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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.

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stanislaus county office of education central california migrant head start child outcomes system

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.
  • 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.
STANISLAUS COUNTY OFFICE OF EDUCATION/ CENTRAL CALIFORNIA MIGRANT HEAD STARTCHILD OUTCOMES SYSTEM
  • 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.
  • 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.

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.

CHILD OUTCOMES

SYSTEMS

  • 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.

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.

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).

  • 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.
  • 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.

Revised 12/04

Staff\Programs\CCMHS\Outcome Initiative Committee\SCOE CHILD OUTCOMES INITIATIVE