UCHRA VAN BUREN COUNTY HEAD START …vanburenheadstart.com/documents/government/reports/2011-12 Outcomes...HEAD START . OUTCOME/SCHOOL READINESS REPORT . 2011-2012 ... Development

UCHRA

VAN BUREN COUNTY

HEAD START

OUTCOME/SCHOOL READINESS REPORT

2011-2012

Outcomes

Program Data

Introduction

Van Buren County Head Start is operated by grantee UCHRA, which is located in Van Buren County, Tennessee. The program consists of two center-based classrooms of three to five year old children. The program is funded for 37 slots, all center-based. Our early childhood philosophy is based on principles of theory and research in early childhood development. The primary information source is the Lap-D assessment and the Lap-3 observation tools. Creative Curriculum Philosophy is used for the basis of our lesson plans and individualization; a thematic focus drives our teaching scheme and is developed on the basis of the community and children’s interest. The curriculum includes social, emotional, cognitive, motor, communication and self-help skills. We use DECA (Devereux Early Childhood Assessment) for assessing needs in the social emotional area. The learning environment provides opportunities for choice, problem solving, self-control, responsibility, as well as literacy enhancement. Van Buren County Head Start believes in inclusionary practices. Individual children’s strengths and experiences are maximized to provide the best learning opportunities for all children. The Lap-D screening tool is used to screen all children and provide information for individualization purposes. The Lap-D screening consists of Motor, Cognitive and Language areas. Parents provide information through developmental observation and DECA observation. The DECA is an individual profile to identify strengths and comparative weaknesses of a child’s protective factors. The DECA guides and supports primary prevention efforts, to foster healthy social and emotional growth. Teachers collect children’s information in a timely manner and incorporate each child’s individualized data into lesson plans. Each child’s needs are met in a systematic manner. Screening information from the Lap-D screening is used to determine the administration of Lap-D assessment or Lap-3 observation tool, through a score of pass or refer. Van Buren County Head Start uses the Lap-D assessment instrument. As a standardized assessment device, the Lap-D measures children’s developmental performance across four domains each containing two subscales and provides information concerning each child’s developmental progress as compared to the normative sample. Lap-3 is used for typically developing children and includes eleven domains including Self-Help. Information on children’s progress on the Domains, Domain Elements and Indicators is obtained from multiple sources, such as teacher observations, analysis of samples of children’s work and performance, parent reports or direct assessment of children. A computerized and in-house tracking method has been developed to document each child’s progress in all areas and the Head Start Outcomes Framework is aligned through shared objectives/ milestones/indicators. The program data included demonstrates assessment breakout.

Collected Data

The following charts were supplied by Lap-3 Red E-Learner software. Data was collected from each of the two classrooms and reports generated after each assessment period to date. Site information is the same as program information because Van Buren County Head Start only has one site. Each of the reports reflect the progress of groups of children in each classroom as well as total program results in Language Development, English Language Development, Logic and Reasoning, Literacy knowledge and Skills, Mathematics Knowledge and Skills, Science Knowledge, Social Studies Knowledge and Skills, Creative Arts Expressions, Social and Emotional Development, Approaches to Learning, and Physical Development and Health. Information collected on the Evaluation and planning report is based on status of progression related to 4 year old children transitioning to Kindergarten. Collective classroom data is obtained and encompasses progression related to entire multi-aged classrooms.

Classroom Data

Analyzed Data

Analyzed Data

Results are program wide to ensure success for all children four years of age, based on scores related to combined classroom percentiles of four-year-old children in multi-aged classrooms. Outcome percentiles vary between classrooms. The children’s results are reported in percentiles. The percentiles are averaged to represent gains. The first set of data represents program wide statistical information. The top three areas that demonstrated the most programmatic gains are:

1. Domain: Creative Arts Expressions Domain Elements: Music Creative Movement & Dance Art

Drama Beginning of Year Mid-Year End of Year Total 53.57% 60.71% 71.94% 17.83%

2. Domain: Literacy Knowledge and Skills Domain Elements: Book Appreciation and Knowledge Phonological Awareness Alphabet Knowledge Print Concepts and Conventions Early Writing

Beginning of Year Mid-Year End of Year Total 42.12% 47.87% 59.74% 17.62%

3. Domain: Logic & Reasoning Domain Elements: Reasoning & Problem Solving Symbolic Representation


The three lowest areas are social studies, literacy and mathematics. Social Studies is a new area addressed during the realignment of the Head Start Child Development and Early Learning Framework of 2011. Although this area was recently defined our outcomes reflect a substantial increase of nearly 10%. We are currently evaluating strategies to implement for further gains. Literacy, as always, remains as one of our lowest areas. Although we have experienced improvements, illiteracy is still a concern. It is a top priority at our facility. Our goal is to provide numerous literacy opportunities to the children and families in our program resulting in exposure not only while they are present at school, but extending into the homes of our families. The Math area reached above 60% this year; however it is an area the education staff has requested additional training in for future gains. We will continue to strive toward improved outcomes in these areas.

1. Domain: Social Studies Knowledge & Skills Domain Elements: Self, Family & Community

People & The Environment History & Events


2. Domain: Literacy Knowledge & Skills Domain Elements: Book Appreciation and Knowledge

Phonological Awareness Alphabet Knowledge Print Concepts and Conventions Early Writing


3. Domain: Mathematics Knowledge & Skills Domain Element: Number Concepts & Quantities

Number Relationships & Operations Geometry & Spatial Sense Patterns Measurement & Comparison


During the analysis of program data of Van Buren Co. Head Start, the following factors appeared to affect the percentiles of gain and the results of the outcomes report:

1. Each domain has milestones that determine the percentage of progress that each child makes. The percentages are calculated by averaging the number of milestones accomplished by the number of milestones listed. Some milestones listed include age ranges up to 72 months which is not developmentally appropriate for the age group we service. For example, the Social Studies area is comprised of 38 milestones which determine the average percentile. Of these 38 milestones, 15 are based upon tasks which are developed for a 66 to 72 month age range which is developmentally above the age group we service.

2. In the Literacy area, of the 99 milestones, 32 are based upon tasks developed for 66-72 month age range.

3. In the Math area, of the 87 milestones, 31 are based upon tasks developed for 66-72 month age range.

Systematic Use of Data

The Head Start Management System includes seven sections: Program Governance, Management Systems, Fiscal Integrity, ERSEA, Child Health & Safety, Family & Community Engagement and Child Development & Education. This section of the Outcome Framework Report is Van Buren County Head Start’s attempt to connect positive outcomes for children with the seven Head Start Systems.

Program Governance • Both Policy Council and Board of Directors have received Head Start Outcome

Framework trainings. • Plans are in the process for sharing children’s progress through the Outcome

Network on a regular basis. • Policy Council and Parent Committee received curriculum information prior to

curriculum development. • Web-based access of all policy and procedures and outcomes analysis is available

for the 2012-2013 school year.

Management Systems • Outcome Report was incorporated for strategic planning purposes. • Areas needing enhancement were noted and strategies were planned to address

improvements. • Outcome data was added to program Self-Assessment. • Program addressed findings in a Head Start Systematic manner. • The gathering data process was reviewed in the 2011-2012 school year to

maximize assessment consistency. • Data will be analyzed after each assessment period to monitor inconsistencies. • Lap-D and Lap-3 assessments will continue to be used. • E-DECA, a web-based computer application that administers the social/

emotional assessment online, will continue to be used and generated reports utilized for planning purposes of activities in the classroom. The e-DECA completes all scoring, generates reports and stores the data in a secure database.

• Staff was trained on the Outcome process and will continue to train and build on existing knowledge.

• Data exposed the need for additional trainings in social studies, literacy and math areas. Training will be provided in these areas for the 2012-2013 school year.

• Education staff will continue to mentor each other in their classroom techniques to develop a concise and cohesive team approach.

• All staff will receive Outcome Report information during pre-service. Strategies will be developed to enhance services.

• Van Buren County Head Start utilized the computer-based data reporting system throughout the school year of 2011-2012.

• Van Buren County Head Start utilized the tracking system (Galileo) for the 2011-2012 school year. We are continuing to utilize this system and work on establishing and creating program specific reports to define areas of need. .

• Van Buren County Head Start Staff will continue to be trained in the CLASS (Classroom Assessment and Scoring System) to assist classrooms in the 10 areas defined (positive climate, negative climate, teacher sensitivity, regard for student perspectives, behavior management, productivity, instructional learning formats, concept development, quality of feedback and language modeling) and provide increased outcomes.

Fiscal Integrity • Although progress was made in social studies, literacy and math the averages still

reflect a need for additional enhancement. To address this issue, Van Buren County Head Start is pursuing funding opportunities to purchase and train staff on the implementation and use of white boards.

• All staff will continue to seek training as funds are available. • Van Buren County Head Start will purchase additional educational enhanced tools

to aid teachers in the classroom. • Van Buren County Head Start Educational staff will continue to seek higher

education in their area of service to strengthen their knowledge base. • Pursue funds for purchase and implementation of I-pads for documentation of

children’s progress to enhance validity of reports. • Utilize Red E Learner and Galileo web based program for tracking. ERSEA • Continue to recruit children with disabilities • Implement “report card” with a section dedicated to child attendance, to help keep

parents aware of days absent. • Continue to enroll the neediest children of the community first Child Health & Safety • Implementation of UCLA Health Care Institute Train the Trainer program for

families, staff, and community. Our program, which through partnerships with community and health care professionals, will address the need for health literacy in the community.

Family & Community Engagement • Van Buren County Public Schools will be a partner in the Outcome process

through the transitioning program. • Staff will ensure through training opportunities and partnerships that parents have

sufficient exposure to concepts related to personal responsibility to direct and participate in their child’s education.

• Parents receive Outcome data information during “Phase-in”, parent-teacher conferences, home visits and periodic progress reports.

• The Outcome Framework data will be shared with the Multi-Services Advisory Committee at its first fall meeting in 2012.

Child Development & Education • To ensure quality of services, classroom techniques will be monitored on an

ongoing basis. Outcome data will be used to enhance monitoring process. • Outcome data will be monitored for any inconsistencies within the assessment

process. • The ELLCO observation instrument as well as ECERS, NAEYC, Circle Steps, Be

Smart kids, file reviews and teaching guides will be used to enhance classroom literacy techniques.

• Currently devising a kindergarten readiness report for program analysis. • Will continue to utilize dictated Class Stories or Field Trip book to enhance

literacy experiences in the classrooms. • Will continue to utilize an Aero Garden in each classroom providing hands-on

experiences for children to plant and cultivate seedpods in an attempt to strengthen scientific knowledge.

• Utilize the “Child Progress Reports” to document emerging and accomplished educational goals monitored by the program.

Van Buren County Head Start’s Plan of Action to Address results of Outcomes Report

1. Continue to utilize BSK program for non-typically developing four-year-olds to enhance areas of need.

2. Utilize BSK program for all three-year-olds to strengthen knowledge base of

children and establish a strong foundation in literacy, which will result in increased outcomes as they return the next school year as four-year-olds.

3. Strengthen utilization of Zoophonics by adhering to the step-by-step process of

implementation. This curriculum incorporates teaching letter sounds and letter recognition and builds on phonemic awareness to enlist in future reading skills.

4. Continue to utilize the Aero Garden in each classroom to provide hands-on

experiences for children to plant and cultivate seed pods in an attempt to strengthen scientific knowledge.

5. Implement the use of white boards within the classroom to expose children to

science, math and literacy activities.

6. Continue to utilize parent engagement through progress report review and increased awareness of parental involvement importance to secure increased outcomes as partners in their child’s education.

7. Continue to support literacy by making available opportunities for staff, parents

and children through our many literacy activities to include:

Book Swap - on first home visit before children enter program they may swap one of their old books for a new one. First Book- Every Child receives a book with their name in it to keep here at school for the year. The book goes home with child at the end of the year. Top Ten Reader- every child and their family spend time reading at home and send us their list of books they have read.

Family Reading Night- the child(ren) and parent/guardians attend family engagement night at the center for refreshments and reading time together once a month. Power Packs- thematic activity bags which the family may check out to provide families with a quality educational experience at home. Lending Library- Onsite library provides families access all year to check out books and videos. Dolly Parton- register children and siblings (up to age five) for the Dolly Parton’s Imagination Library Station. Library Card- register each child/family for the Spencer Public Library during phase in with a public library card. Scholastic book fair (3)-Host book fairs for families and community to purchase low cost books for themselves and children. Reading Week- in March we schedule a reading week, the children wear different thematic ideas to reflect support of reading. Newsletter monthly- Once a month a newsletter with information on different aspects of our program is available for viewing to families and community. Monthly Scholastic book orders- affordable book orders for children and families. BSK- “Be Smart Kids” enhanced individualized curriculum for three-year-old children enrolled in Head Start and “High Risk” four-year-olds. Smart Kids Computers- computer programs with hands-on educational activities the children access during center time. Journal Writing- Children utilize journals at a minimum of twice monthly to express creativity and writing samples. Field Trip Memory Book- Children create and inscribe a class field trip book about their field trips taken throughout the year.

Correlation: Early Childhood Curricula and Assessments Outcome Domains

Head Start Outcomes Framework

Learning Accomplishment

Profile-Diagnostic

Creative Curriculum


Profile-3

TN-ELDS

Language Development

Receptive Language The ability to comprehend or understand language.

LC1, LC2, LC3, LC4, LC5, LC7, LC8, LC9, LC10, LC11, LC12, LC13, LC14, LC17, LC18, LC20, LC21

Listening and Speaking

40. Understand and follows oral directions.

CG3, CG7, CG9, CG10, CG12, CG15, CG16, CG18, CG19, CG20, CG21, CG23, CG28, CG29, CG30, CG31, CG32, CG33, CG39, CG40, CG44, CG45, CG51, CG52, CG54, CG55, CG58, CG63, CG73, CG76, CG80,

CG86, LN3, LN4, LN6, LN7, LN9, LN10, LN13,

LN19, LN22, LN23, LN25, LN26, LN29, LN30, LN31, LN32, LN33, LN34, LN54, LN55, LN57, LN58, LN61, LN64, LN65,

LN66, PS1, PS5, PS27

S-L14: Listens with understanding and interest to conversations,

directions, music and a variety of reading materials.

Expressive language The ability to use language

LN1, LN2, LN3, LN4, LN5, LN6, LN7, LN8, LN9, LN10, LN11, LN12, LN13, LN23, LN24, LN25, LN26

Sense of Self 3. Recognizes own feelings and manages them appropriately 4. Stands up for rights

Listening & Speaking

39. Expresses self using words and expanded sentences 41. Answers questions 42. Asks questions 43. Actively participates in conversation

CG7, CG13, CG16, CG22, CG26, CG32, CG34, CG35, CG36, CG39, CG41, CG42, CG43, CG46, CG47, CG48, CG49, CG56, CG57, CG61, CG62, CG65, CG66, CG67, CG68, CG69, CG72, CG74, CG75, CG76, CG77, CG82, CG84,

CG85, CG87, LN1, LN2, LN5, LN8, LN11, LN12,

LN14, LN15, LN16, LN17, LN18, LN20, LN21, LN22, LN24, LN27, LN28, LN35, LN36, LN38, LN39, LN40, LN41, LN42, LN43, LN44, LN46,

LN47, LN4

S-L15: Uses Language for a variety of purposes S-L15: Uses conventions of speech while expressing ideas.

S-L16: Participates in

conservations.

S-L16: Speaks clearly enough to be understood.

E-L18: Engages in dialogue (conversations with others)

Uses an increasingly complex and

varied spoken vocabulary and sentence structure.

Asks many types of questions and responds correctly to many types

of questions.

Outcome Domains



Profile-Diagnostic

Creative Curriculum


Profile-3

TN-ELDS

Literacy Book appreciation and knowledge

The interest in books and their characteristics, and the ability to understand and get meaning from stories and information from books and other texts.

FM3, FM7, LN21, LC15, LC19,

Reading & Writing 44. Enjoys and values reading 45. Demonstrates understanding of print concepts 47. Uses emerging reading skills to make meaning from print. 48. Comprehends and interprets meaning from book and other texts.

FM6, LN4, LN18, LN19, LN27, LN28, LN29, LN33, LN37, LN42, LN49, LN52, LN53, LN57, LN58, LN61, LN67, LN68, PS25

E-L17: Understands story events and overall theme, and

conversations. Relates plot of story to self and own experiences. Can organize more events and more complex events in sequential order. E-L18: Organizes major steps of an event or story in sequential order. E-L20: Routinely engages in purposeful reading and writing.

Literacy Phonological Awareness

An awareness that language can be broken into words, syllables, and smaller pieces of sound.

LC23, CM24

Listening & Speaking

38. Hears and discriminates the sounds of language

LN31, LN40, LN59, LN60, LN63, LN64,

LN66, LN69

E-L19: Develops increasing sense of syllable structure in oral words.

Produces rhyming words.

Starts to develops an awareness of

beginning sounds in words.

Continues to increase awareness of the syllable structure of oral

words. Literacy Alphabet Knowledge

The names and sounds associated with letters

LC22, LN27 Reading & Writing 46. Demonstrates knowledge of the alphabet

47. Uses emerging reading skills to make meaning from print.

LN31, LN35, LN44, LN45, LN49, LN56, LN60, LN62, LN63, LN64, LN66, LN68,

LN69

E-L20: Understand concept of spoken and written word and that alphabet letters have individual

names.

E-L22: Begins to recognize letters.

Begins to recognize frequently

occurring uppercase and some of the most frequent occurring

lowercase letters.

Outcome Domains



Profile-Diagnostic

Creative Curriculum


Profile-3

TN-ELDS

Literacy Print concepts & conventions

The concepts about print and early decoding (identifying letter-sound relationships).

LN30

Reading & Writing 45. Demonstrates understanding of print concepts 47. Uses emerging reading skills to make meaning from print.

CG46, CG53, CG66, CG70, CG71, CG75, LN31, LN33, LN35, LN37, LN42, LN44, LN45, LN49, LN52, LN53, LN56, LN57,

LN58, LN68

E-L20: Shows good understanding of conventions of

print.

Demonstrates good word awareness, calls attention to print

in the environment, and recognizes some common words.

Literacy Early Writing

The familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters.

FW1, FW2, FW3, FW4, FW5, FW6, FW7, FW8, FW9, FW10, FW11, FW12, FW13, FW14, FW15, FW16 FW17, FW18, FW19, FW20,FW21, FW22, FW23, FW24, FW25 FW26, FW27, FW28, FW29, FW30, FW31,

Fine Motor 20. Coordinates eye-hand movement 21. Uses tools for writing and drawing. Representation and Symbolic Thinking

37. Makes and interprets representation. Reading & Writing

49. Understands the purpose of writing. 50. Writes letters and words

PW1, PW2, PW3, PW4, PW5, PW6, PW7, PW8,

PW9, PW10, PW11, PW12, PW13, PW14, PW15, PW16, PW17, PW18, PW19, PW20, PW21, PW22, PW23, PW24, PW25, PW26, PW27, PW28, PW29, PW30, PW31, PW32, PW33, PW34, PW35,

PW36, PW37, PW38

E-L20: Shows interest in purposeful writing.

Routinely engages in purposeful

reading and writing.

Mathematics Number Concepts & Quantities

The understanding that numbers represent quantities and have ordinal properties (number words represent a rank order, particular size, or position in a list.)

CC1, CC8, CC10, CC12, CC13, CC14, CC15, CC16, CC17, CC18, CC19, CC20, CC21, CC22, CC23, CC24, CC25, CC26, CC27, CC28, CC29, CC31, CC32, CC33,

CM17, LC16

Logical Thinking 29. Arranges objects in a series 33. Uses one-to-one correspondence 34. Uses numbers and counting

PW35, PW37, CG8, CG13, CG19, CG26, CG34, CG40, CG41, CG46, CG53, CG56, CG62, CG66, CG67, CG70, CG71, CG72, CG73, CG74, CG75, CG77, CG79, CG81,

CG83,

M-S15: Begins to identify and label objects using numbers.

Develops understanding of

numbers and their association with objects.

Outcome Domains



Profile-Diagnostic

Creative Curriculum


Profile-3

TN-ELDS

Mathematics Number Relationships & Operations

The use of numbers to describe relationships and solve problems.

CC1, CC8, CC10, CC13, CC14, CC16, CC17, CC18, CC20, CC21, CC23, CC24, CC25, CC26, CC27, CC28, CC29, CC31,

CC32, CC33, CM17

Logical Thinking 33. Uses one-to-one correspondence 34. Uses numbers and counting

CG3, CG18, CG19, CG24, CG26, CG40, CG41, CG51, CG53, CG54, CG56, CG64, CG69, CG70, CG71, CG72, CG73, CG79,

CG81

M-S16: Begins to develop

foundation for linking concepts and procedures with active

experiences.

Mathematics Geometry & Spatial Sense

The understanding of shapes, their properties, and how objects are related to one another.

FM17, FM18, FM20, FM21, FM23,

CM5, CM6, CM7, CM12, CM18, CM20,

CM22, CM23 CC2, CC4, CC9,

LC6, LC14

Logical Thinking 27. Classifies objects 29. Arranges objects in a series 32. Shows awareness of position in space.

CG11, CG14, CG15, CG38, CG44, CG45, CG52, CG55, CG59, CG63, CG64, CG80, LN25, LN34, LN36

E-L21: Further develops awareness of relationships of parts

and wholes using more abstract figures.

Uses left-to-right and top-to-

bottom scanning; observes and reproduces a pattern with 3-

dimensional objects by using a 2-dimensional paper model.

M-S16: Becomes aware of

personal space during active exploration of physical

environment,

Explores and recognizes the size, shape, and spatial arrangement of

real objects. Mathematics Patterns

The recognition of patterns, sequencing, and

critical thinking skills necessary to predict and

classify object in a pattern.

FM17, FM18, FM20, FM21, FM23,

CM5, CM6, CM7, CM12, CM18, CM20,

CM22, CM23 CC2, CC4, CC9,

LC6, LC14

Logical Thinking 28. Compares/measures 29. Arranges objects in a series 30. Recognizes patterns and can repeat them 31. Shows awareness of time concepts and sequence

CG6, CG11, CG14, CG23, CG24, CG38, CG50, CG60, CG64,

CG70

M-S15: Explores and begins to sort and classify objects.

Identifies, describes, and extends

patters.

Outcome Domains



Profile-Diagnostic

Creative Curriculum Learning Accomplishment Profile-

3

TN-ELDS

Mathematics Patterns The recognition of patterns,

sequencing, and critical thinking skills necessary to

predict and classify object in a pattern.

FM17, FM18, FM20, FM21,

FM23, CM5, CM6,

CM7, CM12, CM18, CM20, CM22, CM23

CC2, CC4, CC9, LC6, LC14

Logical Thinking 28. Compares/measures 29. Arranges objects in a series 30. Recognizes patterns and can repeat them 31. Shows awareness of time concepts and sequence


CG70

M-S15: Explores and begins to sort and classify objects.

Identifies, describes, and

extends patters.

Mathematics Measurement & Comparison The understanding of attributes and relative properties of objects as related to size, capacity, and area.

CC3, CC6, CC7, CC11, CM3, CM10, CM21

Logical Thinking 27. Classifies objects 28. Compares/measures 30. Recognizes patterns and can repeat them

CG9, CG10, CG12, CG20, CG21, CG23, CG28, CG30, CG31, CG33, CG51, CG54, CG59, CG64, CG69

E-L21: Discriminates likenesses and

differences in black & white shapes, figures,

and designs with subtle differences in detail or

orientation.

Discriminates likenesses and differences in

symbols.

M-S15: Begins to demonstrate

understanding of time, length, weight, capacity

and temperature. Science Scientific Skills and Methods

The skills to observe and collect information and use it to ask questions, predict, explain, and draw conclusions.

CM8, CM9, CM19, LN19, LN28, LN29

Learning & Problem Solving 22. Observes objects and events with curiosity 23. Approaches problems flexibly 25. Explores cause and effect 26. Applies knowledge or experience to a new context

Logical Thinking 28. Compares/measures

CG23, CG27, G30, CG33, CG35,CG36, CG61, CG76, CG78, CG85

M-S18: Recognizes the basic concept that forces

can move objects.

Recognizes that objects have observable

properties that can change over time and

under different conditions.

Recognizes that sound is

produced when two objects collide.

Outcome Domains



Profile-Diagnostic


3

TN-ELDS

Science Conceptual Knowledge of the Natural & Physical

World The acquisition of concepts and facts related to the natural and physical world and the understanding of naturally-occurring relationships.

CM15, LN15, LN16, LN17, LN20

Representation and Symbolic Thinking

37. Makes and interprets representation.


PW20

M-S17: Recognizes that living things are made up

of parts.

Recognizes that people use their 5 Senses to

explore their environment

Recognizes that living things live in different

environments

Recognizes the concept of day and night

Recognizes daily

weather conditions

Recognizes that time and temperature can be

measured with a clock and thermometer

Recognizes a variety of earth materials by their observable properties

(rocks, sand, dirt)

Classifies materials by their elements

M-S18: Recognizes that the sun gives us light.

Creative Arts

Music The use of voice and instruments to create sounds.

***

Listening and Speaking 38. Hears and discriminates the

sounds of language.

GM32, CG48, CG50, LN21

C-A11: Responds to sounds.

Uses Sounds.

Outcome Domains



Profile-Diagnostic


3

TN-ELDS

Creative Arts

Creative Movement & Dance The use of the body to move to music and express oneself.

***

Gross Motor 15. Shows balance while moving

GM32, PS43 C-A11: Controls body to participate in creative movement and drama.

Creative Arts

Art The use of a range of media

and materials to create drawings, pictures, or other

objects.

*** Fine Motor 21. Uses tools for writing and drawing.

FM10, FM18, FM19, FM25, FM32, FM34,

FM39, PW6, PW8, PW13, PW14, PW16, PW20, PW27, PW29, PW32

C-A11: Focuses on and shows fascination for fun

things.

Scribbles and paints.

Uses a variety of art materials for tactile

experience and exploration.

Responds to artistic creations or events.

Creative Arts

Drama The portrayal of events, characters, or stories through acting and using props and language

*** Representation & Symbolic Thinking

35. Takes on pretend roles and situations 36. Makes believe with objects 37. Makes and interprets representations

LN30, LN41, LN52, LN67, PS25, PS33

C-A11: Begins to purposefully act on the

environment.

Social & Emotional

Development

Social Relationships The healthy relationships and interactions with adults and peers.

*** Prosocial Behavior 10. Plays well with other children 11. Recognizes the feelings of others and responds appropriately 12. Shares and respects the rights of others.

Sense of Self 1. Shows ability to adjust to

new situations 2. Demonstrates appropriate

trust in adults.

LN46, LN53, PS1, PS3, PS4, PS8, PS10, PS11,

PS14, PS16, PS17, PS18, PS19, PS20, PS21, PS24, PS27, PS28, PS30, PS31, PS34, PS35, PS36, PS37, PS38, PS39, PS42, PS44

S-E12: Shows empathy and caring for others.

Outcome Domains



Profile-Diagnostic


3

TN-ELDS

Social & Emotional

Development

Self-concept & Self-efficacy The perception that one is capable of successfully making decisions, accomplishing tasks, and meeting goals.

*** Sense of Self 4. Stands up for rights

Responsibility for Self and Others

5. Demonstrates self-direction and independence 6. Takes responsibility for own well-being

SH7, SH8, SH9, SH10, SH11, SH12, SH13, SH14, SH15, SH17, SH20, SH21, SH22, SH23, SH24, SH25, SH26, SH27, SH28, SH29, SH30, SH31, SH32, SH33, SH34, SH35, SH36, SH37, SH38, SH39, SH40, SH41, SH42, SH43, SH44, SH45, SH46, SH47, SH48, SH49,

SH50, PS7, PS10, PS14, PS18, PS20, PS23, PS28, PS29, PS31, PS36, PS40,

PS44

S-E12: Demonstrates self confidence

Social & Emotional

Development

Self-regulation The ability to recognize and regulate emotions, attention, impulses, and behavior.

*** Sense of Self 3. Recognizes own feelings and manages them appropriately

Responsibility for self and others.

7. Respects and cares for classroom environment and materials.

8. Follows classroom routines 9. Follows classroom rules.

PS5, PS7, PS13, PS17, PS18, PS19, PS24, PS27, PS28, PS29, PS30, PS31, PS32, PS34, PS35, PS42,

PS44

S-E12: Follows simple classroom rules and

routines and uses classroom materials

carefully.

Social & Emotional

Development

Emotional & Behavioral Health

A healthy range of emotional expression and learning positive alternatives to aggressive or isolation behaviors.

*** Prosocial Behavior 13. Uses thinking skills to resolve conflicts

PS3, PS7, PS8, PS11, PS14, PS16, PS17, PS18, PS19, PS20, PS21, PS24, PS25, PS28, PS29, PS30, PS31, PS34, PS35, PS37,

PS39, PS42, PS44

S-E11: Uses words and seeks adult help when

needed to resolve conflicts.

Outcome Domains



Profile-Diagnostic

Creative Curriculum Learning Accomplishment Profile-3

TN-ELDS

Approaches to Learning

Initiative and Curiosity An interest in varied topics an activities, desire to learn, creativeness, and independence in learning.

*** Representation and Symbolic Thinking

35. Takes on pretend roles and situations. 36. Makes believe with objects.

FM4, FM7, FM10, FM12, FM15, FM17, FM18, FM19, FM21, FM34, FM40, CG32, CG61, CG65, CG68, CG78, CG85, LN28, LN30, LN46, LN52, LN53, LN67, PS2,

PS7, PS25, PS37

S-E13: Shows eagerness and curiosity

as a learner.


Persistence & Attentiveness

The ability to begin and finish activities with persistence and attention.

***

Learning & Problem Solving

24. Shows persistence in approaching tasks

FM3, MF7, FM11, FM12, FM15, FM17, FM21, FM22, FM26, FM28, FM29, FM36,

FM37, FM40, CG1, CG2, CG4, CG5, CG17, CG25, CG37, CG38, CG60, LN3, LN22, LN23, LN41, LN46,

LN54, LN55

S-E13: Shows some self direction.

Attends to task and

seeks help when encountering a

problem


Cooperation An interest and engagement in group experiences.

***

Prosocial Behavior 10. Plays well with other children

LN46, LN53, PS3, PS10, PS11, PS17, PS19, PS21, PS24, PS25, PS27, PS28, PS30, PS34, PS35, PS36, PS37, PS42, PS43, PS44

S-E11: Participates in the group life of the

class.

Physical Development

& Health

Physical Health Status The maintenance of

healthy and age appropriate well-being.

*** Responsibility for Self and Others

6. Takes responsibility for own well-being

LN15, LN39, SH1 , SH16, SH19, SH28, SH36, SH37, SH38, SH43, SH46

P-E12: Performs some self-help skills independently.


& Health

Health Knowledge & Practice

The understanding of healthy and safe habits and

practicing healthy habit.

*** Responsibility for self and Others

5. Demonstrates self-direction and independence 6. Takes responsibility for own well-being

LN3, LN15, LN23, LN39, LN54, SH1, SH2, SH3, SH4, SH5, SH6, SH7, SH8, SH9, SH10, SH11, SH12, SH13, SH14, SH15, SH16, SH17, SH18, SH19, SH20, SH21, SH22, SH23, SH24, SH25, SH26, SH27, SH28, SH29, SH30, SH31, SH32, SH33, SH34, SH35, SH36, SH37, SH38, SH39, SH40, SH41, SH42, SH43, SH44, SH45, SH46, SH48, SH49, SH50,

PS5, PS27, PS32

P-E12: Performs some self-help skills independently.

Follows basic health

and safety rules.

Outcome Domains



Profile-Diagnostic


TN-ELDS


& Health

Gross Motor Skills The control of large muscles for movement, navigation, and balance.

GB1, GB2, GB3, GB4, GB5, GB6, GB7, GB8,

GB9, GB10, GB11, GB12, GB13, GB14, GB15, GB16, GB17, GB18, GB19, GB20, GB21, GB22, GB23, GB24, GB25, GB26, GB27, GB28, GB29, GB30, GB31, GB32,

GB33, GB34 GO1, GO2, GO3, GO4, GO5, GO6, GO7, GO8,

GO9, GO10, GO11, GO12, GO13, GO14, GO15, GO16, GO17, GO18, GO19, GO20, GO21, GO22, GO23,

Gross Motor 14. Demonstrates basic locomotor skills (running, jumping, hopping, galloping) 15. Shows balance while moving 16. Climbs up and down 17. Pedals and steers a tricycle (or other wheeled vehicle) 18. Demonstrates throwing, kicking, and catching skills

GM1, GM2, GM3, GM4, GM5, GM6, GM7, GM8,

GM9, GM10, GM11, GM12, GM13, GM14, GM15, GM16, GM17, GM18, GM19, GM20, GM21, GM22, GM23, GM24, GM25, GM26, GM27, GM28,

GM29, GM30, GM31, GM32, GM33, GM34, GM35, GM36, GM37, GM38, GM39, GM40, GM41, GM42, GM43, GM44, GM45, GM46, GM47, GM48, GM49, GM50, GM51, GM52, GM53, GM54, CG2,

CG4

P-E11: Moves with balance and control to perform simple, large

motor tasks.

Coordinates movements to perform more complex tasks.


& Health

Fine Motor Skills The control of small muscles for such purposes as using utensils, self-care, building, and exploring.

FM1, FM2, FM3, FM4, FM5, FM6, FM7, FM8,

FM9, FM10, FM11, FM12, FM13, FM14, FM15, FM16, FM17, FM18, FM19, FM20, FM21, FM22, FM23, FM24, FM25, FM26,

FM27, FM28

Fine Motor 19. Controls small muscles in hands 20. Coordinates eye-hand movement

FM1, FM2, FM3, FM4, FM5, FM6, FM7, FM8, FM9,

FM10, FM11, FM12, FM13, FM14, FM15, FM16, FM17, FM18, FM19, FM20, FM21, FM22, FM23, FM24, FM25, FM26, FM27, FM28, FM29, FM30, FM31, FM32, FM33, FM34, FM35, FM36, FM37, FM38, FM39, FM40, PW1,

PW2, PW3, PW4, PW5, PW6, PW7, PW8, PW9, PW10,

PW11, PW12, PW13, PW14, PW15, PW16, PW17, PW18, PW19, PW20, PW21, PW22, PW23, PW24, PW25, PW26, PW27, PW28, PW29, PW30, PW31, PW32, PW33, PW34, PW35, PW36, PW37, PW38,

CG3, CG5, CG25, CG37, CG38, SH7, SH11, SH20 , SH22, SH27, SH29, SH33, SH40, SH42, SH45, SH49,

SH50

P-E 11: Uses strength and control to perform

simple fine motor tasks.

Uses eye-hand coordination to

perform fine motor tasks.

Outcome Domains


Learning Accomplishment Profile-Diagnostic


TN-ELDS

Logic & Reasoning

Reasoning & Problem Solving

The ability to recognize, understand and analyze a problem and draw on knowledge or experience to seek solutions to a problem.

***

Prosocial Behavior 13. Uses thinking skills to resolve conflicts

Learning & Problem Solving

S. Approaches problems flexibly.

CG1, CG2, CG4, CG6, CG9, CG10, CG11, CG12, CG14, CG15, CG20, CG21, CG23, CG24, CG27, CG28, CG29, CG30, CG31, CG32, CG33, CG35, CG43, CG47, CG49, CG51, CG52, CG54, CG57,

CG58, CG59, CG60, CG61, CG63, CG64, CG65, CG68, CG76, CG78, CG80, CG85,

CG86, LN8, LN9, LN10, LN13, LN14, LN15, LN17, LN18, LN19, LN24, LN27, LN28, LN32, LN37, LN38, LN39, LN41, LN48, LN52, LN61, LN64, LN66, PS29,

PS40

S-E13: Approaches tasks with flexibility and inventiveness.

Logic & Reasoning

Symbolic Representation The use of symbols or

objects to represent something else.

*** Representation and Symbolic Thinking

37. Makes and interprets representation.

FM10, FM15, FM17, FM18, FM19, FM26, FM34, FM37,

FM40, PW3, PW4, PW5, PW8, PW9, PW10, PW11,

PW14, PW15, PW19, PW20, PW21, PW22, PW23, PW24, PW25, PW26, PW27, PW28, PW29, PW31, PW32, PW332, PW34, PW35, PW36, PW37,

PW38PS2, PS25, PS43

M-S 17: Classifies materials by their

elements

Social Studies Knowledge &

Skills

Self, Family & Community

The understanding of one’s relationship to the family and community, roles in the family and

community, and respect for diversity.

*** Prosocial Behavior 11. Recognizes the feelings of others and responds appropriately Listening and Speaking

43. Actively participates in conversations.

Representation and Symbolic Thinking

35. Takes on pretend roles and situations.

PW20, PW27, PW32, PW33, PW36, CG85, LN44, PS2,

PS6, PS9, PS11, PS12, PS13, PS15, PS18, PS19, PS22, PS24, PS26, PS27, PS28, PS32, PS38, PS39, PS41,

PS44, PS45

S-S 10: Discriminates individual culture and

community.

Develops growing awareness of jobs and

what is required to perform them.

Begins to understand the reason for rules. S-S 11: Begins to understand what

services the community workers

provide.

Outcome Domains



Profile-Diagnostic


TN-ELDS


Skills

People & The Environment

The understanding of the relationship between

people and the environment in which they

live.

*** Logical Thinking 28. Compares/measures. Learning and Problem

Solving 26. Applies knowledge or experience to a new context.

CG29, CG49, CG65, CG76 S-S 11: Begins to express and understand concepts and language

of geography in the context of her

classroom, home and community.

Begins to understand that people need food, clothing and shelter. Begins to understand the concept of money.


Skills

History & Events The understanding that events happened in the

past and how these events relate to one’s self, family,

and community.

CC30

Logical Thinking 31. Shows awareness of time concepts and sequence.

CG57, CG68, CG76, CG82, CG84, LN41, LN61

S-S 10: Identifies common events and

routines. Begins to categorize

time intervals. Recognizes the

changes in environment.

Table Key The Head Start Child Outcomes Framework is intended to guide Head Start programs in their ongoing assessment of the progress and accomplishment of children and in their efforts to analyze and use data on child outcomes in program assessment and continuous improvement. The Framework is organized into 11 Domains, 37 Domain Elements and over 100 examples. Head Start Outcome Domains Language Development Literacy Knowledge & Skills Mathematics Knowledge & Skills Science Knowledge & Skills Creative Arts Expression Social & Emotional Development Approaches to Learning Physical Development & Health Logic & Reasoning Social Studies Knowledge & Skills English Language Development

The Learning Accomplishment Profile – Diagnostic Edition assesses 8 sub-areas. FM fine motor – manipulation FW fine motor – writing CM cognitive - matching CC cognitive counting LN language naming LC language comprehension GB gross motor body movement GO gross motor object movement

The Learning Accomplishment Profile-3 assesses 7 sub-areas. FM fine motor GM gross motor CG cognitive PW pre-writing LN language SH self-help PS personal/social

The purpose of this table is to provide an integrated approach to planning for education staff. By reviewing different criteria, individuals can meet national, state, and local requirements.

35

School Readiness Outcomes

36

UCHRA Van Buren County Head Start Conducts Program Improvements

The UCHRA Van Buren County Head Start program provides services for 37 Head Start children and families in the Upper Cumberland Region. The program service area is in a very isolated, mountainous rural community. UCHRA Van Buren Co. Head Start has embarked on an ambitious program improvement effort to set school readiness goals and improve teacher-child interactions in its classrooms. Although the improvements are a work in progress, our program has begun our changes through a wide scale perspective. We have designed a tracking system that correlates with our developmental tools, Lap-D and Lap-3. By using this as a starting point, our program ensured that once the goals were implemented we had an effective system in place for analyzing. School Readiness Team Members UCHRA Van Buren County Head Start School Readiness leadership team consists of director, lead teacher, co-teacher, health and disability specialist, family and community engagement specialist, and literacy specialist. Routine meetings will be held at the minimum of once per month with discussions to include but not limited to updates of progress and plan review. School Readiness Goals UCHRA Van Buren Co. Head Start’s leadership understands that these goals will be broad statements that articulate knowledge and skills for preschool children entering kindergarten. The goals will address social and emotional development, language and literacy, physical development and health, approaches to learning, and cognitive development including mathematics and science. The leadership team starts out by studying the Head Start Child Development and Early Learning Framework for preschool children and becoming familiar with the state early learning guidelines used by every school district.

37 The next step is to transform the framework’s domain statements into goal statements, each beginning with “children will”. Here is how the process works for school readiness goals. The team conducts this process for each school readiness goal and produces the following list: Domain Goals Social and Emotional Development

Children will engage in positive peer relationships and interactions.

Language and Literacy Knowledge and Skills

Children will use and comprehend increasingly complex and varied vocabulary. Children will identify and discriminate the sounds within words, as separate from the word itself. Children will use and understand print as a meaningful and organized symbolic system of communication.

Approaches to Learning Children will demonstrate persistence and sustained attention when working with materials, activities and information. Children will learn and use words in concepts that parallel the information available in activities and materials.

Cognitive and General Knowledge Children will use math regularly and in everyday routines to count, compare, relate identify patterns and problem solve. Children will use observation, manipulation, asking questions, making predictions, developing hypothesis to gain a better understanding of information and activities in their surroundings.

Physical Development and Health Children will control small muscle for such purposes as using utensils, self care, building, writing and manipulation.

With the goals established, UCHRA Van Buren County Head Start includes the Kindergarten Mastery Checklist provided to our program by the local LEA. The final step is to use the Tennessee Early Learning Developmental Standards to determine if the program’s ongoing assessment instruments are adequate to measure children’s progress to school readiness. After aligning the target knowledge and skills of their chosen curriculum with their school readiness goals, the team is able to conclude that the curriculum will help children reach these high expectations.

38

Classroom Data

39

40

41

42

43

44

45

Evaluating Child Outcomes Data

Results are program wide to ensure success for school readiness outcomes, based on scores related to combined classroom percentiles of children in multi-aged classrooms. Outcome percentiles vary between classrooms. The children’s results are reported in percentiles. The percentiles are averaged to represent gains. The first set of data represents program wide statistical information. The top three areas that demonstrated the most programmatic gains are:

1. Domain: Creative Arts Expressions Domain Elements: Music Creative Movement & Dance Art

Drama Beginning of Year Mid-Year End of Year Total 36.73% 45.51% 53.16% 16.43%

2. Domain: Literacy Knowledge and Skills Domain Elements: Book Appreciation and Knowledge Phonological Awareness Alphabet Knowledge Print Concepts and Conventions Early Writing


3. Domain: Logic & Reasoning Domain Elements: Reasoning & Problem Solving Symbolic Representation


46

Although literacy is one of the areas of most programmatic gains, its average is still one of the three lowest areas with social studies and mathematics following closely behind. We are in the process of implementing new ideas to boost our social studies and mathematic areas which are defined in more detail in our plan of action summary.

1. Domain: Literacy Knowledge & Skills Domain Elements: Book Appreciation and Knowledge

Phonological Awareness Alphabet Knowledge Print Concepts and Conventions Early Writing


2. Domain: Social Studies Knowledge & Skills Domain Elements: Self, Family & Community

People & The Environment History & Events


3. Domain: Mathematics Knowledge & Skills Domain Element: Number Concepts & Quantities

Number Relationships & Operations Geometry & Spatial Sense Patterns Measurement & Comparison


47 Van Buren County Head Start’s Plan of Action to

Address critical elements of School Readiness Outcomes

Our assessment tool Lap-3 generated Outcomes Report aligns with the five school readiness domains. High Quality Teaching and Learning To strengthen the five essential domains the following strategies will be implemented. Approaches to Learning

• Installation of MP3 players in the classroom with cultural music to expose students to a more diverse musical experience through song and dance.

. Cognition & General Knowledge

• Implement the use of white boards within the classroom to expose children to math, social studies and literacy activities.

Language & Literacy

• The teachers in the classroom will implement a step-by-step process created by Zoo-phonics (animal names, sounds/signals, letter name, and sound alliteration) to build phonemic awareness and letter recognition.

• Literacy activities provided by the Literacy Specialist will contribute to the success by ensuring Literacy activities, already established, are meeting the program wide goals for school readiness.

Physical Development & Health

• A health awareness program (UCLA/Johnson & Johnson) will be implemented which educates the families on solving minor medical issues at home. Through this increased knowledge by families the ultimate goal of this program will be increased attendance of children.

Social & Emotional Development

• Strengthen social emotional area through implementation of CSEFEL (Center on the Social and Emotional Foundations for Early Learning.) materials provided by the office of Head Start.

48 Staff Development Plan

• Staff shall be trained and provided with School Readiness goals set program wide. In the event extra support is needed to strengthen understanding of goals, additional training shall be provided. Through CLASS observation and analyzing of data collected from Outcomes and School Readiness reports, training support will be provided in weak areas in order to maximize the program wide potential to meet our school readiness goals.

Family Engagement

• To ensure families are involved in their child’s educational success and goal setting. Families shall be provided the school readiness plan and be trained on developmental appropriate goals during the phase-in/orientation process. Each family shall set school readiness goals for their child to be encompassed with our school readiness goals already set program wide. All school readiness goals shall be reviewed with families during parent teacher conferences. If family set goals have been met new goals shall be established for their child.

Supporting Transitions

• UCHRA Van Buren County Head Start will continue to implement the transition plan already established including support provided to children, families, and community. The teachers incorporate extra support through the addition of a visit to the transitioning LEA after two to three weeks of the children’s transition into kindergarten.

Documents

UCHRA VAN BUREN COUNTY HEAD START …vanburenheadstart.com/documents/government/reports/2011-12 Outcomes...HEAD START . OUTCOME/SCHOOL READINESS REPORT . 2011-2012 ... Development