Bennington County Head Start and early head start 2017-2018 Report child outcomes school readiness goals

Education Content Area Info… This report includes data available for Children enrolled in Head Start and Early Head Start 8 children 6 weeks to one year old 13 children one to two years old 16 children two to three years old 58 children preschool/ three years old 62 children pre- k/ four years old Most of the glitches are resolved from the previous checkpoints: Shaftsbury early childhood center and oak hill children’s center data is still to be obtained at report time The Head Start current disability rate for the group is 12.4%. There are currently Head Start children being evaluated for IEP services, this number will increase to reflect the Head Start requirement of 10%. The Early Head Start current disability rate is 27.5%. School Readiness Information includes data from the Four Year old group only. All objectives in each domain were analyzed, and the lower performing skills were selected to track progress on School Readiness for this school year Program assessment tool is Teaching Strategies GOLD Areas of Learning & Development. This tool aligns with Vermont Early Learning Standards (vels) and Head Start Early Learning Outcomes Framework (hselof); and is research based and scientifically normed. Information is obtained through teacher observation and assessment. Scores are based on how well children perform each objective according to developmentally appropriate expectations according to their age level. Only Lead Teachers assess children & all have completed Interrater Reliability Certification to ensure valid and reliable results. Some Early head start teachers are still working on interrater reliability at this time. This data becomes part of the annual Self-Assessment for monitoring and planning. This data is used by classroom teachers and education management to plan classroom experiences in learning centers, small groups, large groups, and individual goal setting, as well as to inform program purchasing and teacher training opportunities. It is reported to families, the community and community partners, staff, Policy Council, the governing United Children’s Services Board, and Quality Council, a task force at our grantee agency, UCS.

Social and Emotional Development Objectives: Children regulate own emotions & behaviors Children establish & sustain positive relationships Children participate cooperatively & constructively in group situations SCHOOL READINESS: Data shows two skill objectives to target & track: Makes friends 80.7% meet/exceed age-level expectation Responds to emotional cues 83.9% meet/exceed age-level expectation Head start, Increase from baseline = 21%

Perceptual, Motor, & Physical Development Objectives: Children demonstrate fine-motor strength & coordination Children demonstrate gross-motor manipulative skills Children demonstrate balancing skills Children demonstrate travelling skills SCHOOL READINESS: Data shows one skill objective to target & track: Demonstrates gross-motor manipulative skills 90.3% meet age-level expectation Head start, Increase from baseline = 22%

Language & Communication Objectives: Children listen to & understand increasingly complex language Children use language to express thoughts and needs Children use appropriate conversational & other communication skills SCHOOL READINESS: Data shows two skill objectives to target & track: Tells about another time and place 87.1% meet age-level expectation Comprehends language 93.6% meet age-level expectation Head start, Increase from baseline = 26%

Cognitive Development Objectives: Children demonstrate positive Approaches to Learning Children remember & connect experiences Children use classification skills Children use symbols & images to represent something not present SCHOOL READINESS: Data shows two skill objectives to target & track: Solves Problems 87.1% meet age-level expectation Persists 82.3% meet/exceed age-level expectation Head start, Increase from baseline = 41%

Literacy Objectives: SCHOOL READINESS: Children demonstrate phonological awareness Children demonstrate knowledge of the alphabet Children demonstrate print knowledge & its use Children comprehend and respond to books & other texts Children demonstrate emergent writing skills SCHOOL READINESS: Data shows four skill objectives to target & track: Identifies letter-sound correspondences 49.2% meet age-level expectation Uses emergent reading skills 82% meet age-level expectation Notices & discriminates alliteration 80.3% meet age-level expectation Writes to convey ideas and information 72.1% meet age-level expectation Head start, Increase from baseline = 18.5%

Mathematics Objectives: Understands shapes Counts Children use number concepts & operations Children explore & describe spatial relationships & shapes Children compare and measure Children demonstrate knowledge of patterns SCHOOL READINESS: Data shows four skill objectives to target & track: Understands shapes 85.5% meet age-level expectation Counts 77.4% meet/exceed age-level expectation Connects numerals with their quantities Quantifies 85.5% meet/exceed age-level expectation Head start, Increase from baseline = 32%

Scientific Reasoning Objectives: SCHOOL READINESS: Children will use scientific inquiry skills Children will demonstrate knowledge of the characteristics of living things Children will demonstrate knowledge of the physical properties of objects and materials Children will demonstrate knowledge of the Earth’s environment Children will use tools and other technology to perform tasks SCHOOL READINESS: Data shows one skill objective to target & track: Uses scientific inquiry skills 56.4% emerging 43.6% Meets program expectation Scoring based on “Not Yet”, “Emerging”, or “Meets Program Expectation”, rather than TSGOLD Progressions, due to educational research

Next Steps… Teachers meet with families at conferences and share final progress data. For those continuing to kindergarten, reports are also shared with receiving school Information will be shared with Policy Council on june 12, through the program newsletter with all families and community partners, with all staff at the data carousel event on june 25, with UCS Division Directors and UCH Board Members at appropriate Directors/ Board Meetings and UCS Quality Task Force, and part of the upcoming annual self-assessment professional development opportunities in 2018-2019 will be provided by Head Start Training and Technical Assistance, NEHSA, CCV, VT AOE, and BCCCA and also this summer through Castleton University. Early head start teachers will complete interrater reliability training in children’s assessments in tsgold before the fall checkpoint Spring 2018 and fall 2018 data will be reviewed in the fall to determine data tracking information for goals for the 2018-2019 school year