and descriptive feedback to children about their efforts.  Give specific and descriptive feedback to children about their
efforts.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 16
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

 Read simple books showing different emotions. Discuss why the  Read simple books showing different emotions. Discuss why the
people look and feel the way they do. “She’s smiling because she is people look and feel the way they do. “She’s smiling because she is
happy, she is happy because her mommy is home.” happy, she is happy because her mommy is home.”
 Encourage parents to demonstrate respect for their child using  Families to create a routine of self-care
strategies that are culturally meaningful.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 17
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

DOMAIN: LANGUAGE AND LITERACY
Goal 3 of 5: Children will demonstrate improved communication, language, and emergent literacy skills.
Measurable Objective for 3 Yr. Olds: Final Assessment results will Measurable Objective for 4 Yr. Olds: Final Assessment results will
demonstrate children’s capacity to engage in back-and-forth demonstrate children’s capacity to engage in back-and-forth
communication that develops into increasingly extended conversations. communication that develops into increasingly extended conversations.
70% will be at the “Building Earlier” (Engages in brief back- and-forth 75% will be at the “Building Middle” (Engages in brief conversations
communication, using short phrases and sentences) level or above in with a shared focus).level or above in DRDP 2015-Measure LLD 4.
DRDP 2015-Measure LLD 4. (Aligned to *HSELOF Goal P-LC 4 Progression. (Aligned to *HSELOF Goal P-LC 4 Progression.
Effective Teaching Practices for 3 yr. olds Effective Teaching Practices for 4 yr. olds
 Utilize visual prompts to support vocabulary growth and  Utilize visual prompts to support vocabulary growth and
understanding. understanding.
 Model language using Self/Parallel talk.  Model language using Self/Parallel talk.
 Provide quality of feedback; initiate conversation or go with child’s  Provide quality of feedback; initiate conversation or go with child’s
interest to have 5 back and forth exchanges. interest to have 5 back and forth exchanges.
 Model language using repetition and extension.  Model language using repetition and extension.
 Facilitate Open-ended questions to encourage conversations (parent  Facilitate Open-ended questions to encourage conversations (parent
and teachers). and teachers).
 Position yourself at child’s level when you’re speaking.  Position yourself at child’s level when you’re speaking.
 Listen carefully to what child is saying and respond accordingly.  Listen carefully to what child is saying and respond accordingly.
 Prepare and facilitate I.T. cards LL 7, 8, 11, 23, 30, 44, 52.  Prepare and facilitate I.T. cards LL 7, 8, 11, 23, 30, 44, 52.
 Provide interesting experiences for children to hold discussions using  Provide interesting experiences for children to hold discussions
back and forth exchanges of conversation. using back and forth exchanges of conversation.
 Acknowledge children’s communication (verbal and nonverbal)  Acknowledge children’s communication (verbal and nonverbal)
contributions. contributions.
 Engage in frequent conversations with each child. Listen carefully to  Engage in frequent conversations with each child. Listen carefully to
what is being said. Children will talk more when they know teachers what is being said. Children will talk more when they know teachers
listen. listen.
 Help children learn how to take turns to express ideas.  Provide props that encourage talking, e.g., telephones and puppets

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 18
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

Family Practices for 3 yr. olds Family Practices for 4 yr. olds
 Parents will play with children Learning games #67, 55, 47, 49.  Parents will play with children Learning games #67, 55, 47, 49.
 Parent will model language using Self/Parallel talk.  Parent will model language using Self/Parallel talk.
 Quality of feedback; initiate conversation or go with child’s interest  Quality of feedback; initiate conversation or go with child’s interest
to have 5 back and forth exchanges of conversation. to have 5 back and forth exchanges of conversation.
 Model language using repetition and extension. Rephrase what the  Model language using repetition and extension. Rephrase what the
child says and add more. child says and add more.
 Ask open-ended questions to encourage conversations.  Ask open-ended questions to encourage conversations.
 Position yourself at child’s level when you’re speaking with him.  Position yourself at child’s level when you’re speaking with him.
 Listen carefully to what child is saying.  Listen carefully to what child is saying.
 Provide many opportunities for children to hear and use language.  Provide many opportunities for children to hear and use language.
Have conversation during daily routines (dinner, bathing, getting Have conversation during daily routines (dinner, bathing, getting
dressed). dressed).
 Family will have one on one conversations with children
 Share different ways parents can expand their child’s communication
and speaking abilities, open ended questions and repeating.
Professional Development Activities:
 Provide on- site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms/FCCH’s including
strategies that support Dual Language Learners (DLL’s)
 Provide training and coaching on Creative Curriculum
 Provide Teacher Pyramid Leadership Meetings/Trainings
 TPOT (Teaching Pyramid Observation Tool) training
 Provide training CLASS/Coaching
 Family engagement activities to support parents understanding of Child Development and
home-school connection.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 19
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

DOMAIN: LANGUAGE AND LITERACY
Goal 3 of 5: Children will demonstrate improved communication, language, and emergent literacy skills.
Measurable Objective for 3 Yr. Olds: Final Assessment results will Measurable Objective for 4 Yr. Olds: Final Assessment results will
demonstrate children’s capacity in awareness of letters in the demonstrate children’s capacity in awareness of letters in the
environment and their relationship to sound, including understanding environment and their relationship to sound, including understanding
that letters make up words. 70% will be at the “Building Earlier” that letters make up words. 75% will be at the “Building Middle”
(Demonstrates awareness of a few letters in the environment) level (Identifies some letters by name) level or above in DRDP 2015-
or above in DRDP 2015-Measure LLD 9. (Aligned to *HSELOF Goal P-LIT 3 Measure LLD 9. (Aligned to *HSELOF Goal P-LIT 3 Progression.
Progression.
Effective Teaching Practices for 3 yr. olds Effective Teaching Practices for 4 yr. olds
 Help children recognize print by labeling materials.  Help children recognize print by labeling materials.
 Help children recognize letters of their name in the environment.  Help children recognize letters of their name in the environment.
 Have sensory activities that involve letter recognition such as  Practice letter names and sounds during transitions.
sandpaper letters.  Provide syllabication activities during small groups.
 Sing nursery rhymes to children.  Have name tags and vocabulary words printed in the writing area.
 Practice letter names and sounds during transitions.  Offer alphabet books throughout the classroom for easy access.
 Provide syllabication activities during small groups.  Provide access to alphabet letters in a variety of contexts.
 Offers alphabet books throughout the classroom for easy access.  Sing the alphabet song. Sing each letter slowly so children hear each
 Use children’s printed names and letters in transition activities. letter. Point to each letter on a large alphabet chart as you sing.
 Sing the alphabet song. Sing each letter slowly so children hear each  Support kindergarten children as they make their own letter
letter. Point to each letter on a large alphabet chart as you sing. dictionaries. They might illustrate using photographs, drawings,
 Encourage sensory exploration of the alphabet. Offer children a and/or words. Children can add additional words to their book as
variety of ways to explore the alphabet by using sand paper, felt the year progress.
letters, salt trays, clay, magnetic letters and by forming letters and  Use children’s names in teacher guided activities e.g., graphs –
words with their bodies. telephone directory for dramatic play.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 20
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

Family Practices for 3 yr. olds Family Practices for 4 yr. olds
 Read to your child and take time to describe the pictures and  Read to your child and take time to describe the pictures and
characters. characters.
 Create a family album and introduce the name of other family  Create a family album and introduce the name of other family
members. members.
 Use magazines and look for letters or familiar words.  Use magazines and look for letters or familiar words.
 Help your child look for the letters of his name on the environment,  Sing songs to your child.
such as in boxes of cereal, magazines, etc.  Clap syllables of names and familiar words.
 Sing songs to your child.  Send alphabet books home.
 Clap syllables of names and familiar words.  Parents; create cards with their photos and names printed on the
 Point out environmental print while taking a walk or driving (The M in  Underneath alphabet letters posted around their house.
McDonalds)
 Teachers can send alphabet books home.
Professional Development Activities:
 Provide on- site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms/FCCH’s including
strategies that support Dual Language Learners (DLL’s).
 Provide training and coaching on Creative Curriculum.
 Provide Teacher Pyramid Leadership Meetings/Trainings.
 TPOT (Teaching Pyramid Observation Tool) training.
 Provide training CLASS/Coaching.
 Family engagement activities to support parents understanding of Child Development and home-school
connection.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 21
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

Effective Teaching Practices for 3 yr. olds Effective Teaching Practices for 4 yr. olds
 Label materials with pictures and words in English, using one color,  Label materials with pictures and words in English, using one color,
and in primary language using a different color. and in primary language using a different color.
 Support story retellings by taking turns telling parts of the story.  Have children tell more of the story, as they are able in their home
 Model using different strategies for making meaning from print. language and in English.
 Provide simple picture matching games.  Model using different strategies for making meaning from print.
 Have simple books in the library and encourage them to “read” them  Have simple books in the library and encourage them to “read”
on their own. them on their own.
 Provide visual prompts while conversing or reading books.  Provide visual prompts while conversing or reading books.
 Use gestures while reading or conversing.  Display lots of clear print in multiple languages in the environment.
 Read alphabet books in multiple languages.  Read alphabet books in multiple languages.
 Reading books with repetitive text pointing to words as you read or  Read books with repetitive text pointing to words as you read or
write in English. write in English.
 Point out the meaning of print around the classroom and in the  Point out the meaning of print around the classroom and in the
community. community.
 Have children identify the letters of their own names in any
language.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 22
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

Family Practices for 3 yr. olds Family Practices for 4 yr. olds
 Talk to your child in home language, introduce new words, repeat  Talk to your child in home language, introduce new words, repeat
and extend language. and extend language.
 Read stories to your child and ask questions about the story.  Read stories to your child and ask questions about the story.
 Point to words in the environment and say them aloud.  Help your child identify words in English in the environment.
 Model using different strategies for making meaning from print.  Look for simple words in English in magazines or newspapers.
 Play simple picture matching games with your child.  Model using different strategies for making meaning from print.
 Have simple books in the library and encourage your child to “read”
 Play simple picture matching games.
them on their own.
 Provide visual prompts while conversing or reading books.  Offer simple books and encourage them to “read” them on their
 Using gestures while reading and conversing. own.
 Provide visual prompts while conversing and/or reading books.

Professional Development Activities:

 Provide on- site training, technical assistance, and mentoring in designated delegate and grantee operated classrooms/FCCH’s including
strategies that support Dual Language Learners (DLL’s).
 Provide training and coaching on Creative Curriculum.
 Provide Teacher Pyramid Leadership Meetings/Trainings.
 TPOT (Teaching Pyramid Observation Tool) training.
 Provide training CLASS/Coaching.
 Family engagement activities to support parents understanding of Child Development and
home-school connection.

*Head Start Early Learning Outcomes Framework (HSELOF)- Highlighted measures are aligned to KSEP 23
Stanislaus County Office of Education-CCMHS School Readiness Plan 2021-2022 Revised 3/14/2021MTR

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