1. STANISLAUS COUNTY OFFICE OF EDUCATION/ CENTRAL CALIFORNIA MIGRANT HEAD START CHILD OUTCOMES SYSTEM CHILD OUTCOMES SYSTEMS Training Plan * Outcomes Awareness training provided to new staff at Delegate level to ensure understanding of all the domains/elements/indicators. *Training provided on Creative Curriculum practices as well as data collection and utilization of data. *Ongoing technical assistance to ensure processes/systems are implemented. Classroom Environment * Curriculum materials purchased to assist teachers with providing element/indicator choices to support current needs of children. *Literacy, Math, Science training provided in small and large groups to assist teachers with understanding implementation requirements. * T.A. with enhancing “Interest Areas” including providing Math/Literacy throughout classroom and skill based Activity Planning. Community Partnership *HAC committees are given an overview of Outcomes. *Transition plans include providing 0-6 Early Intervention Programs, Child Care Agencies and Elementary schools with Outcomes information/school readiness. *Identify additional community resources to support implementation/data collection. Program Design and Planning *Establish long and short term program goals and objectives based on Outcomes (Grantee/Delegates) *Grantee/Delegate Strategic Plan includes Outcomes. *Develop systems to support analysis of data and planning process. *Provide TA to Delegates to ensure systems are in place. *Governing Body/Policy Groups are given an overview of Outcome Data Reports and assist with long or short term planning process. PRISM (Federal Review) *Grantee/Delegates use analysis of data for program planning. *Staff can articulate processes/systems established to support Outcomes. *Training provided on PRISM. *Staff are aware of PRISM CORE question 18 regarding full implementation of Outcomes mandate. Annual Self-Assessment *Child Outcomes data analysis integrated into overall program plans. *Self assessment system includes Outcomes Analysis at Delegates and Grantee directly operated sites. *Information is used for development and evaluation/revision of written plans. On-Going Monitoring/Technical Assistance *Delegate and Grantee staff monitor classrooms to review established data systems, provide T/A to ensure individual needs are addressed, and maintain program quality accountability. *Training or resource needs are documented and a subsequent plan is created (Delegate & Grantee). Teacher Roles * Teachers frequently review child assessment data and IEP goals to support individualization and progress within 8 Domains by building on the current skill levels of children. * Activity plans reflect individual as well as group needs and interests of the children. * Work in collaboration with each child’s parent to establish goals and strengths. * Timely referrals to determine additional resources to support special needs. Curriculum Design *Ensure Creative Curriculum is fully implemented at each delegate site to include 8 Domains. *Assessment data and SELPA/LEA written IEP goals are incorporated into overall curriculum. *Ongoing staff training/ support (mentor teachers, etc) provided by Delegate and Grantee staff to enhance curriculum practices. Documentation/Data Collection of Child Outcomes *Grantee/Delegates use analysis of data for program planning to enhance or improve individualization for preschool aged children. (i.e. samples of work, observations) *Utilize system to record, report and track delegates assessment information at the beginning, middle and end of program year. * Enhance Grantee planning system for data reports from Delegates. Review disaggregate data reports to support data inquiries. *Ensure system established for data analysis and use at delegate and grantee level is effective (i.e. “progress report”). *Document data usage for written plans (training, resources, Self Assessment, Program Goals and Objectives). Parent’s Roles *Parents are provided opportunities to enhance skills/knowledge in child development, curriculum, child assessment and parenting skills. *Grantee/Delegate transition plans include providing parents with information on how Outcomes support school readiness. *Parent Committee and Policy Council/ Committee meetings provide training on Outcomes implementation/school readiness. * Parents establish learning goals for their child in conjunction with the teacher. * Parents provide home activities to support individual needs of their child. * All levels of PC meetings (Grantee/ Delegate) are provided data reports on progress related to Outcomes and subsequent plans. Staff\Programs\CCMHS\Outcome Initiative Committee\SCOE CHILD OUTCOMES INITIATIVE Revised 12/04