TCHS Early Head Start Mid Year School Readiness Report

Transcription

1 TCHS Early Head Start Mid Year School Readiness Report Tri County Early Head Start Center Based Mid-Year School Readiness Data Analysis Report Tri County Early Head Start center based children were assessed using the Teaching Strategies GOLD online assessment tool. In January, Early Head Start Center Based services expanded by opening another site to provide child care for families who are completing a GED or high school diploma through Bridge Academy (Michigan Works). Data was collected for children, between our current site and the new site. Of the children assessed, 7 are to 1 year, 6 are 1-2 years old, and 7 are 2-3 years old. There are no dual language learners and 2 children have Individualized Family Service Plan s (IFSP s). Data Analysis: The director and education administrators, along with the education team support staff, evaluated the program data and used it for the analysis below. The Education Team plans trainings for the program, based on these results. Center Based years of enrollment The table below shows the length of time toddlers remained enrolled for consecutive years, as we are a full year program. This data shows us how much of an impact a year round, full session program has on school readiness. Age group enrolled Years enrolled Number of infants/toddlers enrolled Birth 12 months 1 st Year months 2 nd Year months 1 nd Year 4 Transitioning children Early Head Start children (and families) transitioned into Head Start classrooms during this baseline assessment. Early Head Start and Head Start staff partnered with children/families to ensure a successful and smooth transition. This is an essential step as we are a -5 program. 1

2 TCHS Early Head Start Mid Year School Readiness Report Child Outcomes by Program and Age Group: Program Birth-12 Months

3 TCHS Early Head Start Mid Year School Readiness Report Months Months

4 TCHS Early Head Start Mid Year School Readiness Report STEM Education (Science, Technology, Engineering and Math) STEM education is a focal point in education today. Mastering these skills shows readiness for later educational goals. The emphasis on STEM education is due to the need for these skills in the workforce of the future, as we see trends in science, technology, engineering and math based jobs. To ensure we are providing a solid foundation for these skills, Tri County Early Head Start measures progress of our students in these areas. The table below shows the percentage of Center Based students who are meeting or exceeding widely held expectations in STEM related domains and dimensions. Percentage of children meeting or Birth -12 months months months exceeding widely held expectations Base Mid Base Mid Base Mid Science & Technology Engineering Math *To get the data for engineering we combined percentages of children meeting or exceed age level expectations in the following dimensions; 11c: Solves Problems, 11d: Shows curiosity and motivation and 11e: shows flexibility and inventiveness in thinking. Action Steps for Math are addressed in the Action Steps section. Family Involvement and School Readiness Outcomes As part of the Parent, Family and Community Engagement Framework, TCHS measures family s involvement in their child s education. Family Engagement outcomes are measured by family involvement in activities offered in our program. The analysis of family involvement shows that student s outcomes increase when families are more involved Family Engagement in Transiitions & Connections Families as Lifelong Educators and Learners Families as Learners and Advocates Postive Parent Child Interactions 4

5 TCHS Early Head Start Mid Year School Readiness Report Classroom Extension Tri County Head Start extends the learning environment and classroom studies into the home by use of weekly individualized home activity plans, monthly Adventures in Reading books with activity calendars and weekly parent communications forms. At the baseline a total of 345 hours had been spent by families completing these activities. At the mid-year point, with the increase in families by adding the new location, we see a dramatic increase to 681 hours spent extending the curriculum at home. % of our families have completed a home extension activity at least once at the mid-year point. Classroom Volunteerism Tri County Head Start always encourages parent and family volunteers in the classroom. We work to build relationships with families so they feel welcome in the classroom. We offer a volunteer calendar for sign up, but volunteers are welcome at any time. There has been an increase from baseline to mid-year in the number of hours spent volunteering the classroom. At the baseline families spent 5 hours in classrooms. At mid-year, with the increase in families by adding the new location, families spent 5 hours in our classrooms. 95% of our families have volunteered in a classroom at least one time. Average Daily Attendance Tri County Head Start works with families in many ways to maintain regular and predictable attendance. First, we engage and educate families on the importance of regular attendance. Implementing the Ready Freddy campaign and attendance certificates are some of the ways we partner with families to meet attendance goals. Second, we follow up about concerns by setting attendance goals with families. Lastly, we ensure that families have the resources needed to overcome any barriers attendance. ADA is lower than usual due to the families at the new site having barriers in getting their children to school. TCHS will be providing transportation in the near future to support families in overcoming that barrier, to increase ADA. Health and Wellness Tri County Head Start knows the value of regular health and dental visits and how that correlates to school readiness. Our Health Services team along with our Family Advocates works with families to promote health and understand this important connection. At the mid-year point 83% of our children have had current dental visits, 87.5% have had current well child exams and 95.8% have had their immunizations. 5

6 TCHS Early Head Start Mid Year School Readiness Report Children with Individualized Family Service Plans Two children with IFSP s are newly enrolled for this Mid-Year Assessment. They are progressing, and are on target, toward meeting School Readiness s by the end of our program year. Classroom teachers work with TCHS Disability Services to support goals (set by Early On) through weekly lesson plans. Dimension Percentage of children meeting or exceeding widely held expectations Uses an expanding and expressive vocabulary 8% Speaks clearly 8% Engages in conversations 8% Uses social rules of language 6% Dual Language Learners There are currently no dual language learners. Program s Our program goals included increasing language and literacy skills as shown by year end child outcomes. To achieve this goal TCHS has implemented new programs such as the Read Aloud for 15 Minutes daily campaign, read aloud classroom volunteers monthly Adventure in Reading activity calendars and books, and ensuring participation in the Dolly Parton Imagination Library. Our efforts to increase the child outcomes have made positive impacts on our children. There are action steps in place to increase Language and Literacy goals by partnering with families through experiences on Home Kits as well as teaching staff planning Language and Literacy experiences in the classroom. 6

7 TCHS Early Head Start Mid Year School Readiness Report Areas of Concern: At this mid-year reporting period, Early Head Start has action steps in Language and Literacy for Months and months. There are action steps in place for Math for the month age group. The education team is providing training and materials to use in the classroom as well as ideas to use on home kits so children can build skills as home as well Language Literacy Months Months Language Literacy Mathematics 7

8 TCHS Early Head Start Mid Year School Readiness Report Action Steps At the mid-year point Early Head Start had concerns and action steps in Math, Literacy and Language and increasing the volunteerism in our classrooms. Math Teachers will review the resources in their classrooms such as the Creative Curriculum Mathematics book and their High Five Mathematize book. They will write 5 new ways to integrate math into their classroom routines or activities. These ideas will be complied by the education team and shared with teachers so they have even more resources. Language/Literacy Teaching staff will be utilizing the resource Getting Ready to Read- Helping Your Child Become a Confident Reader & Writer Starting from Birth from the National Center for Infants Toddlers and Families. Volunteering TCHS will work to continue to increase the volunteerism in our classrooms by inviting parents to bring a favorite children s book from home or use a book from the classroom and read to children. Teachers will also partner with families to spend some time (at drop off and pick up) in the classroom with their child. Other action steps include teachers analyzing their own classroom outcomes with consideration of all the markers we analyze throughout the program wide report, such as family involvement and average daily attendance. The teachers find areas of strengths and needs specific to their classroom. Based on their results, the teachers will plan activities and interest area items on their lesson plans and identify those by writing (SRAS) School Readiness Action Step. The teachers consult with the education team and support staff for resources they need to support their classrooms needs. The education team reviews lesson plans to ensure that classrooms are focusing on the areas of need and planning activities to support those goals. 8

9 TCHS Early Head Start Mid Year School Readiness Report Tri County Head Start Home Based Mid Year School Readiness Data Analysis Report For the Program Year, at the Mid-Year collection a total of 9 Home Based TCHS children have been assessed using the Teaching Strategies GOLD online assessment tool. At the beginning of this mid-year assessment Early Head Start Home Base services expanded by partnering with South Haven Hope Parent Resource Center to hold Socializations as well as providing home visiting services for families who live in Van Buren County. Of the 9 children assessed, 12 are to 1 year, 26 children are 1-2 years old, 17 children are 2-3 years old, 32 are 3 years old and 2 are 4 years old. For this mid-year collection, 22 of these children were newly enrolled. There are 12 children that are dual language learners, 9 children having Individualized Family Service Plan s (IFSP s) and 6 children have Individualized Educational Plan s (IEP s). Data Analysis: The director and education administrators, along with the education team support staff, evaluate the program data and use it for the analysis below. The Education Team writes action steps for the program that are based on the program-wide results. At the baseline and mid-year checkpoints home visitors are given the data results for their caseload along with program wide results. They analyze those results to write classroom specific action steps. Home Based years of enrollment: The table below shows the length of time children remained enrolled for consecutive years, as the home base -3 portion is a full year program. Number of children Years enrolled 16 2 nd Year 5 3 nd Year 9

10 TCHS Early Head Start Mid Year School Readiness Report Child Outcomes by Program and Age Group: Program Child Outcomes by Age Group: Months Months

11 TCHS Early Head Start Mid Year School Readiness Report Months Years Old Years Old 11

12 TCHS Early Head Start Mid Year School Readiness Report STEM Education (Science, Technology, Engineering and Math) STEM education is a focal point in education today. Mastering these skills shows readiness for later educational goals. The emphasis on STEM education is due to the need for these skills in the workforce of the future, as we see trends in science, technology, engineering and math based jobs. To ensure we are providing a solid foundation for these skills, Tri County Head Start measures progress of our students in these areas. The table below shows the percentage of Home Based students who are meeting or exceeding widely held expectations in STEM related domains and dimensions Months Months Months 3 Years Old 4 Years Old Science & Technology Engineering Math Months Months Months 3 Years Old 4 Years Old Science & Technology Engineering Math *To get the data for engineering we combined percentages of children meeting or exceed age level expectations in the following dimensions; 11c: Solves Problems, 11d: Shows curiosity and motivation and 11e: shows flexibility and inventiveness in thinking. 12

13 TCHS Early Head Start Mid Year School Readiness Report Family Involvement and School Readiness Outcomes As part of the Parent, Family and Community Engagement Framework, TCHS measures family s involvement in their child s education. Family Engagement outcomes are measured by family involvement in activities offered in our program. The analysis of family involvement shows that student s outcomes increase when families are more involved. The table below shows TCHS goals and how we measure those Family Engagement in Transiitions & Connections Families as Lifelong Educators and Learners Families as Learners and Advocates Postive Parent Child Interactions Home Extension Tri County Head Start extends the learning environment into the home by use of Weekly Individualized Calendars and monthly Adventures in Reading books with activity calendars. At the baseline a total of 4,66 hours had been spent by families completing these activities. At the mid-year point we see a dramatic increase to 9,182 hours spent extending the curriculum at home. 91% of our families have completed a Weekly Calendar activity at least once at the midyear point. Average Daily Attendance Tri County Head Start works with families in many ways to maintain regular and predictable home visiting attendance. First, we engage and educate families on the importance of regular home visiting attendance. Implementing the Ready Freddy campaign and attendance certificates are some of the ways we partner with families to meet attendance goals. Second, we follow up about concerns by setting attendance goals with families. Lastly, we ensure that families have the resources needed to overcome any barriers attendance. Dual Language Learners There are six Spanish speaking children in the home based program. All of these children and families are severed by a Dual Language home visitor. Unlike other indicators, TS GOLD has no widely held or age-level expectations for the indicators that measure progress in speaking, listening to and understanding English. At the baseline our six students have been assessed at a level 2 or 3. We will continue to monitor the progress of these six students as the year progresses. 13

14 TCHS Early Head Start Mid Year School Readiness Report Health and Wellness Tri County Head Start knows the value of regular health and dental visits and how that correlates to school readiness. Our Health Services team along with our Family Advocates works with families to promote health and understand this important connection. At the mid-year point 76.9% of our children have had current dental visits, 85% have had current well child exams and 96.1% have had their immunizations. Children with Individualized Education Plans (IEP) & Individualized Family Service Plans (IFSP) The majority of the students we serve who have an Individualized Family Services Plan or Individualized Education Plan have goals in speech. Home Visitors are provided one on one conference with our disabilities services staff on how to support the goals of the IEP or IFSP. This support and guidance has shown to be effective as evidenced by the mid-year results. Dimension Baseline Percentage of children meeting or exceeding widely held expectations Mid-Year Percentage of children meeting or exceeding widely held expectations Uses and expanding and expressive vocabulary 91 8 Speaks clearly 91 8 Engages in conversations 91 8 Uses social rules of language 86 6 Home Visitor Rating Scale (HOVRS) tool The Education Team observes and evaluates home visitor s family engagement in supporting the early development of their children using the Home Visitor Rating Scale (HOVRS) tool. This tool measures home visiting practices while partnering with families to support the early development of their infants and young children. The winter scores for the HOVRS observations are meeting agency expectations. Program s Our program goals included increasing vocabulary, language and literacy skills as shown by year end child outcomes. To achieve this goal TCHS has implemented new programs such as the Read Aloud for 15 Minutes daily campaign, read aloud classroom volunteers monthly Adventure in Reading activity calendars and books, and ensuring participation in the Dolly Parton Imagination Library. Our efforts to increase the child outcomes have made positive impacts on our children. There are action steps in place to increase Language and Literacy goals by partnering with families through experiences on Weekly Individualizations Calendars as well as Home Visitors planning Language and Literacy experiences in the Socialization Classroom, 2 times a month. 14

15 TCHS Early Head Start Mid Year School Readiness Report Areas of Concern: At this mid-year reporting period, TCHS has action steps in Language and Literacy for Months and months. There are action steps in place for Math for the month age group. The education team is providing training and materials to use on home visits, based on those needs Language Literacy Months Language Literacy Mathematics Months Mathematics Science 3 Years Old 15

16 TCHS Early Head Start Mid Year School Readiness Report Action Steps At the mid-year point TCHS had concerns and action steps in Math, Science, Literacy, Language as well as increasing attendance at Socialization/PACT 2 times a month. Math Home Visitors will review resources such as the Creative Curriculum 5 th edition book and their High Five Mathematize book. They will write 5 new ways to integrate math into their classroom routines or activities. These ideas will be complied by the education team and shared with home visitors so they have even more resources. Language/Literacy Home Visitors will be utilizing the resource Getting Ready to Read- Helping Your Child Become a Confident Reader & Writer Starting from Birth from the National Center for Infants Toddlers and Families. Science Home Visitors will review the science resource available at the National Office of Head Start online learning: They will write 5 new ways to integrate math into their classroom routines or activities. These ideas will be complied by the education team and shared with home visitors so they have even more resources. Socialization/PACT Attendance TCHS will work to continue to partner with families to increase Socialization/PACT attendance as this is a very important step in preparing children for what to expect when they ride the bus to the Head Start classroom. Early Head Start recently began providing transportation to the Socialization (Early Head Start) in Benton Harbor, using a bus. This will also support children and families in preparing for the Head Start classroom, by practicing bus safety. Other action steps include home visitors analyzing their own outcomes with consideration of all the markers we analyze throughout the program wide report, such as family involvement, average daily attendance. The home visitors find areas of strengths and needs specific to their families. Based on their results, the home visitors will plan activities with families and identify those by writing (SRAS) School Readiness Action Steps. The home visitors consult with the education team and support staff for resources they need to support their family s needs. The education team observes home visits to ensure that there is a focus on the areas of need and planning activities to support those goals. 16