School readiness goals

Seven measurable goals covering all five central domains of the framework, tracked at all three checkpoints and crosswalked to what the receiving districts expect at kindergarten entry.

45 CFR 1302.102(a) · (b)

The requirement. Every 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, then track progress toward them at least three times a year. A goal that cannot be measured from the program's own data is not a goal; it is a statement of intent.

5 of 5

Central domains with a measurable goal

all five covered

4 of 7

Goals met at the spring checkpoint

1 approaching · 2 not met

264

Children entering kindergarten next year

reported at item A.17

Receiving school districts

goals crosswalked to each

Progress

Every goal at every checkpoint

ages 4 to 5 · n = 260 at all three checkpoints

Central domain	Measurable goal	Target	Fall	Winter	Spring	Gap	Status
Approaches to Learning Cognitive, Objective 11	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 and Emotional Development Social-Emotional, Objectives 1-3	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 and Literacy Language, Objectives 8-10	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
Language and Literacy Literacy, Objectives 15-19	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
Cognition Mathematics, Objectives 20-23	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 Cognitive, Objectives 11-14	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
Perceptual, Motor, and Physical Development Physical, Objectives 4-7	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

Each goal is measured from the spring checkpoint over the 260 children aged 4 to 5 with a finalized checkpoint at all three points. A goal is met when the result reaches the target, approaching when it is within 2 percentage points, and not met beyond that. Two goals read from the same assessment area with different targets, which the crosswalk below explains.

Trajectory

Progress across the three checkpoints

share meeting expectations

Cognitive · 80% targetSocial-Emotional · 85% targetLanguage · 85% targetLiteracy · 85% targetMathematics · 80% targetCognitive · 85% targetPhysical · 90% target

Every goal rose across the year. The distance still to travel is the chart beside this one, because a rising line that ends below its target is a missed goal, not a success.

Distance to target

Where each goal finished against its own target

percentage points

Language and Cognitive finished below target by more than 2 percentage points and carry an improvement plan.

Crosswalk

How assessment areas map to the framework's central domains

the assessment system reports by its own areas; the framework is the required reporting frame

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 does not report by central domain. A program that reports its raw assessment areas is not reporting against the frame the standard names. The crosswalk is applied once in the data layer, so every view downstream of it is framework-native and the two goals that read from the Cognitive area are labelled by the domain each one belongs to.

Alignment

Goals against receiving district kindergarten entry expectations

1302.102(a)(3)

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

Kindergarten entry expectations are taken from each receiving district's published readiness criteria and the state entry assessment. Where a district expectation has no corresponding program goal it is surfaced as a gap rather than left unmapped, because an unmapped expectation is the specific alignment finding a federal reviewer looks for. Scientific Reasoning has no corresponding goal today.

Transition

Receiving districts

District	Children	Disabilities	Transition
Pelican Ridge Parish	148
Bayou City	61
Riverside Community	44
East Ridge Charters	20

Agreements to coordinate services for children with disabilities and to coordinate transition services are reported separately at items D.7.a and D.7.b. East Ridge Charter Collaborative has no transition agreement in effect, which requires an explanation at D.7 and carries an improvement plan.

Goals are stated for children aged 4 to 5, the cohort entering kindergarten. The three-year-old cohort is reported separately on the child assessment page, because a single figure across both age bands moves with the mix of ages rather than with what children learned. Results below ten children in a subgroup are suppressed. 436 children carry a finalized checkpoint at all three points out of 438 eligible.