| Early Childhood Mission Statement | | The mission of the Rockford Public Schools Early Childhood Program is to empower all young children to become effective, enthusiastic, and socially competent learners by creating a bond among children, their families, the school and the community. |
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| | Rockford Public Schools Early Childhood Strategic Goals | - No less than 80% of the overall cohort of children transitioning from the EC program to Kindergarten, and no less than 80% of the children in any subgroup (income, ethnicity, child with disabilities, LEP), will demonstrate proficient readiness for Kindergarten in the areas of Personal-Social Development, Language and Literacy, Mathematical Thinking, and Physical Development as measured by the Work Sampling Illinois Guidelines and Checklist.
- Every RPS Early Childhood Program classroom and family program (PI, PT and FSS) will provide high quality programming as measured by an assessment instrument.
- Every RPS Early Childhood site will provide support for teachers, including regular opportunities for teachers to confer and plan with colleagues, regular support from curriculum implementers, and on-site mentors for new teachers.
- Systems will be created to integrate all family support work with RPS Early Childhood, including Parental Training, Prevention Initiative, and Family Support Services for families with children birth through Kindergarten entry.
Strategic Statements
Note: Strategic statements reflect the common agreement of the planning group, but are not issues for which the RPS Early Childhood Division is directly or exclusively responsible.
- The Rockford Public Schools is a Pre-K through grade 12 system. As such, Early Childhood should be included in all district initiatives and curriculum planning efforts.
This has been identified by the Strategic Planning Committee as the #1 need for RPS Early Childhood to be able to achieve its mission, and is equally critical for the district as a whole to achieve its mission.
- By 2010, across all areas of the district, no less than 80% of all children entering kindergarten, and no less than 90% of children with identified risk factors, will have participated in a formal early learning program.
Note: This is more appropriately a goal of the Rockford Early Learning Council, which RPS Early Childhood supports and helps reach all eligible children.
- By 2010, birth to three programs will engage no less than 80% of families with identified risk factors.
Note: Statement #3 is an area for the Rockford Early Learning Council to develop goals and strategies.
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| | | Essential Elements of a High-Quality Preschool for All System: |
Provide a voluntary program for 3- and 4-year olds
Serve at-risk children first
Well-designed curriculum (comprehensive, research based and culturally sensitive)
Highly qualified teachers and staff
Ongoing assessment of children’s learning
Support parent and family involvement
Build on existing programs
Deliver in a variety of settings—fund community-based agencies as well as schools
Integrate with K-12 education, providing seamless transition to elementary school
Ensure new dollars do not displace current funding
Provide funding at the level necessary to achieve quality
Include infrastructure costs in funding
Fund programs for infants and toddlers
Assure accountability
Link programs to a broader, comprehensive 0-5 learning system |
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| | We believe: |
Families have the choice to participate in Early Childhood Services
Families have a diverse range of strengths, needs, and priorities
Early Childhood program services support children and their families
The family has responsibility for the child's growth and development
The family is the child's first teacher
Families have individual growth patterns and learning styles
Support networks and/or advocates are important to all families. |
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| | | We believe: |
The process of education begins prior to birth and continues throughout life
Learning occurs in multiple ways through a variety of experiences
Children are active, curious explorers
Children have individual growth patterns and learning styles
Children have the right to make choices and accept responsibility for them
Each child has both unique strengths and needs, and significant human similarities to other children
Children's cultural, ethnic, and religious diversity is a strength
Optimal health maximizes learning |
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