HomeMy WebLinkAboutMINUTES - 08142012 - C.85RECOMMENDATION(S):
ACCEPT and APPROVE plans from Employment & Human Services Department Community Services Bureau
regarding 2012/13 Head Start School Readiness Goals; and 2012/13 Early Head Start School Readiness Goals for the
Community Services Bureau as recommended by the Employment and Human Services Interim Director.
FISCAL IMPACT:
None
BACKGROUND:
The Board approved submission of the Head Start re-competition grant on June 26, 2012 to receive funding from
Administration for Children and Families to operate the Head Start and Early Head Start programs in Contra Costa
County. School readiness goals for these programs were included in the grant and are hereby submitted for formal
Board approval. Head Start Performance Standard 1304.50 (d)(1)(iv) mandates that staff work with Board and Policy
Council to develop, review, and approve or disapprove the program's philosophy and long- and short-range program
goals and objectives. The Boards action approving this request fulfills this mandate.
APPROVE OTHER
RECOMMENDATION OF CNTY ADMINISTRATOR RECOMMENDATION OF BOARD COMMITTEE
Action of Board On: 08/14/2012 APPROVED AS RECOMMENDED OTHER
Clerks Notes:
VOTE OF SUPERVISORS
AYE:Candace Andersen, District II
Supervisor
Mary N. Piepho, District III
Supervisor
Karen Mitchoff, District IV
Supervisor
Federal D. Glover, District V
Supervisor
ABSENT:John Gioia, District I
Supervisor
Contact: C. Youngblood, 313-1712
I hereby certify that this is a true and correct copy of an action taken and entered on the minutes of the
Board of Supervisors on the date shown.
ATTESTED: August 14, 2012
David Twa, County Administrator and Clerk of the Board of Supervisors
By: STACEY M. BOYD, Deputy
cc: Cassandra Youngblood, Kristin Cooke, Christina Reich, Katharine Mason
C. 85
To:Board of Supervisors
From:Theresa Speiker, Interim Employment & Human Services Director
Date:August 14, 2012
Contra
Costa
County
Subject:2012-13 Head Start & Early Head Start School Readiness Goals
CONSEQUENCE OF NEGATIVE ACTION:
If not approved, Department will not have Board approval for the stated Head Start goals.
CHILDREN'S IMPACT STATEMENT:
The Employment & Human Services Department Community Services Bureau supports three of Contra Costa
County’s community outcomes - Outcome 1: “Children Ready for and Succeeding in School,” Outcome 3:
“Families that are Economically Self-sufficient,” and, Outcome 4: “Families that are Safe, Stable, and Nurturing.”
These outcomes are achieved by offering comprehensive services, including high quality early childhood
education, nutrition, and health services to low-income children throughout Contra Costa County.
ATTACHMENTS
Head Start School Readiness Goals
Early Head Start School Readiness Goals
CSB Head Start School Readiness Goals 2012-2013
CSB will promote school readiness in partnership with families by implementing a research based curriculum that supports children’s development of the skills,
knowledge and attitudes necessary to be successful in school. CSB’s curriculum design provides a sound foundation for implementing a strong school readiness
program based on the domains of the Head Start Child Development and Early Learning Framework (CDELF), and California Preschool Learning Foundations. CSB
uses the California State mandated assessment tool, Desired Results Developmental Profile (DRDP 2010) to evaluate children’s progress three times a year. The
program for children aged birth to five supports measureable skill development across the five domains of the Head Start CDELF that will enable children to
successfully learn and take part in the K-12 school experience. CSB collaborates with local school districts to ensure that children and families successfully
transition from Head Start to community schools. The inclusion of children of all abilities and home languages is embedded throughout CSB planning and
practice.
School Readiness Goals and Alignment Strategies and Implementation Measurable Outcomes
Domain: Language Development,
Literacy and Knowledge Skills
1. Children will demonstrate an
increasing knowledge that letters
are associated with sounds and
names and make up words.
2. Children who are Dual Language
Learners will increase their
receptive and expressive language
in both English and their home
language.
1. Lesson plans and classroom environments will include activities and materials
that support the acquisition of letter knowledge, phonological awareness, and
increase receptive and expressive language in both English and home
language of dual language learners.
2. Training will be provided in using Creative Curriculum and the California Early
Learning Foundations with a focus on letter knowledge, phonological
awareness, and dual language learners.
3. Dual Language Learners’ expressive and receptive language will be supported
by:
• Providing teaching staff whenever possible to reflect the linguistic
population we serve.
• Pairing English language learners with English speaking children.
• Read books in children’s home language and English.
• Implement Raising a Reader take home book bag program for families.
Program promotes family engagement in reading to their children.
• Encourage families to bring pictures and objects from home so children
can talk about things they know and that are familiar to them.
• Engage children in conversations on interesting topics that connect to
their daily lives.
• Labels, books and written documentation throughout the environment
reflect the children’s and families’ home languages as well as English.
By the end of the program year (June 2013):
Desired Results Developmental Profile assessment will show a minimum of 34%
improvement from first to third assessment on measures:
20 phonological awareness
21 letter and word knowledge
23 comprehension of English (receptive language for English Language Learners)
24 self–expression in English (for English Language Learners)
Early Childhood Environmental Rating Scale:
CSB classrooms will score 5 or above on the following indicators:
15 books and pictures
16 encouraging children to communicate
18 informal use of language
CLASS scores in the areas of quality of feedback and language modeling will be 4 or
above.
Domain: Social and Emotional
Development
1. Children will recognize and
regulate emotions, appropriately
resolve conflicts, and express
empathy and sympathy toward
peers.
1. Staff will be trained in using positive strategies to guide children’s behavior
and help them learn how to express their feelings and resolve conflicts in
constructive ways.
2. By using the results of the DECA behavioral assessment staff will develop
individualized plans to meet student’s needs in the areas of attachment, self
control and initiative.
3. Families will be offered parenting classes and strategies to be used in the
home to develop children’s empathy, understanding of emotions, self control,
and conflict resolution skills.
By the end of the program year (June 2013):
Desired Results Developmental Profile assessment will show a minimum of 31%
improvement from first to third assessment on measures:
4 impulse control
3 expressions of empathy
11 conflict negotiation
DECA behavioral assessment results will show a 50% reduction from the first to the final
assessment of children who scored concerns in the areas of self control, attachment and
initiative.
Domain: Approaches to Learning
1. Children will demonstrate positive
approaches to learning and
persistence by maintaining interest
in a project or activity until
completed.
2. Children will demonstrate
cooperation: help, share and
cooperate in a group.
1. By using the results of the DECA behavioral assessment staff will develop
individualized plans to meet student’s needs in the areas of self control and
initiative.
2. Parent training and take home activities will be provided which focus on
expanding children’s interest and encouraging persistence in completing a
project or activity.
3. Staff will use positive strategies to guide children’s behavior and to help them
learn how to cooperate with others. Staff will encourage cooperative
interactions by suggesting turn taking and sharing and by modeling
cooperation.
By the end of the program year (June 2013):
Desired Results Developmental Profile assessment will show a minimum of 31%
improvement from first to third assessment on measures:
31 engagement and persistence
8 cooperative play with peers
DECA behavioral assessment results will show a 50% reduction from the first to the final
assessment of children who scored concerns in the areas of self control and initiative.
CLASS Scores in the area of instructional learning formats will be 5 or above.
Domain: Cognition and General
Knowledge
1. Children will use number names to
represent quantities and counts
increasingly larger sets of objects.
2. Children will be able to employ the
scientific method to observe and
collect information and use it to
ask questions, predict, explain and
draw conclusions.
1. Staff will receive Project Approach training.
2. DRDP Assessment results will be analyzed to develop individualized plans for
each child in the areas of number concepts quantity and counting and
measurement.
3. Planned activities and projects will support children’s practice of the scientific
method and problem solving techniques. Teachers will provide tools such as
magnets, magnifying glasses, scales to encourage exploration, and a variety of
nonfiction books and magazines on physical science, life and earth science.
4. Teachers will provide information on home learning activities to families to
promote mathematical and scientific concepts.
By the end of the program year (June 2013):
Desired Results Developmental Profile assessment will show a minimum of 34%
improvement from first to third assessment on measures
32 number sense of quantity and counting
28 problem solving
Early Childhood Environmental Rating Scale:
CSB classrooms will score 5 or above on the following scales
25 nature science
26 math number
CLASS scores in the areas regard for students; perspectives and concept development
will be 5 or above.
Domain: Physical Well-being and
Development
1. Children will understand and
practice healthy and safe habits.
2. Children will develop control of
gross and fine motor skills.
1. Teachers will implement the Growing, Growing Strong Whole Health
Curriculum for Young Children and I am Moving I am Learning curricula.
2. Families will learn health and movement activities to implement at home.
3. Physical activities that include age-appropriate sustained activities such as
running, jumping, balancing and developing upper-body muscular skills will be
planned and implemented regularly. Children will be provided with a wide
variety of fine-motor activities and materials including cutting, pasting,
writing, clay, puzzles, blocks, manipulative, sand and water play.
By the end of the program year (June 2013):
Desired Results Developmental Profile assessment will show a minimum of 27%
improvement from first to third assessment on measures:
38 gross motor movement
40 fine motor skills
42 healthy lifestyle
Early Childhood Environmental Rating Scale:
CSB classrooms will score 5 or above on the following scales
7 space for gross motor play
8 gross motor equipment
10 meals and snacks
13 health practices
19 fine motor
CSB Early Head Start School Readiness Goals 2012-2013
CSB will promote school readiness in partnership with families by implementing a research based curriculum that supports children’s development of the skills,
knowledge and abilities necessary to be successful in school. CSB’s curriculum design provides a sound foundation for implementing a strong school readiness
program based on Head Start’s conceptual framework for programs serving infants and toddlers and their families, Program for Infant Toddler Care (PITC)
guidelines, and the California Infant Toddler Learning and Development Program Guidelines. CSB uses the California State mandated assessment tool, Desired
Results Developmental Profile for Infants and Toddlers (DRDP IT 2010) to evaluate children’s progress three times a year. The program for children age birth to
three supports skill development across the five essential domains of the Head Start Child Development on Early Learning Framework to enable infants and
toddlers to successfully participate in preschool and elementary school. CSB collaborates with Head Start, other preschool programs and local school districts to
ensure that children and families successfully transition from EHS to Head Start or other preschool programs. The inclusion of children of all abilities and home
languages is embedded throughout CSB planning and practice.
School Readiness Goals and
Alignment
Strategies and Implementation Measurable Outcomes
Domain: Language Development and
Literacy Goals
• Children will understand and begin
to use oral language for
conversation and communication in
home language and English.
• Children will engage with stories
and books.
1. Staff will receive training on the Creative Curriculum and PITC policies with a focus
on strategies for using language and enjoying books.
2. DRDP Assessment results will be analyzed to develop individual plans for each
child in the areas of language comprehension, language responsiveness, and
interest in literacy.
During home visits information from families will be requested about their culture
and languages spoken in the home. This information will be used to develop
cultural responsiveness and skills in authentic dialogue.
3. Staff will implement the Raising a Reader take home book bag program, which
promotes family engagement in reading to their children.
4. Classrooms are staffed with individuals who speak the languages of the children
and families whenever possible.
5. Lesson plans and classroom environments will include activities and materials that
support the acquisition of receptive and expressive language in both English and
home language of dual language learners.
By the end of the program year (June 2013):
Desired Results Developmental Profile for Infants and Toddlers assessment will
show 40% improvement from first to third assessment on measures:
14 language comprehension
15 responsiveness to language
16 communication of needs, feelings, and interests
17 reciprocal communication
18 interest in literacy
Infant Toddler Environmental Rating Scale:
CSB classrooms will score 5 or above on the following indicators:
12 helping children understand language
13 helping children use language
14 using books
Domain: Social and Emotional
Development
• Children will develop and engage in
positive relationships and
interactions with adults.
1. Staff will receive training in Creative Curriculum and PITC policies in the area of
building relationships and promoting children’s self regulation, and in Positive
Guidance and Discipline focusing on strategies promoting self regulation.
2. By using the results of the DECA behavioral assessment staff will develop
individualized plans to meet student’s needs in the areas of attachment and
initiative.
3. Staff will build respectful and trusting relationships by responding promptly to the
children’s verbal and non-verbal cues and needs and by adapting routines to meet
individual needs.
4. Families will be offered parenting classes and home-based strategies to help
develop children’s understanding of emotions and self control skills.
By the end of the program year (June 2013):
Desired Results Developmental Profile for Infants and Toddlers assessment will
show 40% improvement from first to third assessment on measures:
9interactions with adults
10 relationships with familiar adults
DECA behavioral assessment results will show a 50 % reduction from the first to
the final assessment of children who show concerns in the areas of attachment
and relationships.
Infant Toddler Environmental Rating Scale:
CSB classrooms will score 5 or above on the following indicators:
16 encouraging children to communicate
28 promoting acceptance of diversity
32 staff-child interactions
Domain: Approaches to Learning
• Children will demonstrate interest,
curiosity, and eagerness in
exploring the world around them.
1. Training will include strategies from Creative Curriculum and PITC policies for
supporting children’s development of persistence, problem solving, curiosity and
exploration.
2. By using the results of the DECA behavioral assessment and DRDP assessment
staff will develop individualized plans to meet student’s needs in the areas of
interest and initiative.
3. Staff will establish environments and a daily routine that provide children with
free, unstructured play and provides opportunities to make choices, investigate,
solve problems, pursue their interest and try new ideas.
4. Parent training and take home activities will be provided which focus on
expanding children’s interest and curiosity in exploration of the world around
them.
By the end of the program year (June 2013):
Desired Results Developmental Profile for Infants and Toddlers assessment will
show 40% improvement from first to third assessment on measures:
25 curiosity
26 attention maintenance
31 engagement and persistence
DECA behavioral assessment results will show a 50 % reduction from the first to
the final assessment of children who show concerns in the areas of initiative.
Infant Toddler Environmental Rating Scale:
CSB classrooms will score 5 or above on the following indicators:
4 room arrangement 21 sand and water play
17 art 22 nature/science
18 music and movement 27 staff-child interaction
19 blocks 29 schedule
Domain: Cognition and General
Knowledge
• Children will use all of their senses
to investigate their environment to
discover what objects and people
do, how things work, and how they
can make things happen.
1. Staff will receive training in Creative Curriculum with a focus on encouraging
children to explore like scientists.
2. Individualized plans for each child will be developed based on the results of their
DRDP assessment in the areas of cause and effect and problem solving.
3. Families will be provided with guidance, activities and materials that promote
exploration and problem solving.
4. Staff will offer books, materials and activities that encourage the children to use
their senses to explore, investigate and discover how things work.
By the end of the program year (June 2013):
Desired Results Developmental Profile for Infants and Toddlers assessment will
show 40% improvement from first to third assessment on measures:
20 cause and effect
21 problem solving
Infant Toddler Environmental Rating Scale:
CSB classrooms will score 5 or above on the following indicators:
21 sand and water
25 nature/science
30 free play
Domain: Physical Well-being and
Development
• Children will develop control of
large muscles for movement,
navigation, and balance.
• Children will develop control of
small muscles for manipulation and
exploration.
1. Training will be provided to teachers on Little Voices for Healthy Choices and
about observing and responding to children engaged in outdoor play.
2. DRDP Assessment results will be analyzed for the group as well as for the
individual child and based on the results activities will be developed in the areas
of gross motor, balance, and eye-hand coordination.
3. Staff will provide toddlers with age appropriate climbing structures to support
moving from one position to another while maintaining balance and coordinating
body movements.
4. Children will be provided with balls, scarves, and bean bags to encourage growth
of gross motor skills.
5. The Little Voices for Healthy Choices program will be introduced to families during
parent meetings, and CD copies and lyrics will be provided for them to do the
songs and body movements at home.
By the end of the program year (June 2013):
Desired Results Developmental Profile for Infants and Toddlers assessment will
show 40% improvement from first to third assessment on measures:
31 gross motor
32 balance
33 fine motor
34 eye-hand coordination
Infant Toddler Environmental Rating Scale:
CSB classrooms will score 5 or above on the following indicators:
15 fine motor
16 active physical play
18 music and movement