School readiness goals

4 of 7 school readiness goals were met at the spring checkpoint for children ages 4 to 5; 1 is within 2 points of target and 2 are not met.
Cognition finished furthest from its goal, at 81% against a target of 85%.
5 of 7 receiving-district kindergarten expectations align to a program goal; Scientific Reasoning has no corresponding goal, and East Ridge Charter Collaborative has no transition agreement in effect.

4 of 7

Goals met, spring

against each goal's own target, ages 4 to 5

86%

Meeting expectations, spring

84% in PY 2024-25 · ages 4 to 5

5 of 5

Central domains with a goal

framework domains covered by a measurable goal

264

Entering kindergarten

into 4 receiving districts next year

Spring result against each goal's target

Percentage points above or below each goal's target, ages 4 to 5; 4 of 7 goals met.

See details

Every goal at every checkpointFall, winter and spring, with the goal statement and its status

Goal	Measurable goal	Target	Fall	Winter	Spring	Gap	Status
Approaches to Learning Approaches to Learning	80% of children will meet or exceed widely held expectations in positive approaches to learning by the spring checkpoint.	80%	52%	70%	81%	+1 pp	Met
Social-Emotional Social and Emotional Development	85% of children will meet or exceed widely held expectations in the Social-Emotional area by the spring checkpoint.	85%	60%	78%	84%	−1 pp	Approaching
Language Language and Literacy	85% of children will meet or exceed widely held expectations in the Language area by the spring checkpoint.	85%	55%	69%	82%	−3 pp	Not met
Literacy Language and Literacy	85% of children will meet or exceed widely held expectations in the Literacy area by the spring checkpoint.	85%	45%	80%	89%	+4 pp	Met
Mathematics Cognition	80% of children will meet or exceed widely held expectations in the Mathematics area by the spring checkpoint.	80%	46%	72%	88%	+8 pp	Met
Cognition Cognition	85% of children will meet or exceed widely held expectations in the Cognitive area by the spring checkpoint.	85%	52%	70%	81%	−4 pp	Not met
Physical Perceptual, Motor, and Physical Development	90% of children will meet or exceed widely held expectations in the Physical area by the spring checkpoint.	90%	71%	84%	90%	0 pp	Met

Progress across the three checkpointsEach goal at fall, winter and spring

Share meeting expectations at each checkpoint

Ages 4 to 5, one line per goal.

Approaches to Learning · 80% targetSocial-Emotional · 85% targetLanguage · 85% targetLiteracy · 85% targetMathematics · 80% targetCognition · 85% targetPhysical · 90% target

Alignment to the receiving districts5 of 7 kindergarten entry expectations aligned to a goal · 3 of 4 districts with a transition agreement

Goal area	Kindergarten entry expectation	State assessment domain	Alignment
Literacy	Identifies at least 18 uppercase letters; produces beginning sounds for familiar words	Language and Literacy	Aligned
Language	Follows two-step oral directions; uses complete sentences to describe an event	Language and Literacy	Aligned
Mathematics	Counts to 20; identifies numerals 0-10; compares sets by quantity	Mathematics	Aligned
Social-Emotional	Separates from caregiver without distress; sustains attention in group instruction for 10 minutes or more	Social Foundations	Aligned
Approaches to Learning	Persists with a challenging task; transitions between activities with one prompt	Social Foundations	Aligned
Physical	Holds a writing tool with a functional grasp; manages personal needs independently	Physical Well-Being and Motor Development	Partial
Scientific Reasoning	Asks questions about and describes observable properties of objects and living things	Cognition	No goal

Receiving district	Children transitioning	Disabilities agreement	Transition agreement
Pelican Ridge Parish Public Schools	148	In effect	In effect
Bayou City Schools	61	In effect	In effect
Riverside Community Schools	44	In effect	In effect
East Ridge Charter Collaborative	20	In effect	None

An expectation with no corresponding program goal is listed rather than left unmapped. Agreements with each district are reported at annual report items D.7.a and D.7.b. Open items carry a plan on Continuous improvement.

How assessment areas map to the framework5 central domains, each with its assessment areas and objectives

Central domain	Subdomains	Assessment areas and objectives
Approaches to Learning	Emotional and behavioral self-regulation · Cognitive self-regulation (executive functioning) · Initiative and curiosity · Creativity	Cognitive, Objective 11 (positive approaches to learning); Social-Emotional, Objective 1 (regulates own emotions and behaviors)
Social and Emotional Development	Relationships with adults · Relationships with other children · Emotional functioning · Sense of identity and belonging	Social-Emotional, Objectives 1-3
Language and Literacy	Attending and understanding · Communicating and speaking · Vocabulary · Emergent literacy	Language, Objectives 8-10; Literacy, Objectives 15-19
Cognition	Mathematics development · Scientific reasoning	Mathematics, Objectives 20-23; Cognitive, Objectives 11-14; Science and Technology
Perceptual, Motor, and Physical Development	Perception · Gross motor · Fine motor · Health, safety, and nutrition	Physical, Objectives 4-7

The assessment system reports by its own areas. The crosswalk is applied once in the data layer, so every figure on this page is stated in the framework's domains.

What the standard requires45 CFR 1302.102(a) and (b)

45 CFR 1302.102(a) · (b)

A program must establish specific, measurable school readiness goals aligned to the Head Start Early Learning Outcomes Framework, to state early learning standards, and to the expectations of the schools the program's children will attend, and must track progress toward them at least three times a year.

Goals are stated for children ages 4 to 5, the cohort entering kindergarten. The three-year-old cohort is reported separately on Child assessment. 436 children carry a finalized checkpoint at all three points out of 438 eligible.