INFORMATION MEMORANDUM
TO: Head Start Grantees and Delegate Agencies
SUBJECT: Using Child Outcomes in Program Self-Assessment
INFORMATION:
The purpose of this Memorandum is to inform Head Start grantees and delegate agencies about:
- Steps for incorporating data on child outcomes in their program's self-assessment.
- Recommendations for local grantee planning to implement these steps.
- Forthcoming resources on outcomes-based program self-assessment.
In our earlier guidance, we explained that the requirements for incorporating data on child outcomes in program self-assessment apply to Head Start services to three- to five-year children and not to children birth to three served in Early Head Start or Migrant Head Start programs. Of course, Early Head Start and Migrant Head Start programs are responsible for implementing Program Performance Standards, including initial screening and ongoing assessment of all children as well as annual program self-assessment.
Steps for Incorporating Child Outcome Data in Program Self-Assessment
Goals and Objectives
- Grantees should focus on the goal of enhancing program self-assessment and continuous program improvement by incorporating data on child outcomes. Programs should center planning on improving and connecting current systems, tools, and procedures for (a) ongoing assessment of children and (b) annual program self-assessment.
- The objectives of this initiative are to:
- Improve the content, quality, consistency and credibility of ongoing assessment of children.
- Design an approach to analyze data on children's progress and accomplishments.
- Incorporate child outcome data into program self-assessment and continuous program improvement.
Improve the Content, Quality, Consistency and Credibility of Ongoing Assessment of Children
- Attached, as Attachment A
, is the Head
Start Child Outcomes Framework. Grantees should ensure that their system
for ongoing assessment of children includes collection of some data
in each of the eight domains of children's learning and development.
The domain areas, based on the Head Start Program Performance Standards,
are:
- Language Development
- Literacy
- Mathematics
- Science
- Creative Arts
- Social & Emotional Development
- Approaches Toward Learning
- Physical Health and Development
In addition, because they are legislatively mandated, programs must gather and analyze data on certain specific Domain Elements or Indicators of progress in language, literacy and numeracy skills. These required elements are shown in bold print in the Domain Elements or Indicator columns.Grantees may also choose to track progress in additional areas of child, family and program outcomes, as defined in the Head Start Program Performance Standards or based on local program goals and priorities. They may also review other state or community initiatives on early childhood program outcomes, so that planning addresses the implications of these efforts for partnerships with other funding sources and agencies.
- Grantees should review their system for ongoing child assessment and
consider improvements to ensure that it provides objective, accurate,
consistent and credible information on children's progress over the
course of their participation in Head Start, including:
- Ensuring that assessment tools are appropriate for Head Start children in terms of age-appropriateness, language and culture.
- Providing adequate oversight and supervision to ensure the quality, accuracy, consistency and credibility of child outcome data.
- Improving initial and ongoing training for personnel who administer assessments, record and analyze data on children's performance and progress.
- Grantees should fully include children with identified disabilities
in the child outcome assessment system, with appropriate accommodation
of the assessment tool and process to their special needs. Programs
may elect to incorporate in their child outcomes system additional information
on the progress of children with disabilities, based on goals and measures
of progress in children's Individual Education Plans (IEP).
Design an Approach to Analyze Data on Children's Progress and Accomplishments
- Grantees must develop a system to analyze data on child outcomes that
centers on patterns of progress for groups of children over time as
they receive services through the program year. At a minimum, data analysis
should compare progress beginning when children enter Head Start, at
a mid-point in the program year, and when they complete the program
year. Data analysis could also be designed to answer questions such
as the following:
- What are the patterns of progress and accomplishments for groups of children in different domains and indicators of learning and development?
- What are the patterns of outcomes for children in different program options, forms of service, and service areas?
- What are the patterns of outcome data for different groups of children, such as (a) those that begin Head Start at different levels of functioning and (b) children that receive one or two years of Head Start services?
- What are the trends in outcome data from year to year, in terms of stability and change in patterns of progress and levels of accomplishment?
In most programs, analysis of child outcomes should be based on data from all children enrolled. Grantees that serve very large numbers of children may consider, with the assistance of appropriate research or evaluation experts, approaches to analyzing outcome data from a sample of children selected to be representative of the full population of children served.Incorporate Child Outcome Data in Program Self-Assessment and Continuous Program Improvement
- Data analysis on patterns of child outcomes should be incorporated into the overall program self-assessment system and in reporting to agency management teams, Policy Committees and Policy Councils and governing bodies. Data on outcomes should be considered in conjunction with overall program self-assessment findings in planning for program improvements, such as enhanced staff training, mentoring and supervision; improvements in curriculum; reallocation of program resources; involvement of volunteers and community partners; or new efforts to support families in enhancing children's learning and development. Agencies may also consider other opportunities to use data on child outcomes in working with community partners, such as planning for transitions of children from Head Start into elementary schools.
Recommendations for Program Planning
Our planned timelines for programs to include child outcome data in their self-assessments and for monitoring these activities are explained in Attachment B. In developing plans, grantees are encouraged to consider the following recommendations:
- Assess implications of this new effort for management and staff responsibilities, workload and capabilities.
- Develop and implement plans to enhance the skills and knowledge of staff members and managers through Head Start Training & Technical Assistance providers, consultants, higher education institutions or research organizations.
- In conjunction with reviewing the content areas of ongoing child assessment, carry out a similar review of program curriculum, materials, and learning environments to ensure that they provide suitably, well-balanced and engaging opportunities to foster children's learning and development in each of the domain areas of the Outcomes Framework.
- Develop appropriate amendments to existing written plans for implementing services in Early Childhood Development and Health Services, Family and Community Partnerships, and Program Design and Management to reflect this initiative and its connections with existing program systems.
We look forward to working with you in this important effort to improve services for Head Start children.
Helen H. Taylor
Associate Commissioner
Head Start Bureau
