CHILD OUTCOMES

1. CHILD OUTCOMES WHAT? WHY? WHO? WHERE? WHEN? HOW?

2. The first big W WHAT?

3. Definition of Outcome: • The result or the end product. • If I mix flour, sugar, eggs, oil, baking powder, and water, put it in the oven and bake, what will be my outcome?

4. My Outcome

5. Now think of the outcome for each of these situations: • You swallow a frog • There’s an alligator in your tub • You wash the laundry • Now think of your own example and what the outcome might be.

6. What kind of outcome or result are we interested in?What ingredients does it take to achieve this result?

7. The second big W • Why outcomes? • Why do we need results? • Why do we need to know the end product of children being in our program?

8. 2 Main Reasons • To make decisions about our program. • To answer the question “Do children benefit from being in Head Start?” If not, then why is the USA spending big $$$$ on the program?

9. Decisions, Decisions, Decisions

10. Decisions About The Child • We can use outcomes to get a picture of the child’s overall development. • With a partner, cut out magazine pictures depicting what we can learn about children when we record information about them. • Glue on the poster board and tell what kind of decisions we can make about their development.

11. Decisions About The Classroom

12. Analyzing The Results Analyzing means to break something down into smaller parts so you better understand the whole. RCMA

13. Training, staffing, parent involvement Materials, activities, Interaction, DAP All of the above plus share reports with community partners All of the above plus Determine funding, report to HS, board members, & Parents

14. Classroom teachers Parents Core staff AC/PC Outcomes/Readiness Specialist Director of Education Executive Director Board of Directors Policy Committee/Council Who is involved? • Each person or group is involved at a different level and performs a different function related to Positive Child Outcomes.

15. How does this process occur? • Data collection: Hello, LAP, OLP • Recorded information is inputted into the computer • Hot synced to RSG (LAP3) or sent to Valerie (OLP) • Reports can be pulled from RSG and Valerie creates report for OLP

16. Outcomes Report of LAP and OLP data

17. So when does all this happen? • Data collection is an ongoing process. • The LAP baseline is established in the first 6 weeks from the date of enrollment and updated monthly. Three times a year this information is recorded for analyzing. • The OLP is completed within the first 6 weeks from the date of enrollment with any child whose home language is other than English and who will be going to kindergarten in the fall. The OLP is done again at the end of the season for Migrant Head Start (at least 4 months apart). For other funding sources the OLP is done 3 times just like the LAP.

18. Initial Child Developmental Screening All children have a developmental screening within 45 days of enrollment. 0-36 months: PDQ II 36-72 months: LAPD Results Used to Individualize Lesson Plans Adult--Child Interaction Home Visits/Conferences Results Used to Individualize Lesson Plans Adult--Child Interaction Home Visits/Conferences IFSP/IEP If Disability Diagnosed Referral for Multi-Disciplinary EvaluationIf Disability Suspected 0-36 months: Referral to Early Intervention Program 36-72 months: Referral to LEA Increasingly Comprehensive View of Each Child’s Development “Hello” Form and Other Parent Information  Physical Health & Developmental History  On-going Assessment  Portfolio Child Development & Health Enhance staff training, mentoring and supervision Make improvements to the curriculum, materials, and learning opportunities. Family & Community Partnerships Involve community partners and community volunteers where appropriate; such as planning for transition to public school. Think about additional and/or new efforts to involve and support families in enhancing children’s learning and development Program Design & Management To reallocate program resources Provide reports to Management Staff, Policy Council, Policy Committee, and the RCMA Board of Directors. Provide reports to RCMA program funding sources. = present regulations and linkages = major new task/function from IM-18 RCMA Readiness / Outcomes Component Path to Positive Child Outcomes Ongoing Assessment of Child Progress: Outcomes 0-36 months: E-LAP 36-72 months: LAP Children entering Kindergarten: Children entering Kindergarten and whose primary language is other than English: Oral Language Proficiency Scale (OLP) RCMA Curriculum Goals for children’s development and learning Activities and experiences Teachers & parents help children reach learning goals Materials and learning environments Using Creative Curriculum and High Scope Program Level Analysis of Child Outcome Information Director of Education & Outcomes/Readiness Specialist Use data to: make program staffing decisions; make training decisions; determine patterns of progress across domains and indicators; determine patterns of progress for children in different program options and geographical areas; determine the patterns of outcomes data for different groups of children -- such as those in Head Start one versus two years; determine trends in outcome data from year to year. Classroom Level Information Analysis LAP, OLP analyzed within one week ofentry, mid-year, and exit reporting. Teacher with Early Childhood Specialist (ECS) Center Level Analysis Early Childhood Specialist with Program Coordinator Area Level Analysis Program Coordinator Child Outcome data analyzed for classroom & program adjustments, improvements Program Self-Assessment and Ongoing Monitoring Site Visits with Program Reviews Using Region I Toolkit Quality Improvement Plans Program Improvement and Planning RCMA Strategic Plan