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. The Desired Results Developmental Profile (DRDP) is aligned to the ELOF and is the primary resource the program uses for monitoring child progress and outcomes.
   1. Information found within the Child Portfolio and DRDP reports tabs are monitored throughout the assessment period by the CCM.
   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

For Center Based: ChildPlus DRDP observations are reviewed monthly by the CCM at Site Staffing to ensure children are consistently being observed and activities are planned to meet individual needs.

For HS/HB Home Based:  The HB/HS Home Base Manager will review home visitors observations weekly.

1. Teachers checkpoint decisions are supported by observation for each assessment period.
2. Activities and experiences are intentionally planned that help children progress on ChildPlus DRDP.
3. The CCM 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 DRDP Parent Report (5024) 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 CCM will review the DRDP reports to determine if the objectives for the development and learning are being addressed on the Bi-Weekly Lesson Plan.
   1. A Bi-Weekly Lesson Plan reflects individualization for the children at all levels. Children will need to be exposed to higher level skills in order to progress.
6. Teachers have a system for observations, data collection and data entry.
   1. Teaching staff and Home Visitors will enter children’s observations into DRDP on a weekly basis using the ChildPlus mobile link.
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 DRDP 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.

Portfolios

1. Portfolios are a way of keeping track of individual children’s progress and provide a basis for valuing the quality of individual children’s overall performance. Portfolios are also a way for children to participate in assessing their own work and communicate about the children’s work, especially to parents
2. A binder will be assigned for each child. Binders will be reused so do not put stickers on permanent marks on the binder.
3. the data team will create binders with appropriate tabs and page protectors for each classroom prior to the beginning of class. The tabs will include but are not limited to the following: art, fine motor, math, photos, and writing samples.
4. Teaching staff will select work samples of art, fine motor, math, photos, and writing samples
   1. Whenever possible, involve the children in choosing items to preserve
   2. Teaching staff will add explanatory notes containing the state what the goal the child is exhibiting and/or the child’s comments.
5. Teaching staff ensures each child has a binder with the dividers as soon as he/she enters the classroom.
6. Insert work samples as they are completed. There must be at least 4 work samples for each area per quarter.
7. If a child is transitioning out of a classroom, ensure all sections are up to date before giving the contents to the family/new site
8. At the end of the year or when a child withdraws from the program, take all the contents out of the binder and give it to the family
9. If the child is moving from your class to another class, update the portfolio and send the binder to the classroom the child is moving to.
10. Teaching staff will use the portfolio to show evidence of the child’s progress.

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 the DRDP’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. ChildPlus provides resource tools on-line to assist with data collection.
2. ChildPlus DRDP 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 adequate.
   6. Look for areas on lesson plans where progress has been static or decreased due to lack of activities and experiences and create activities that will increase activities 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 ChildPlus DRDP 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.

Forms and Additional Guidance:

• NOCAC Bi-Weekly Lesson Plan