Texas Neighborhood

Head Start/Early Head Start

School Readiness Goals

Our School Readiness Goals for all of the children we serve,  ages birth to five address the domains of language and literacy development, math and science, cognition and general knowledge,  social studies, the arts, approaches towards learning, physical well-being and motor development, social and emotional development and are as follows:

Social-Emotional Development

  1. Children develop and maintain positive relationships and communication with adults and peers.

  2. Children self-regulate their own emotions and behaviors; balance the needs and rights of self and others.

  3. Children display a sense of self, confidence and strong identity by participating cooperatively and constructively in group situations.

Cognitive & General Knowledge

  1. Children demonstrate an increasing ability to connect new and known experiences and concepts.

  2. Children use all senses to investigate, problem solve, compare attributes and form individual understandings of the natural and physical world.

Approaches to Learning & Play

  1. Children show an enthusiasm approach to learning through engagement, attentiveness, persistence, and curiosity, including showing flexibility and problem solving.

  2. Children demonstrate an eagerness to learn in each domain with creativity and independence in their interactions with activities and materials

  3. Children express themselves through engaging with others through creative role play.

Language & Literacy (in home language and English)

  1. Children use words to express themselves, to understand language, follow directions, to have a conversation and to listen to stories in English or their native language.

  2. Children show Alphabet knowledge through upper and lower case letter recognition, letter sounds and early writing skills.

  3. Children engage with literature in developmentally through showing appreciation for books, have an awareness that language can be broken into syllables, or smaller pieces of sound in words, rhyming, and understanding of print concepts, and interact during reading by asking questions, retelling stories

  4. Children who are dual language learners (DLLs) are receptive, expressive and engaged in English literacy activities.

Math & Science

  1. Children demonstrate beginning math skills including spatial relationships, sorting and comparing, creating patterns and using math concepts through every day routines, such as measuring, weighting and comparing.

  2. Children illustrate beginning math skills in recognizing shapes, counting and connecting numbers to quantities.

  3. Children show multiple ways to solve problems, problem solving skills, and symbolic thinking.

  4. Children explore their surroundings through observing, manipulating, making predictions, classifying, inquiring, comparing and communicating their findings to others.

  5. Children will demonstrate an age-appropriate interest in numbers and counting during daily experiences and routines.

Social Studies

  1. Children identify personal and family structure, understanding of one’s relationship to the family.

  2. Children demonstrate respect for diversity of others.

  3. Children understand and can articulate the reasons for rules in the home and classroom and for laws in the community.

The Arts

  1. Children participate in music activities, such as listening, singing, or performing, in addition, to playing instruments to create sounds.

  2. Children express what is felt and heard in various musical tempos and styles with the movement of their body.

  3. Children create artistic works that reflect thoughts, feelings, experiences, or knowledge using a range of media and materials to create drawings, pictures, or other objects

  4. Children uses dialogue, actions, to tell a story or express thoughts of events, characters, or stories through acting and using props and language.

Physical Development and Health

  1. Children maintain physical health, age-appropriate physical development and fine/gross motor skills.

  2. Children demonstrate age-appropriate gross motor skills and progress in their ability to control their bodies for movement /rhythm, navigation and balance.

  3. Children demonstrate personal care tasks, such as dressing, brushing teeth, toileting, and washing hands independently from adults.

  4. Children eat a variety of nutritious foods and can distinguish food on a continuum from most healthy to less healthy.

  5. Children understand and practice health and safety habits.


  1. Texas Neighborhood Services has school-readiness goals include all domains of child development and early learning.

  2. A comprehensive individualize teaching and learning approach that focuses on nutrition, health and classroom learning for all children.

  3. Partnerships with families and community.

  4. Our school-readiness goals align closely with our assessment instruments (Creative Curriculum's Individual Child Profile).So, by completing the assessment checkpoints each child’s progress is assessed on the school-readiness goals.

  5. Providing engaging, interactive classrooms that are well-organized and managed, socially, physically and emotionally supportive, with materials and resources that stimulate children's thinking and skills.

  6. Employing highly qualified credential/degree and trained teachers that fulfill TNS’ Professional Development Strategies that are aimed to ensure quality teaching and learning practices are met with accuracy and results in positive outcomes for children and families.

  7. Education staff enabling children to progress toward achieving these school-readiness goals by implementing "Ready to Shine" curriculum model, using high-quality teaching strategies, and on-going individualization.This includes helping children who are dual-language learners develop in all areas, while also increasing their abilities in English and scaffolding for children with disabilities.

  8. Education staff will share observation and assessment of each child throughout the school year measuring progress and identifying any areas of need to ensure the best approach for each child to progress toward the school-readiness goals. Information shared:

  • With parents, highlights of assessments and observations during home visits and parent-teacher conferences;

  • With other staff, during the Professional Learning Community (PLC) and review the quarterly Manage By Outcomes (MBO) report.