Short Term:

Children are ready for school - as determined by child development and early learning outcomes in the five essential domains of school readiness ages birth to five:

Language and Literacy - Children will acquire age-appropriate skills and knowledge in the areas of language and literacy development. These emerging skills and knowledge will serve as a foundation for future academic success in reading, writing and verbal communication. For children who speak a language other than English, dual language learners (DLLs), are provided with opportunities to develop and practice their knowledge and skills in their home language while they progress towards the acquisition of the English language.

Cognition and General Knowledge - Children will acquire age-appropriate skills and knowledge in the areas of logic & reasoning, mathematics knowledge & skills, and science knowledge & skills. Children are able to problem solve, think and reason, develop logical and abstract thinking, question and analyze and explore and ask questions about the world around them.

Approaches to Learning - Children will acquire age-appropriate skills that support the domain of approaches to learning. This domain refers to children’s engagement in social interactions and learning experiences. Children are able to pay attention, stay focused and engaged in activities; being able to attend to activities and lessons allows children to acquire new skills and knowledge.

Physical Development and Health - Children will acquire age-appropriate skills and knowledge in the areas of physical development and health. These emerging skills and knowledge include physical wellbeing, motor development, nutrition, exercise, hygiene, and safety practices. These early experiences serve as a foundation for lifelong wellbeing and healthy living.

Social and Emotional Development - Children will demonstrate competence in developing secure relationships with adults and peers, the ability to regulate their own behavior and emotions, and forming a positive sense of self.

Intermediate:

Families are ready to support their children’s learning - School readiness goals are developed in collaboration with parents and shared with the Policy Council and at Parent Center Committee meetings. Parents have the opportunity to establish individual goals for their child during Teacher Home Visits that are conducted by the child’s teacher twice a year. Parent Teacher Conferences are held with the parent three times during the program year to share individual child assessment data. PCI provides Home Enrichment activities to engage parents in supporting their child’s learning at home; enrichment activities are provided each month. Throughout the school year, school readiness workshops are offered that promote positive parent-child interactions and support children’s learning and development.

Long Term:

Schools are ready for children- PCI empowers families to become advocates for their children by encouraging them to become involved in their child’s transition to kindergarten. The transition process begins three months prior to a child’s transition. The ERSEA/Family Community Specialist meets with program staff to plan for the transition of children to the public school. PCI works in collaboration with the schools the children will attend to ensure a smooth and seamless transition. School administrators are invited to meet with Head Start families to provide them with an orientation of the registration process and an invitation for the children and their families to visit their home campus. Head Start staff assists the family in completing a transitional portfolio to take with them to the public school. Transition information is provided to the families in their home language.