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

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:

NOCAC Bi-Weekly Lesson Plan

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