I sure liked this paragraph:
As Head Start staff plan curriculum experiences, it is always important to observe individual children and build on their strengths. Some children may have surpassed specific learning outcomes in the Framework by the time they come to Head Start. If a preschooler is already reading at the first grade level, then encourage reading of more complex texts and help build comprehension skills. It is not necessary, and in fact, will be frustrating and boring, for the child to participate in group activities where the focus is on learning the alphabet. Likewise, if a Head Start child can do addition and subtraction problems in her head, she has already mastered the basic numeracy skills that her classmates are learning. To meet the needs of children with such extraordinary abilities, it may be necessary to draw upon the resources of other educational specialists, such as librarians and museum educators, and to reach out into the community at large.
I agree with all the things bk and Dottie said, and I would certianly make a print out of the whole article with highlighted passages, but I would also put that particular paragraph in 16 font and print it out on a single page to make a "cover" for the whole report.
It sounds like using their language, you would say that your first interest is to have the teacher observe your individual child so that she can design a curriculum based on his strengths and interests.
The second paragraph -
The Head Start Child Outcomes Framework identifies the long-term goals for all enrolled children to achieve by the time they are ready to enter kindergarten. However, there are many ways to achieve these outcomes. Different curricula identify a wide variety of experiences through which children can learn as they progress toward meeting the long-term goals identified in the Framework. Some children might progress more quickly than others, but the long-term outcomes are the same for all Head Start children.
-talks about a document called the Head Start Outcomes Framework. I would try to get a copy of this Framework, so that you can start assembling proof of your child's current levels in the various catagories that they use. Do not depend on the teacher to figure this out for herself - some kids are good at figuring out adult expectations and acting accordingly.
Good luck with it all. Let us know how it turns out. I would try to use the document to show why he needs to skip the group time or to be placed with a group that has similar 'readiness.'
Smiles,
Trinity
