Transcript Head Start Child Outcomes Framework

Champlain Valley Head Start
Child Outcomes Assessment in
Champlain Valley Head Start
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The Head Start Child Outcomes Framework
Head Start conducts child observation and ongoing
assessment throughout the child’s enrollment in the
program. Using appropriate observation and assessment
procedures, staff and parents follow each child’s progress
and experiences from the child’s arrival in the program to
the time the child leaves. Through this process, they come
to know each child’s strengths, interests, needs, and
learning styles in order to individualize the curriculum, to
build on each child’s prior knowledge and experiences, and
to provide meaningful curriculum experiences that support
learning and development. In these ways, staff, parents,
and programs support each child in making progress
toward stated goals.
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Head Start’s concern with the whole child includes social
competence as part of school readiness. Head Start
programs gather information to document the process for
assuring positive child outcomes. This information
addresses all aspects of development and learning,
including physical, emotional, social, cognitive, and
language, in order to provide an overall picture of the child
from program entry to the culmination of the child’s
Head Start experience.
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Head Start Child Outcomes Assessment
focuses on eight domains of development
Social and Emotional Development
Approaches to Learning
Language Development
Literacy
Mathematics
Science
Creative Arts
Physical Health and Development
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Gathering information
to assess children’s progress
Information on children’s progress in the domains of development
is obtained from multiple sources, such as:
-teacher and home visitor observations,
-analysis of samples of children’s work and performance,
-parent reports, or
-direct assessment of children.
Head Start assessment practices reflect the assumption that children
demonstrate progress over time in development and learning on a
developmental continuum, in forms such as increasing frequency of a
behavior or ability, increasing breadth or depth of knowledge and
understanding, or increasing proficiency or independence in exercising a
skill or ability.
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Collecting and analyzing the data
Head Start programs develop a system to analyze data on
child outcomes that centers on patterns of progress for
groups of children over time as they receive services
through the program year. At a minimum, data analysis
compares progress beginning when children enter
Head Start, at a mid-point in the program year, and when
they complete the program year. Data is also analyzed to
support ongoing services individualized for children’s needs.
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Champlain Valley Head Start uses
the Work Sampling Online System
to Manage and Analyze
Child Outcomes Assessment Data
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The Work Sampling Online System
Head Start staff work closely with parents, collaborative partners, and
other professionals to observe and record children’s progress in the
domains of development. Children’s progress in various skills within a
domain area is then assessed in terms of whether the child:
-has “not yet” acquired the skill;
-is “in process” of acquiring the skill; or
-is “proficient” in the skill.
These assessments are evaluated three times per program year and
entered into the Work Sampling Online database, which is then used to
generate reports around patterns of progress in the domain areas.
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Data-driven programming and services
Data analysis on patterns of child outcomes is incorporated into
overall program self-assessment in planning for program
improvements, such as:
-enhanced staff training, mentoring and supervision;
-improvements in curriculum and individualized services;
-allocation of program resources;
-involvement of volunteers and community partners;
-new efforts to support families in enhancing children’s
learning and development; and
-working with community partners, such as planning for
transitions of children from Head Start into elementary schools.
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Champlain Valley Head Start
Program-wide Data Summary
2005-2006
Proficiency of 3 year olds
and 4 year olds
in domain areas
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Proficiency for Period I, Period II & Period III
for the 2005-2006 Program Year:
Three Year Old Children
100
90
Period 1
Period 2
Period 3
80
Percentages
70
60
50
40
30
20
10
0
Social
Approaches
Language
Emotional
to Learning Development
Development
Literacy
Math
Science
Creative Arts
Physical
Health &
Development
Domains
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Proficiency for Period I, Period II & Period III
for the 2005-2006 Program Year:
Four Year Old Children
100
90
Period 1
Period 2
Period 3
80
Percentages
70
60
50
40
30
20
10
0
Social
Approaches to
Language
Emotional
Learning
Development
Development
Literacy
Math
Science
Creative Arts Physical Health
&
Development
Domains
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Data-driven quality improvement
Based upon child outcomes assessment data, CVHS has focused
enhancements in the following program areas:
Additional staff training: around speech and language development, early
literacy, and early math and numeracy skills for preschool children.
Curriculum modifications: particularly in the areas of early math activities
and experiences, as well as science and exploration activities and
experiences.
Collaborative partnerships: CVHS is now working closely with ECHO Lake
Aquarium and Science Center in Burlington around staff training in
science-based activities for preschool children, and in sponsoring field
trips for Head Start children to visit the ECHO Center.
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Champlain Valley Head Start
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