Phone (419) 784-5136 | Address: 1933 E 2nd Street Defiance, Ohio 43512

Monitoring Child Outcomes

POLICY:

The Head Start Child Development and Early Learning Outcomes Framework (ELOF) are used to promote school readiness and positive child outcomes. The Head Start Act of 2007 requires programs to align program goals and school readiness goals for children to the Framework. The Framework is used in curriculum, assessment, data collection, analysis, and reporting systems.

 

PROCEDURES:

  1. Teaching Strategies Gold (TS Gold) is aligned to the ELOF and is the primary resource the program uses for monitoring child progress and outcomes.
    1. Information found within the Assess and Develop tabs are monitored throughout the assessment period by the Outcomes Assistant.
    2. Information found within the Reports tab is analyzed within 15 days after final checkpoints are made.
    3. The following can be a part of the monitoring and analysis process.

 

MONITORING

  1. TS Gold observation notes are reviewed monthly by the Center Manager at Site Staffing to ensure children are consistently being observed and activities are planned to meet individual needs. Teacher’s preliminary and final placement decisions are supported by observation for each checkpoint period.
  2. Activities and experiences are intentionally planned that help children progress on TS Gold.
  3. The Coaching Specialist ensures that observations support placement for each objective during the three assessment periods and provides feedback to teachers on the quality or need of data.
  4. The TSG Development and Learning Report shows what each child is currently able to do in relation to the selected objectives/dimensions. It also highlights the next level of development and learning.
    1. Teachers will review this report with families at the first and last parent teacher conference and the second home visit.
  5. The Education Manager will review TS Gold Reports to determine if the objectives for development and learning are being addressed on the Bi-Weekly Lesson Plan.
    1. A Bi-Weekly Lesson Plan reflects individualization for children at all levels. Children will need to be exposed to higher level skills in order to progress.
  6. Teachers have a system for observation, data collection and data entry.
    1. Teaching Staff will enter child observations into TS Gold on a weekly basis using the TSG Assess Tab.
    2. Teaching Staff will upload no less than 5 pictures or work samples per checkpoint season.
  7. Teachers show the relationship between assessment information and bi-weekly planning for the environment, the group, and individual goals of the children on the Bi-Weekly Lesson Plan.
  8. The Education Team has a system to ensure that children have sufficient observations to substantiate placement decisions and that all children are observed and included in the individualization process when planning.
    1. Teaching staff will collect a pre-determined number of observations per child in each TSG Checkpoint Season. Two additional observations are needed if a child is learning English.
    2. Classrooms with ECE children will need additional observations to meet the ELA requirements.

 

DATA ANALYSIS

  1. TS GOLD Reports are analyzed to determine baseline data in the fall and to compare the percentage of children who make progress after the winter and spring assessment. Attention will be given to the objectives where children are making the most progress or the least. Summarize areas which show strengths, growth, and areas showing no progress. The findings will be shared with Policy Council, Leadership Team and the Board.
  2. Data analysis will be conducted three times a year after each checkpoint period according to the data analysis plan and in conjunction with School Readiness Goals.
    • The Coaching Specialist will analyze data at the county and program level
    • Center Managers will analyze data at the site level.
    • Teachers will analyze data at the classroom level.
  3. Part of the analysis will include, but not be limited to, reviewing the demographics of the children served; the number of special needs children; ages; the influence of culture; attendance; number of classroom volunteers; personnel issues; environments; staff training and education.

 

PATTERNS AND TRENDS ANALYSIS – CENTER MANAGERS & TEACHERS 

  1. Teachers use their observations to plan activities and experiences to meet the needs of the children in the classroom using TS GOLD’s Objectives for Development and Learning. They have a system to observe all children throughout the assessment period. Lack of observations will lead to less validity for the assessment and make planning more difficult. There are a variety of ways used to collect data and assess progress on objectives such as check lists, portfolios, photographs, work samples, language samples and observations. TSG provides resource tools on-line to assist with data collection.
  2. TS GOLD Reports and the Head Start Child Development and Early Learning Framework are used to ensure planning decisions are made that address program, center, classroom and family School Readiness Goals.
    1. Look for patterns of progress and accomplishments for groups of children in different domains and dimensions of learning and development.
    2. Look for patterns of outcomes for children in different options.
    3. Look for patterns of outcome data for different groups of children, such as those that begin Head Start at different levels of functioning and children that receive one or two years of Head Start services.
    4. Analyze if staff training is needed in providing activities, experiences and environments to meet the objectives for development and learning.
    5. Analyze if materials in the environment or experiences provided on weekly planning forms may be inadequate.
    6. Look for areas on lesson plans where progress has been static or decreased due to lack of activities and experiences at the appropriate developmental level.
    7. Look for balance between child and teacher directed activities.
    8. Look at the social and emotional climate in the classroom.
    9. Review staff changes, personal issues, experience and education of staff as part of the outcomes analysis.

 

PLANNING AND FOLLOW UP

  1. Center Managers will review patterns and trends from TS GOLD Reports and make an action plan.
  2. Identify changes the team will make in the environment as a result of the analysis. Include children in the plan who make little or no progress over time.

 

ADMINISTRATION AND LEADERSHIP TEAM REVIEW 

  1. Policy Council and the NOCAC board will review program outcomes and make recommendations.

 

PROGRAM SELF-ASSESSMENT 

  1. All recommendations from Admin and Leadership Team become part of NOCAC’s continuous program improvement and planning process and may become a part of the Strategic Plan.

 

Forms and Additional Guidance:

This policy complies with the following

Head Start Program Performance Standard:   1302.101  1302.102
ODJFS Child Care Manual:    
CACFP Regulation:    
Caring for Our Children:    
Other Sources:   www.teachingstrategies.com
Effective Date:   8/7/17
Approved by Policy Council:   8/7/17

Teaching Strategies Gold Checkpoint Report Analysis

POLICY:

TSG Online is the on-going child assessment program used by NOCAC Head Start. Reports are analyzed after each checkpoint period to determine how well children are meeting development and school readiness goals according to the Head Start Child Development and Early Learning (HSCDEL) Framework.

PROCEDURES:

  1. The Coaching Specialist analysis the TSG Reports at the Program, Site and Teacher levels.
    1. Analysis of the data is shared with Education Manager, Management Team, HS Director, Policy Council and Governing Board
    2. Analysis shared with the teaching staff to aid in curriculum planning.
  2. The Coaching Specialist has the responsibility 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 to address school readiness.
  3. Data is analyzed to answer the following questions:
    1. What are the patterns of progress and accomplishments for groups of children in different domains and indicators of learning and development?
    2. What are the patterns of outcomes for children in different program options, forms of service, and service areas?
    3. What are the patterns of outcome data for different groups of children, such as (a) those what begin Head Start at different levels of functioning and (b) children that receive one or two years of Head Start services?
    4. What are the trends in outcome data from year to year, in terms of stability and change in patterns of progress and levels of accomplishment?
    5. What are the patterns of outcome data for children on an IEP or CSP?
  4. Fall data is used to determine the baseline at each analysis level.
    1. The emphasis is to determine child entry status in terms of being below, meeting or exceeding widely held expectations (WHE) for all TSG dimensions and particularly those that align to the program wide school readiness goals.
    2. At the beginning of a year, a child might fall below WHE if teaching and learning has not yet occurred.
  5. Winter and Spring TSG reports are analyzed to determine progress and growth.
    1. Analyze all objectives and dimensions to answer questions and identify trends in terms of children being below, meeting/exceeding, the TSG WHE.
    2. Set teaching and learning goals based on assessment data.
    3. The emphasis is on performance, growth, readiness and end of year child outcomes.
    4. By the end of the year, expect to see children ready to transition to the next class/grade. TSG readiness is where the current class/grade color band, meets bus does not overlap the next class/grade color band.
  6. The Coaching Specialist will
    1. Compare and analyze data between fall and winter, between winter and spring and between fall and spring
    2. Compare children with ratings in all checkpoint periods. Hide empty sites and classes
    3. Analyze TSG reports prioritizing TSG objectives that relate to program school readiness goals paying attention to those objectives where more than half of the children in the program scored below the WHE in the FALL.
  7. The Coaching Specialist and Teachers will use the TSG Snapshot Report to inform planning and take a quick pulse check of where their class is at any given time.
    1. The TSG Snapshot Report is the primary report used by all to filter and analyze, to answer questions, to compare data and to identify trends. There are many options for running the report.
  8. SUMMARIZE: The Coaching Specialist will summarize the TSG Data and train teaching staff to do so also by asking the following questions:
    1. What do you notice? What stands out as strengths or weaknesses? Are there any surprises and if so, what are they? What questions arise? Did you mine or dig deeper for some reason and if so why and what did you find out? How will this data analysis guide your practice between now and the next checkpoint period? Do you have other thoughts, wonderings and/or questions?
  9. PLAN: The Coaching Specialist will develop goals at the program; site and classroom level based on the information learned from the data analysis that will support school readiness. 
  10. DOCUMENTATION: The Coaching Specialist will maintain reports, data charts, Excel workbooks, data analysis, summaries, and plans. 

 

Forms and Additional Guidance:

This policy complies with the following

Head Start Program Performance Standard:   1302.32 (a)(iii)   1302.33 (b)(c)
ODJFS Child Care Manual:    
CACFP Regulation:    
Caring for Our Children:    
Other Sources:   www.teachingstrategies.com 
Effective Date:   8/7/17
Approved by Policy Council:   8/7/17

Cooking Experience in the Classroom

POLICY:

NOCAC Child Development teachers will ensure all plans are developmentally appropriate and make use of a variety of nutritious foods when planning cooking experiences for children.

PROCEDURES:

  1. NOCAC Staff will receive appropriate cooking project recipes from the Cooking Experience Book or may use an item from the menu that is labeled with a sun icon.
  2. Each class may do one cooking experience per month from the pre-approved Cooking Experience Book or from the menu (sun icon).
    1. In an effort to be cost effective, please use the menu for the majority of experiences.
  3. Instructions for implementation of cooking projects are developed by the teaching staff and approved by the Education Manager (when needed, consultation will occur with the Health and Safety Manager).
  4. Staff will use a separate clean tasting spoon for each child to prevent the spread of germs.
  5. All hands are washed before starting the project. Staff may refer to the hand washing policy for further guidance.
  6. Children need to help with clean up
  7. All children will have the opportunity to learn and practice cooking skills. The experience will be a planned activity such as small or large group (during free play if the experience requires the child to complete their own individually).
  8. Teachers will document which cooking experience is being done on the lesson plan.
  9. Cooking experiences that can be made in place of breakfast or a snack are marked in the Cooking Experience Book.
  10. Staff must communicate and request needed materials from the cook at least seven days prior to the cooking experience to allow time for ordering or purchasing items.

 

Forms and Additional Guidance:

This policy complies with the following

Head Start Program Performance Standard:    
ODJFS Child Care Manual:    
CACFP Regulation:    
Caring for Our Children:    
Other Sources:    

 

Effective Date:   8/7/17
Approved by Policy Council:   8/7/17

Family Style Meals

POLICY:

Family Style Meals are designed to promote the physical, social and emotional development of children, to increase knowledge about healthy eating and to assist children to make good decisions.

PROCEDURES:

  1. Children are involved in meal related activities which provide opportunities for decision making, communication, sharing, fine motor and eye-hand coordination (setting tables, preparing food, carrying trays, rinsing plates, etc)
  2. Every child will receive a quantity of food in meals and snacks which follows the CACFP USDA Meal Pattern Requirements.
  3. All children in the morning program s who have not received breakfast at the time they arrive will be served a nourishing breakfast per the  Breakfast Policy.
  4. All tables, chairs and eating utensils will be age appropriate.
  5. In order to ensure good appetites and a relaxing mealtime environment, calming transitional activities will occur before meals.
  6. Food will not be used as punishment of reward and children are encouraged, but not forced or coerced to eat or taste.
  7. Teachers will have children start with the minimum  CACFP USDA Meal Pattern required portions and allow for additional portions as the child desires.
  8. All staff, visitors and children will follow proper  hand washing procedures just prior to setting tables and meal service.
  9. Classroom staff designates one to three children to help set the tables as appropriate in each classroom.
  10. Use of paper and disposable meal service products is limited to meals when the Cooks are absent or equipment is broken with the approval of site supervisor.
    1. Napkins should be available at every meal for a child to use to wipe their face
    2. Disposables may be used on the last day of the week for afternoon snack to facilitate additional time for weekend cleaning and sanitizing.
    3. Exception of collaborative sites, disposables may be used when there are no other options for dish washing.
  11. Utensils
    1.  Spoon and fork need to be available for the children at lunchtime to allow for children to choose which is most comfortable to them.
    2.  All classrooms will introduce the use of knives during breakfast, lunch and snacks in the beginning months of school.
    3.  Daily use of knives at lunch time will start January 1 of the school year.
  12. A variety of food is served to broaden each child’s food experience.
  13. When the majority of the children are finished, they are allowed to be excused. Staff continues to supervise children needing more time.
  14. Each child is responsible for clearing their table setting area which includes cleaning up spills on the table and the floor.
  15. Conversations at the table must be child related.
  16. When possible, Family Style Meals are encouraged at Collaborative Sites.

 

Forms and Additional Guidance:

This policy complies with the following

Head Start Program Performance Standard:    1302.31 (e)(2); 1302.44
ODJFS Child Care Manual:    5101:2-12-22
CACFP Regulation:    Healthy Hungry Free Kids Act of 2010
Caring for Our Children:    4.5.0.4
Other Sources:    

 

Adopted with Board & Policy Council Approvals:    
Revised with Board & Policy Council Approvals:    

Child Screenings Statement

POLICY:

NOCAC Head Start will conduct, within 45 calendar days of the child’s entry into the program, a developmental screening to identify concerns regarding a child’s developmental, behavioral, motor, language, social, cognitive and emotional skills.

 

PROCEDURES:

NOCAC Head Start Teachers/Appropriate Staff will:

  1. Use a research-based developmental standardized screening tool:
    1. ESI-R (Early Screening Inventory-Revised) is the screening tool used to screen developmental, motor, language, social, and cognitive skills. (refer to ESI-R Procedure)
  2. As a part of the screening process, additional information from family members will be obtained by:
    1. The DECA (Devereux Early Childhood Assessment) will be completed by the family at the first home visit.
    2. The ASQ3 will be completed by the family at the first home visit.

 

Hearing and Vision Screening

  1. Hearing Policy
  2. Vision Policy

 

Forms and Additional Guidance:

This policy complies with the following

Head Start Program Performance Standard:    1302.33
ODJFS Child Care Manual:    
CACFP Regulation:    
Caring for Our Children:    
Other Sources:    

 

Adopted with Board & Policy Council Approvals:    
Revised with Board & Policy Council Approvals:    

Nap/Rest Time

POLICY:

NOCAC Head Start will provide an age appropriate nap/rest time to children enrolled in a classroom that operates 6 or more hours each day.

PROCEDURES:

  1. Children are encouraged but not forced to rest or nap.
  2. Staff should provide calming, soothing music during nap time. Music should not contain words.
  3. Nap time should be a minimum of 30 minutes and not more than 60 minutes each day.
  4. Alternative quiet learning must be provided for children who do not need or want to rest/nap.
  5. Rest/nap areas shall be lighted to allow for visual supervision of all children at all times.
  6. Evacuation routes shall not be blocked by resting/napping children. Each child shall have a free and direct means of escape and NOCAC Staff shall have a clear path to each resting child.
  7. There must be two NOCAC Staff members in the nap room at all times.
  8. Cots/mats shall be individually assigned, cleaned and sanitized in accordance with ODJFS 5101:2-12-13 Appendix A.
  9. Children are not permitted to rest/nap on the floor without a cot or mat.
  10. A cot shall stand at least 3 inches and not more than 18 inches off the floor and be at least 36 inches in length and as long as the child assigned to the cot is tall. A mat is a pad that is at least one inch thick and at least as wide and long as the child using the mat.

Forms and Additional Guidance:

  1. ODJFS 5101:2-12-13 Appendix A

This policy complies with the following

Head Start Program Performance Standard:    1302.21 – Center-based Option; 1302.31 – (e)(1)
ODJFS Child Care Manual:    5101:2-12-13
CACFP Regulation:    
Caring for Our Children:    3.3.0.4 – Cleaning; 5.4.5.1 – Sleep & Rest Areas
Other Sources:    

 

Adopted with Board & Policy Council Approvals:    
Revised with Board & Policy Council Approvals: