Annual Report

The Governing Board-Board of Education
USD 443’s Board of Education is a governing body that oversees the operation of a public school district. Its primary role is to set policies, make decisions, and ensure accountability for the district's educational, fi nancial, and operational performance. Our board ensures public schools are effectively managed and equitable, upholds the community’s educational values and priorities, and balances educational excellence with fi scal responsibility.

Key Roles and Responsibilities

• Policy Making
  • Develop and adopt district-wide policies on curriculum, discipline, attendance, equity, safety, and more.
• Budget and Finance
  • Approve the annual budget
  • Monitor expenditures and ensure fi nancial responsibility
  • Allocate resources to support student learning and staff needs
• Curriculum and Instruction
  • Approve educational programs, standards, and materials
  • Ensure alignment with state and federal requirements
• Facilities and Operations
  • Oversee the maintenance and development of school buildings and infrastructure
  • Approve long-term plans for growth, renovations, or new construction
• Community Engagement
  • Represent the interests of the public
  • Provide opportunities for parents, staff, and community members to voice concerns and provide input
• Accountability and Student Achievement
  • Monitor progress toward district goals
  • Ensure the academic and social-emotional success of all students
• Superintendent Oversight
  • Hire, evaluate, and, if necessary, terminate the superintendent, who acts as the district’s CEO.
  • Work closely with the superintendent to implement board policies and vision.

Our Building Leadership Team (BLT) is a group of educators and staff who collaboratively lead and support school improvement efforts within our preschool setting. Their main goal is to ensure high-quality early childhood education by aligning instructional practices, professional development, and school-wide goals with the needs of young learners. We meet regularly (bi-weekly), using agendas focused on instructional improvement and strategic planning, encouraging input from all team members, and documenting decisions and follow-up actions.

Purpose

• Guide the implementation of school goals and improvement plans
• Support best practices in early childhood education
• Foster collaboration among staff Improve outcomes for all children (academic, social, and emotional)

Membership

• Principal or Director (Team Lead)
• Early Head Start Specialist
• Instructional Coach
• Education & Disabilities Specialist
• Lead Teachers
• Special Education Representative
• Family Community Specialist

Responsibilities

• Instructional Leadership: Analyze teaching practices and student learning data to inform decisions.
• Professional Development Planning: Identify and coordinate training aligned with preschool teaching standards.
• School Climate and Culture: Promote positive behavior strategies, inclusive practices, and family engagement.
• Data Review: Regularly review student progress and program effectiveness.
• Communication: Serve as a liaison between administration and teaching staff to share updates, gather input, and address concerns.

Impact

• Supports a cohesive vision for early learning
• Encourages staff leadership and shared accountability
• Builds a professional learning community
• Helps identify and remove barriers to learning for young children

The Head Start Policy Council is a parent-led body within the Head Start program that plays a crucial role in shared governance and decision-making. It's composed of elected parents of children enrolled in Head Start and Early Head Start, along with community members. The council's main purpose is to ensure parents have a signifi cant voice in how the program operates, including areas like program planning, budget approval, and personnel decisions.
Meetings were held the second Thursday of every month. Lunch and Child Care were provided.

Our school community will provide positive experiences for young children and families while creating an enthusiasm for life-long learning.

• We believe all staff are accountable for all student growth.
• We believe in teaching and supporting the “whole” child.
• We believe all children learn through meaningful experiences.
• We believe in a school environment where every member is valued, respected and safe physically as well as emotionally.
• We believe every member of the community is responsible for educating every child.
• We believe that every member of the educational community are responsible for continually seeking and applying knowledge for personal growth.
• We believe that every student is capable of learning academically, socially and emotionally.
• We believe every child is entitled to an education that is individualized to ensure their growth

Goal 1: Partner with School District 443 to offer quality childcare in the community.
Goal 2: Enhance Family Engagement with Community Resources to support families’ progress toward self-sufficiency.
Goal 3: BBECC will improve their approach to bringing families in contact with Conscious Discipline to build their relationship with their children.
Goal 4: Promote Language, Literacy, Behavior/Social -Emotional Regulation Skills and School Readiness Goals campus-wide.
Goal 5: BBECC will increase staff knowledge in Creative Curriculum to build upon lesson plans.
Goal 6: BBECC will increase recruitment for qualifi ed, classified and certified staff.

Early Head Start 

Head Start

At Bright Beginnings, a comprehensive monitoring structure is in place for all administrative, management, and instructional staff to ensure accountability and accuracy in tracking data. This system supports the effective use of assessment results to measure progress toward our School Readiness Goals. The information gathered is used to guide curriculum decisions, refi ne instructional practices, and determine professional development needs. Through these measures, we ensure that children and families are well-prepared to enter kindergarten with the foundational skills they need for long-term success.

Data collection is ongoing throughout the year. In Early Head Start, School Readiness Outcomes are reported in the fall, winter, spring, and summer. In Head Start, which follows the district school calendar, data is gathered year-round and reported each fall, winter, and spring.

Our School Readiness Goals are aligned with the 2024 Kansas Early Learning Standards, the Head Start Early Learning Outcomes Framework, Teaching Strategies GOLD assessment objectives, and Creative Curriculum objectives. The results are analyzed within a Professional Learning Community (PLC) that includes teachers, our building administrator, and members of the management team. This collaborative review informs classroom instruction and identifi es program-wide needs. School Readiness Goal Outcomes are shared with the Policy Council and are included in our Annual Report, ensuring transparency and a shared commitment to school readiness for every child we serve.

Teaching Strategies Gold
At Bright Beginnings, we use Teaching Strategies GOLD to track each child’s growth and development in a way that looks at the whole child. This assessment focuses on six important areas: social–emotional skills, physical development, language, thinking skills (cognitive), literacy, and math. Children’s progress is measured within age ranges, each with clear examples of the skills and behaviors we expect to see as they grow.

Teachers gather this information throughout the year by observing children as they play, work, and interact with others. They take notes, use checklists, and record milestones to capture each child’s
unique progress. This approach helps us understand how your child is developing, celebrate their successes, and plan activities that will keep them moving forward.

Perceptual, Motor, and Physical Development

1. Children will demonstrate increased strength, coordination, and control of large muscles for movement, navigation, and balance.
2. Children will demonstrate increased strength, coordination, and control of small muscles by use of fi ngers and hands for self-care, using tools and utensils, writing, building, and exploring.

Social and Emotional Development

1. Children will develop and demonstrate the ability to recognize and regulate their emotions, attention, impulses, and behavior.
2. Feeling a strong sense of belonging, children will participate cooperatively and constructively in groups, developing and maintaining positive interactions and relationships with adults and age-appropriate peers.

Approaches to Learning

1. Children will demonstrate fl exibility, inventiveness, curiosity, motivation, persistence, and engagement in learning.

Language and Literacy

1. All children will develop increasingly complex skills to express their wants and needs using verbal and nonverbal language, engage in conversation, and increase their vocabulary. (English and home language)
2. All children will demonstrate increased age-appropriate phonemic and phonological awareness and that print conveys meaning.

Cognition and General Knowledge

1. Children will use math concepts in everyday routines to count, identify shapes, sort, compare, relate, pattern, problem-solve, and show symbolic thinking.
2. Children will explore people and creatures in their environment, weather, and life science.

1. Children will demonstrate increased strength, coordination, and control of large muscles for movement, navigation, and balance.

Child Outcome Goal: All children will make progress across all of the Gold areas of development and learning, with at least 80% or above widely held expectations.

Child Outcome Goal Spring 2025:
Bright Beginnings Pre4 Scored 96% in the spring to meet/exceed expectations.
Bright Beginnings Pre4 Scored 98% in the spring to meet/exceed expectations.

Measurement: Gold Objectives will be administered three times throughout the year, in the fall, winter, and spring.

Gold Objectives:
4: Demonstrates traveling skills
5: Demonstrates balancing skills
6: Demonstrates gross-motor manipulative skills

Young Infant Birth to Eight Months

Data Points: Gold Objectives:4, 5, 6

4: Demonstrates traveling skills. Moves to explore immediate environment
5: Balances while exploring immediate environment
6: Reaches, grasps, and releases objects

KELS:
PHD.GMS.i.1:
PHD.GMS.i.2.
PHD.GMS.i.3:

Mobile Infant By Eighteen Months

Data Points: Gold Objectives:4, 5, 6

4: Demonstrates traveling skills. Experiments with different ways of moving
5: Experiments with different ways of balancing
6: Manipulates balls or similar objects with stiff body movements

KELS:
PHD.GMS.mi.1:
PHD.GMS.mi.2:
PHD.GMS.mi.3: T

Toddler By 36 Months

Data Points: Gold Objectives:4, 5, 6

4: Demonstrates traveling skills. Experiments with different ways of moving
5: Experiments with different ways of balancing
6: Manipulates balls or similar objects with stiff body movements

KELS:
PHD.GMS.t.1:
PHD.GMS.t.2:
PHD.GMS.t.3:

Pre3 By 48 Months

Data Points: Gold Objectives:4, 5, 6

4: Demonstrates traveling skills. Moves purposefully from place to place with control
5: Sustains balance during simple movement experiences
6: Manipulates balls or similar objects with flexible body movements

KELS:
PHD.GMS.p3.1:

Pre4 By 60 Months

Data Points: Gold Objectives:4,5,6

4: Demonstrates traveling skills. Coordinates complex movements in play and games
5: Sustains balance during complex movement experiences
6: Manipulates balls or similar objects with a full range of motion

KELS:
PHD.GMS.p4.1:.
PHD.GMS.p4.2:
PHD.GMS.p4.3:

2. Children will demonstrate increased strength, coordination, and control of small muscles and use of fi ngers and hands for self-care, using tools and utensils, writing, building, and exploring.

Child Outcome Goal: All children will make progress across all of the Gold areas of development and learning, with at least 80% or above widely held expectations.

Child Outcome Goal Spring 2025:
Bright Beginnings Pre4 Scored 92% in the spring to meet/exceed expectations.
Bright Beginnings Pre3 Scored 91% in the spring to meet/exceed expectations.

Measurement: Gold Objectives will be administered three times throughout the year, in the fall, winter, and spring. Gold Objectives:
Objective 7: Demonstrates fine-motor strength and coordination
7a. Uses fingers and hands
7b. Uses writing and drawing tools

Young Infant Birth to Eight Months

Data Points: Gold Objectives:
7a. Reaches for, touches, and holds objects purposefully
7b: Not Yet

KELS:
PHD.FMS.i.1
PHD.FMS.i.2

Mobile Infant By Eighteen Months

Data Points: Gold Objectives:
7a: Uses fingers and whole-arm movements to manipulate and explore objects
7b: Grasps drawing and writing tools, jabbing at paper

KELS:
PHD.FMS.mi.1
PHD.FMS.mi.2

Toddler By 36 Months

Data Points: Gold Objectives:
7a: Uses fingers and whole-arm movements to manipulate and explore objects
7b: Grips drawing and writing tools with whole hand but may use whole-arm movements to make marks

KELS:
PHD.FMS.t.1:

Pre3 By 48 Months

Data Points: Gold Objectives:
7a: Uses refined wrist and finger movements
7b: Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end

KELS:
PHD.FMS.p3.1

Pre4 By 60 Months

Data Points: Gold Objectives:
7a. Uses small, precise finger and hand movements
7b: Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end

KELS:
PHD.FMS.p4.1

3. Children will develop and demonstrate the ability to recognize and regulate their emotions, attention, impulses, and behavior.

Child Outcome Goal: All children will make progress across all of the Gold areas of development and learning, with at least 80% or above widely held expectations.

Child Outcome Goal Spring 2025:
Bright Beginnings Pre4 Scored 91% in the spring to meet/exceed expectations.
Bright Beginnings Pre3 Scored 87% in the spring to meet/exceed expectations.

Measurement: Gold Objectives will be administered three times throughout the year, in the fall, winter, and spring. Gold Objectives:
Objective 1: Regulates own emotions and behaviors

1a. Manages feelings
1b. Follows limits and expectations
1c. Takes care of own needs appropriately

Young Infant Birth to Eight Months

Data Point: Gold Objectives:
1a.: Uses adult support to calm self
1b.: Responds to changes in an adult’s tone of voice and expression
1c.: Indicates needs and wants; participates as adult attends to needs

KELS:
SED.CD.:
SED.PD.i.3:
SED.PD.i.4:
PHD.SC.i.1:.
PHD.S.t.1.PHD.SC.p4.1: PHD.SC.p4.2
SED.PD.i.5

Mobile Infant By Eighteen Months

Data Point: Gold Objectives:
1a.: Comforts self by seeking out special object or person
1b.: Accepts redirection from adults
1c.: Seeks to do things for self

KELS:
SED.PD.mi.3
SED.PD.mi.4
SED.R.mi.1
SED.R.mi.2
SED.R.mi.3
PHD.SC.mi.1:
PHD.S.mi.1:
SED.PD.mi.5:

Toddler By 36 Months

Data Point: Gold Objectives:
1a.: Is able to look at a situation differently or delay gratification
1b.: Accepts redirection from adults
1c.: Seeks to do things for self

KELS:
SED.PD.t.4:.
SED.R.t.1:
SED.R.t.2:
SED.R.t.3:
PHD.SC.t.1:
PHD.SC.t.2:
PHD.S.t.1:
PHD.S.t.2:
SED.PD.t.5.

Pre3 By 48 Months

Data Point: Gold Objectives:
1a.: Is able to look at a situation differently or delay gratification
1b.: Manages classroom rules, routines, and transitions with occasional reminders
1c.: Demonstrates confidence in meeting own needs

KELS:
SED.CD.p3.1
SED.PD.p3.6
SED.PD.p3.7
SED.R.p3.1
SED.R.p3.2
SED.R.p3.3
SED.R.p3.4
PHD.SC.p3.1
PHD.SC.p3.2:
PHD.S.p3.1:
PHD.S.p3.2:
SED.PD.p3.8:
SED.PD.p3.9:

Pre4 By 60 Months

Data Point: Gold Objectives:
1a.: Controls strong emotions in an appropriate manner most of the time
1b.: Manages classroom rules, routines, and transitions with occasional reminders
1c.: Takes responsibility for own well-being

KELS:
SED.CD.p4.1
SED.PD.p4.5
SED.PD.p4.6
SED.R.p4.1
SED.R.p4.2.
SED.R.p4.3
SED.R.p4.4.
PHD.SC.p4.1:
PHD.SC.p4.2:
PHD.S.p4.1
PHD.S.p4.2
PHD.S.p4.3
SED.PD.p4.7:
SED.PD.p4.8:

4. Feeling a strong sense of belonging, children will participate cooperatively and constructively in groups, developing and maintaining positive interactions and relationships with adults and age-appropriate peers.

Child Outcome Goal: All children will make progress across all of the Gold areas of development and learning, with at least 80% or above widely held expectations.

Child Outcome Goal Spring 2025:
Bright Beginnings Pre4 Scored 97% in the spring to meet/exceed expectations.
Bright Beginnings Pre3 Scored 87% in the spring to meet/exceed expectations.

Measurement: Gold Objectives will be administered three times throughout the year, in the fall, winter, and spring. Gold Objectives:
Objective 2 Establishes and sustains positive relationships
2a. Forms relationships with adults
2b. Responds to emotional cues
2c. Interacts with peers
2d. Makes friends
Objective 3 Participates cooperatively and constructively in group situations
3a. Balances needs and rights of self and others
3b. Solves social problems

Young Infant Birth to Eight Months

Data Point: Gold Objectives:
2a.: Demonstrates a secure attachment to one or more adults
2b.: Reacts to others’ emotional expressions
2c.: Not Yet
2d.: Not Yet
3a.: Not yet appropriate
3b.: Not yet appropriate

KELS:
SED.CD.i.1
SED.CD.i.2
SED.PD.i.1:
SED.PD.i.2:
SED.SD.i.1:
SED.SD.i.2:
SED.SD.i.3:
SED.SD.i.4:
SED.SD.i.5:

Mobile Infant By Eighteen Months

Data Point: Gold Objectives:
2a.: Uses trusted adult as a secure base from which to explore the world
2b.: Reacts to others’ emotional expressions
2c.: Plays near other children; uses
2d.: Seeks a preferred playmate; shows pleasure when seeing a friend
3a.: Responds appropriately to others’ expressions of wants
3b.: Expresses feelings during a conflict

KELS:
SED.CD.mi.1:
SED.CD.mi.2:
SED.PD.mi.1:
SED.PD.mi.2:
SED.SD.mi.1:
SED.SD.mi.2:
SED.SD.mi.3:
SED.SD.mi.4:
SED.SD.mi.5:

Toddler By 36 Months

Data Point: Gold Objectives:
2a.: Uses trusted adult as a secure base from which to explore the world
2b.: Demonstrates concern about the feelings of others
2c.: Plays near other children; uses
2d.: Seeks a preferred playmate; shows pleasure when seeing a friend
3a.: Responds appropriately to others’ expressions of wants
3b.: Seeks adult help to resolve social problems

KELS:
SED.CD.t.1:
SED.CD.t.2:
SED.CD.t.3:
SED.SD.t.1:
SED.SD.t.2:
SED.PD.t.1:
SED.PD.t.2:
SED.PD.t.3:
SED.SD.t.3:
SED.SD.t.4:
SED.SD.t.5:
SED.SD.t.6:
SED.SD.t.7:
SED.SD.t.8:
SED.SD.t.9:

Pre3 By 48 Months

Data Point: Gold Objectives:
2a.: Manages separations without distress and engages with trusted adults
2b.: Demonstrates concern about the feelings of others
2c.: Uses successful strategies for entering groups
2d.: Plays with one or two preferred playmates
3a.: Takes turns
3b.: Seeks adult help to resolve social problems

KELS:
SED.CD.p3.4:
SED.CD.p3.2:
SED.CD.p3.3:
SED.CD.t.3:
SED.SD.p3.1:
SED.PD.p3.1:
SED.PD.p3.2:
SED.PD.p3.3:
SED.PD.p3.4:
SED.PD.p3.5:
SED.SD.p3.2:
SED.SD.p3.3:
SED.SD.p3.4:
SED.SD.p3.5:
SED.SD.p3.6
SED.SD.p3.7:

Pre4 By 60 Months

Data Point: Gold Objectives:
2a.: Engages with trusted adults as resources and to share mutual interests
2b.: Identifies basic emotional reactions of others and their causes accurately
2c.: Initiates, joins in, and sustains positive interactions with a small group of two to three children
2d.: Establishes a special friendship with one other child, but the friendship might only last a short while.
3a.: Initiates the sharing of materials in the classroom and outdoors
3b.: Suggests solutions to social problems

KELS:
SED.CD.p4.2:
SED.CD.p4.3:
SED.CD.p4.4:
SED.CD.p4.5:
SED.PD.p4.1:
SED.PD.p4.2:
SED.PD.p4.3: .
SED.PD.p4.4:
SED.SD.p4.1:
SED.SD.p4.2:
SED.SD.p4.3:
SED.SD.p4.4: .
SED.SD.p4.5:
SED.SD.p4.6:
SED.SD.p4.7:
SED.SD.p4.8:
SED.SD.p4.9:
SED.SD.p4.10:
SED.SD.p4.11:
SED.SD.p4.12:
SED.SD.p4.13:

5. Children will demonstrate fl exibility, inventiveness, curiosity, motivation, persistence, and engagement in learning.

Child Outcome Goal: All children will make progress across all of the Gold areas of development and learning, with at least 80% or above widely held expectations.

Child Outcome Goal Spring 2025:
Bright Beginnings Pre4 Scored 91% in the spring to meet/exceed expectations.
Bright Beginnings Pre3 Scored 86% in the spring to meet/exceed expectations.

Measurement: Gold Objectives will be administered three times throughout the year, in the fall, winter, and spring. Gold Objectives:
Objective 11 Demonstrates positive approaches to learning
a. Attends and engages
b. Persists
c. Solves problems
d. Shows curiosity and motivation
e. Shows flexibility and inventiveness in thinking

Young Infant Birth to Eight Months

Data Point: Gold Objectives:
11a.: Pays attention to sights and sounds
11b.: Repeats actions to obtain similar results
11c.: Reacts to a problem; seeks to achieve a specific goal
11d.: Uses senses to explore the immediate environment
11e.: Not yet age appropriate

KELS:
ATL.PEL.i.1:
ATL.PEL.i.2:
ATL.PEL.i.3:
ATL.PEL.i.4:
ATL.I.i.1:
ATL.I.i.2:
ATL.I.i.3:
ATL.I.i.4:).
ATL.C.i.1:
ATL.C.i.2:
ATL.C.i.3:

Mobile Infant By Eighteen Months

Data Point: Gold Objectives:
11a.: Pays attention to sights and sounds
11b.: Practices an activity many times until successful
11c.: Reacts to a problem; seeks to achieve a specific goal
11d.: Uses senses to explore the immediate environment
11e.: Imitates others in using objects in new and/or unanticipated ways

KELS:
ATL.PEL.mi.1:
ATL.PEL.mi.2:
ATL.PEL.mi.3:
ATL.PEL.mi.4:
ATL.I.mi.1:
ATL.I.mi.2:
ATL.I.mi.3:
ATL.I.mi.4:
ATL.I.mi.5:
ATL.C.mi.1:
ATL.C.mi.2:
ATL.C.mi.3:
ATL.C.mi.4:
ATL.C.mi.5:
ATL.C.mi.6:

Toddler By 36 Months

Data Point: Gold Objectives:
11a.: Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments
11b.: Practices an activity many times until successful
11c.: Observes and imitates how other people solve problems; asks for a solution and uses it
11d.: Explores and investigates ways to make something happen
11e.: Uses creativity and imagination during play and routine tasks

KELS:
ATL.PEL.t.1:
ATL.PEL.t.2:
ATL.PEL.t.3:
ATL.PEL.t.4:
ATL.PEL.t.5: ATL.I.t.1 ATL.I.t.2:
ATL.I.t.3:
ATL.I.t.4:
ATL.I.t.5:
ATL.I.t.6:.
ATL.C.t.1:.
ATL.C.t.2: .
ATL.C.t.3:
ATL.C.t.4:
ATL.C.t.5:

Pre3 By 48 Months

Data Point: Gold Objectives:
11a.: Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments
11b.: Practices an activity many times until successful
11c.: Solves problems without having to try every possibility
11d.: Shows eagerness to learn about a variety of topics and ideas
11e.: Changes plans if a better idea is thought of or proposed

KELS:
ATL.PEL.p3.1:
ATL.PEL.p3.2:
ATL.PEL.p3.3:
ATL.PEL.p3.4:
ATL.I.p3.1:
ATL.I.p3.2:
ATL.I.p3.3:
ATL.I.p3.4:
ATL.I.p3.5:
ATL.I.p3.6:
ATL.C.p3.1:.
ATL.C.p3.2:
ATL.C.p3.3:
ATL.C.p3.4:
ATL.C.p3.5:
ATL.C.p3.6:

Pre4 By 60 Months

Data Point: Gold Objectives:
11a.: Sustains work on age appropriate, interesting tasks; can ignore most distractions and interruptions
11b.: Plans and pursues a variety of appropriately challenging tasks
11c.: Solves problems without having to try every possibility
11d.: Shows eagerness to learn about a variety of topics and ideas
11e.: Changes plans if a better idea is thought of or proposed

KELS:
ATL.PEL.p4.1:
ATL.PEL.p4.2:
ATL.PEL.p4.3:.
ATL.PEL.p4.4:
ATL.I.p4.1:
ATL.I.p4.2:
ATL.I.p4.3:
ATL.I.p4.4:
ATL.I.p4.5:
ATL.I.p4.6:
ATL.I.p4.7:
ATL.C.p4.1:
ATL.C.p4.2:
ATL.C.p4.3:
ATL.C.p4.4:
ATL.C.p4.5:
ATL.C.p4.6: