Head Start/early head start

The purpose of Head Start is to promote the school readiness of low-income, preschool-age children by enhancing their physical, cognitive, social, and emotional development.

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Learn More About the Head Start/Early Head Start Strategies

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    This document shows how the Scholastic's Read and Rise program aligns to critical parts of Head Start, as well as to critical parts of Early Head Start, which is for children ages birth-three and their low-income families

    View Online Packet

Head Start My Books

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The following chart illustrates how Scholastic Take-Home Book Packs support the criteria for Title I-funded school-wide, targeted assistance, and American Recovery and Reinvestment Act (ARRA) programs. The criteria are drawn from the Dec. 2, 2002, Title I Final Rules and Regulations, posted at this site:

http://www.ed.gov/legislation/FedRegister/finrule/2002-4/120202a.html

KEY CRITERIA FOR Head Start Scholastic Take-Home Book Packs
1. Provide opportunities for all students to meet the State's proficient and advanced levels of student academic achievement, particularly in the areas of reading/language arts, math, and science. Scholastic Take-Home Book Packs for Grades PreK-12 support the common core and state standards by providing high-quality, authentic literature in a wide variety of subjects and genres. The parent and community activity packs foster family involvement and reinforce at-home learning. Book packs provide components to support a balanced literacy program:
  • Cross-curricular Content: A math title is included in every nonfiction Grades K-5 book pack
  • Build Reading Accuracy: Students read familiar books over and over, while building fluency with expression
  • Research-based Strategies: Reading practice strengthens skills in phonemic awareness, phonics, fluency, vocabulary, and comprehension through reading activities
  • Book Packs provide Reading
2. Use effective methods and instructional practices that are based on scientifically based research that: Research tells us that, without practice, students lose reading skills, and that children from lower-income families lose the most. The results in children who typically score lower on the reading tests than their counterparts.

Tw-thirds of the achievement gap between lower- and higher-income