3.1 Helping Young Children: Making Your School Ready

The following set of actions for schools and other agencies has been developed as part of this CAP research project on school readiness. This list of actions has been endorsed in principle by the CAP Board of Directors as a checklist of actions that can be taken by schools. The other parts of this section of our Internet Essay elaborate on many of these actions.

To promote conditions and behaviours that enhance all students' readiness to learn, schools can:

* · support and work with preschools and day-care programs

* · adapt their curriculum, instruction and student assessment in the early grades

* · involve and support parental involvement in the learning of their children

* · train their staff to recognize and nurture the five domains of child development

* · offer full-time kindergarten programs

* · ensure their school is committed to the success of every child

* · ensure the social and physical environment of the school and classrooms meets the children's needs

* · train school staff in developmentally appropriate practices

To prevent specific problems or risk conditions for vulnerable students, schools can:

* · have a written plan and procedure for the transition of all students.

* · support and work with early compensatory programs for disadvantaged families

* · work with community coalitions and parent/ self-help groups

* · offer the school as a "hub" for the delivery of health and social services to families and children

* · train all teachers in early identification of potential learning problems

* · ensure that referrals and case management procedures are effective.

To assist children who are at greater risk, schools can:

* · reach out to parents and families at greater risk

* · establish appropriate remedial and tutoring programs for students experiencing difficulties

* · cooperate with family services and public health family programs

* · join interagency councils, or coalitions

* · advocate for child and family health/social services.

* · monitor the delivery of health and social services to their students; advocate on their behalf

To help to integrate students who are experiencing difficulties, schools can:

* · coordinate with other agencies to establish individualized transition plans for students with special needs

* · ensure school guidance counsellors and psychologists have appropriate inservice training

* · establish agreements with specialized institutions and hospitals

* · advocate for needed support services such as school psychologists and teaching assistants

* · train teachers in working with other agencies and specialized support services

For more go to:

3.1.1     Kindergarten

3.1.2     Instruction

3.1.3     Curriculum / Learning Outcomes

3.1.4     Student Assessment

3.1.5     School Social Climate

3.1.6     School Physical Environment

3.1.7     Involving Parents

3.1.8     Early Prevention

3.1.9     Poverty

3.1.10   Special Needs

3.1.11   Support from School District, Ministry and Other Agencies

3.1.12   Monitoring Progress