Curriculum The High Scope approach uses ACTIVE LEARNING where children are involved in direct, hands-on-experiences with people, objects, ideas and events.  ADULT CHILD INTERACTION involves adults observing and interacting with children at their level to discover how each child thinks and reasons. The LEARNING ENVIRONMENT is arranged in several clearly defined interest areas that enable children to find, use, and return the materials they need in order to explore, invent, and learn about their world.  Finally, the DAILY ROUTINE includes a plan-do-review process which gives children the opportunity to pursue their own interests, make plans, follow through on them and reflect on their experiences with peers and adults.    
Lesson Plans Daily lessons are carefully planned that teach skills that meet High Scope learning objectives in the following areas:  Approaches to Learning, Social and Emotional Development, Physical Development and Health, Language, Literacy and Communication, Mathematics, Creative Arts, Science and Technology and Social Studies.      
Zoo Phonics Zoo-phonics curriculum helps children to learn their letters and sounds.  Each letter is assigned an animal and body movement. The Zoo-phonics program fully involves the child’s eyes, ears, mouth, and body as they learn phonemic awareness and the alphabet.  Our Preschool teachers incorporate these experiences into their daily lesson plans.    
Screening Tool LLPP uses ASQ-3 for its developmental and social-emotional screening tool for children from one month until they enter Kindergarten.  Highly reliable and valid, ASQ-3 looks at strengths and trouble spots, educates parents about developmental milestones and incorporates parents’ expert knowledge about their child.  Teachers and/or parents will administer the ASQ at least twice a year.  Teacher will use these results to guide lesson planning and give individual guidance.  If a significant delay is identified, additional resources will be identified for the child.    
Progress Reports LLPP specifically designs assessments to document a child’s progress towards Kindergarten Readiness skills.  Teachers will document a child’s competency in several core areas.  Progress reports are completed twice a year for preschool children and are used to individualize each child’s specific needs, monitor a child’s progress and evaluate teaching effectiveness.  Teachers will share results with parents during parent/teachers conferences.    
Program Quality Assessment The Preschool Program Quality Assessment (PQA) is a rating instrument designed to evaluate the quality of early childhood programs.  It evaluates program quality in areas of:  learning environment, daily routine, adult-child interaction, curriculum planning and assessment, parent involvement and family services, staff qualifications and development and program management. Teaching teams use this assessment to evaluate the classroom and set goals.  This tool is also used as part of the Great Start to Quality Star Rating System which is a State of Michigan Initiative that will rate the quality of our programs based on the results of this assessment.    
Conferences  Parents are given the opportunity to discuss the child’s progress at any time by requesting a meeting with their child’s teacher.   Teachers will also keep parents updated on a regular basis of their child’s progress.  For preschool age children, conferences will be held twice a year to discuss their child’s developmental progress.