1. Bennington County Head Start and early head start Report child outcomes school readiness goals

2. 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.

3. 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%

4. 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%

5. 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%

6. 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%

7. 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%

8. 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%

9. 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

10. 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 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 school year