Annual self-assessment

4 of 7 school readiness goals were met at the spring checkpoint for children ages 4 to 5, against 2 in PY 2024-25.
Classrooms scoring below 5.0 on Classroom Organization received 5.2 coaching cycles on average; classrooms at 6.0 and above received 4.6.
90% of families discussed their child's assessment results with staff, and one center is below 80%.

4 of 7

School readiness goals met

2 in PY 2024-25 · spring, ages 4 to 5

90%

Families discussing assessment results

398 of 441 families · item C.44.j

13 of 17

Evidence items ready

2 partial · 2 scheduled

May 12, 2026

Policy Council review

governing board May 28, 2026

Spring result against each goal's target

Ages 4 to 5, share meeting or exceeding widely held expectations; 4 of 7 goals met.

Spring resultGoal target

See details

The three required data streams3 of 3 can be produced from connected records

Stream	Records	Status
Aggregated child assessment data	436	Available
Professional development data	64	Available
Family engagement data	441	Available

Records are children with three finalized checkpoints, teaching staff, and active families.

Stream one: aggregated child assessment436 children in the growth analysis

Assessment tool: Teaching Strategies GOLD
Checkpoints with finalized results: 3
Children in the growth analysis: 436
Children ages 4 to 5: 260
Winter checkpoints never finalized: 2

Results are aggregated separately by age band and restricted to children finalized at all three checkpoints. The goal-by-goal detail is on School readiness goals.

Stream two: professional development58 of 69 education staff received intensive coaching

Item	Measure	Value
B.3	Preschool classroom teachers · assistant teachers	32 · 32
B.3.a	Advanced degree in early childhood education or equivalent — teachers	3
B.3.b	Baccalaureate degree in early childhood education or equivalent — teachers	16
B.3.c	Associate degree — teachers · assistants	11 · 2
B.4	Teachers who do not meet the qualifications in B.3.a or B.3.b	13
B.4.a	Of those, teachers enrolled in a qualifying degree program 4 not enrolled	9
D.1	Education and child development staff who received intensive coaching	58 of 69
D.2	Individuals who provided intensive coaching	5
C.21.a	Teachers who received assistance from a mental health consultant	19 of 32
B.17	Education and child development staff who left	11 (14%)

Coaching cycles by Classroom Organization band

Whether coaching reached the classrooms with the lowest observation scores.

Stream three: family engagement441 families · 90% discussed assessment results

Item	Measure	Value
C.34	Total number of families	441
C.44.a	Emergency or crisis intervention	287
C.44.b	Housing assistance	99
C.44.d	Mental health services	164
C.44.i	Research-based parenting curriculum	412
C.44.j	Involvement in discussing their child's screening and assessment results	398 (90%)
C.44.k	Support for transitions between programs	260 (59%)
C.45	Families counted in at least one service above	441 (100%)

Families discussing assessment results, by center

PIR item C.44.j, as a share of each center's active families.

Green is 90% or more, blue 80% to 89%, red below 80%.

What the reviewer will ask for13 of 17 items can be produced from connected records

Required evidence	Source	Status
Written school readiness goals, measurable and aligned to the framework	Program records	Complete
Documentation of alignment to receiving district kindergarten expectations	District kindergarten entry criteria	Partial Scientific Reasoning has no corresponding goal
Child assessment data aggregated at three points, by age band	Assessment system	Complete
Analysis of assessment data by ELOF central domain	Assessment system with the ELOF crosswalk	Complete
Comparison to an external benchmark where one exists	Publisher technical manual	Complete
Assessment results disaggregated by subgroup (dual language learners, IEP, age)	Assessment system joined to the MIS	Complete
Developmental screening completed within 45 days of enrollment	MIS, PIR C.27-C.28	Complete
CLASS observation results by classroom and by domain	Observation records	Complete
Professional development plans for staff not meeting qualifications	MIS, PIR B.4-B.5	Partial Four teachers not yet enrolled in a degree program
Coaching records linked to identified classroom need	Program records, PIR D.1-D.2	Complete
Family engagement data tied to school readiness progress	MIS, PIR C.44.j	Complete
Written improvement plans for each identified gap	Improvement tracker	Complete 6 plans
Documented progress on prior-year findings	Improvement tracker, prior year	Complete 7 tracked
Evidence the self-assessment was shared with the governing body	Meeting minutes	Scheduled May 28
Evidence the self-assessment was shared with the Policy Council	Meeting minutes	Scheduled May 12
Community assessment data informing program design	Community assessment	Complete
Annual report to the public including audit and enrollment data	Fiscal records and the MIS	Complete

Partial items are documents a program writes rather than queries, such as an alignment document and professional development plans.

What the standard requires45 CFR 1302.102(b)(2) and (c)(2)

45 CFR 1302.102(b)(2) · (c)(2)

At least once each program year, a program conducts a self-assessment of its progress toward its school readiness goals using aggregated child assessment data, professional development data and family engagement data. The self-assessment is shared with the governing body and the Policy Council and reported to the responsible official.

The Policy Council reviews the self-assessment on May 12, 2026 and the governing board on May 28, 2026. Both read the figures on this page, computed from the same records.