2012-2013 Child Outcome Data Reports for Three Rivers Head Start
The following information was collected on 194 children whom were enrolled in all periods of fall, winter, and spring data:
Gender of students: 54% Girls
46% Boys
Race: 59% White
20% Black or African American
IEP:
12% with IEP
88% without IEP
Age or Class/ Grade:
Preschool 3 (Green): 42%
Primary Language:
57% English
1% Asian
1% American Indian/ Alaskan Native
Pre-K 4 (Blue): 58%
31% Spanish
12% Somali/ Nuer
1% Vietnamese
The overall program, goal for the 2012-13 program years, was for 85% of the children to be meeting or exceeding the widely held expectations
(Meeting or exceeding the color band range for their age) set by the TS Gold assessment tool. The percentage of children meeting or exceeding the
widely held expectations is displayed below:
Percentage of Growth -Full Program
120%
97% 99%
100%
94%
100% 100%
94%
90% 93%
100%
93%
81%
80%
72%
88%
83%
71%
60%
66%
Fall
51%
Winter
33%
40%
Spring
20%
0%
Social Emotional
Social Emotional: 17% gain
Physical
Physical: 6% gain
Language
Cognitive
Literacy
Language: 21% gain Cognitive: 29% gain Literacy: 42% gain
Mathematics
Mathematics: 55% gain
1
Children were assessed based on these standards for Teaching Strategies Gold (TS Gold):
Below Expectation: Children are currently not performing at a typical developmental level for their age range or are below the color band set for their age in TS
Gold.
Meets Expectations: Children are currently performing at a typical developmental level for their age range or are in the color band set for their age in TS Gold.
Exceeds Expectations: Children are currently performing above their typical development level for their age range or are above the color band set for their age
in TS Gold.
The below table shows the target scores for all developmental areas that were scored based on a 0-9 point scale. The target score for 3 year old
students is where the green color band meets the blue color band. The target score for the 4 year old students is where the blue color band meets
the purple color band. The target scores for three year old students and four year old students are expected, to meet the standards for their
development is as follows:
Developmental Area
Target Score for a 3 yr.
old to Meet
Expectations
Target Score for a 4 yr.
old to Meet
Expectations
Average target score
for program to meet
expectations
Social Emotional
Physical
Language
Literacy
Cognitive
Mathematics
46
47
43
46
36
31
56
61
53
59
55
42
53
54
48
52
45
36
2012-13 Full Program Year - Target Scores
90
80
70
60
50
40
30
20
10
0
76.47
53.03
45.34
71
64.18
59.5
54
53
51.51
46.24
48
40.91
52.31
44.58
58.2
53.64
52
42.95
30.66
Social Emotional
Physical
Language
Cognitive
Literacy
45
Fall
35.41 36
29.3
22.22
Winter
Spring
Target Score
Mathematics
2
Social Emotional:


Children will be able to show an increasing ability to manage their own emotions and behaviors.
Teaching Strategies Gold: 1a, 1b, 1c, 3a
Children will be able to show an increasing ability to form positive relationships with adults and peers.
Teaching Strategies Gold: 2a, 2b, 2c, 2d, 3b
Social Emotional –Overall Program
Fall
Winter
Spring
Target Score
45.24
53.03
59.5
53
0
10
20
30
40
50
Social Emotional -3 yr olds
Fall
Winter
Spring
60
70
Social Emotional -4 yr olds
Target Score
Fall
Winter
Spring
40.12
Target Score
49.12
48.15
56.55
54.47
62.79
46
0
10
20
30
40
50
56
60
0
10
20
30
40
50
60
70
3
Language:

Children will be able to use words to express themselves, to understand language, follow directions, to have a conversation and to listen to stories in
English or their native language.
Teaching Strategies Gold: 8a, 8b, 9a, 9b, 9c, 9d, 10a, 10b
Language -Overall Program
Fall
Winter
Spring
Target Score
40.91
46.24
51.51
48
0
10
20
30
40
Winter
Spring
60
Language -4 yr. olds
Language -3 yr. olds
Fall
50
Fall
Target Score
Winter
Spring
Target Score
44.41
36.44
49.18
42.19
54.89
46.52
53
43
0
10
20
30
40
50
0
10
20
30
40
50
60
4
Language:

Children, who are English Language Learners, will show progress in listening to, understanding and speaking English.
Teaching Strategies Gold: 37, 38
ELL- Overall Program
Beginning
Spring
Increasing
34%
43%
15%
42%
43%
3%
54%
15%
Target Students
Advancing
50%
16%
Fall
Winter
Progressing
85%
0
0.2
0.4
0.6
0.8
1
1.2
ELL -3 yr. olds
Beginning
8%
Progressing
47%
Fall
8%
Spring
3%
60%
11%
29%
63%
15%
Target Students
Advancing
42%
29%
Winter
Increasing
85%
0
0.2
0.4
0.6
0.8
1
1.2
1
1.2
ELL -4 yr. olds
Beginning
13%
Fall
Winter
1%
Progressing
51%
Target Students
0
Advancing
36%
28%
71%
17%
15%
Spring
Increasing
83%
85%
0.2
0.4
0.6
0.8
5
Physical Development & Health:

Children will be able to show use of fingers and hands in small movements, as well as using tools for writing and drawing.
Teaching Strategies Gold: 7a, 7b

Children will be able to show control of large muscles for movement, coordination and balance.
Teaching Strategies Gold: 4a, 4b, 4c, 5a, 5b, 5c, 6a, 6b, 6c
Physical- Overall Program
Fall
Winter
Spring
Target Score
64.18
71
76.47
54
0
10
20
30
40
50
60
Physical- 3 year olds
Fall
Winter
Spring
70
80
90
Physical- 4 year olds
Target Score
Fall
Winter
Spring
Target Score
57.64
68.91
64.79
75.49
70.49
80.79
47
0
10
20
30
40
50
61
60
70
80
0
20
40
60
80
100
6
Cognition & General Knowledge:

Children will be able to show multiple ways to solve problems, problem solving skills, and symbolic thinking.
Teaching Strategies Gold: 14a
Approaches to Learning:

Children will be able to show a positive approach to learning through engagement, attentiveness, persistence, and curiosity.
Teaching Strategies Gold: 11a, 11b, 11c, 11d, 11e

Children will be able to express themselves through engaging with others through creative role play.
Teaching Strategies Gold: 14b
Cognition, General Knowledge & Approaches to Learning
– Overall Program
Fall
Winter
Spring
Target Score
31.53
36.82
41.03
29
0
5
10
15
20
25
Cognition, General Knowledge &
Approaches to Learning – 3 year olds
Fall
Winter
Spring
30
35
40
45
Cognition, General Knowledge & Approaches
to Learning – 4 year olds
Target Score
Fall
Winter
Spring
Target Score
28.31
33.86
33.51
39.21
37.46
43.61
22
0
5
10
15
20
37
25
30
35
40
0
10
20
30
40
50
7
Literacy:

Children will be able to demonstrate Alphabet Knowledge through upper and lower case letter recognition, letter sounds and early writing skills.
Teaching Strategies Gold: 16a, 16b, 19a, 19b

Children will be able to demonstrate appreciation for books, awareness that language can be broken into syllables or smaller pieces of sound in
words, rhyming and understanding of print concepts.
Teaching Strategies Gold: 15a, 15b, 15c, 17a, 17b, 18a, 18b, 18c
Literacy –Overall Program
Fall
Winter
Spring
Target Score
30.66
42.95
53.64
45
0
10
20
30
40
Literacy -3 yr. olds
Fall
Winter
Spring
50
60
Literacy -4 yr. olds
Target Score
Fall
Winter
21.33
Spring
Target Score
37.41
32.21
50.72
41.47
62.4
36
0
10
20
30
55
40
50
0
10
20
30
40
50
60
70
8
Cognition & General Knowledge:

Children will be able to show beginning math skills including spatial relationships, creating patterns and using math concepts through every day
routines.
Teaching Strategies Gold: 21a, 21b, 22, 23

Children will be able to show beginning math skills including shape recognition, counting and connecting numbers to quantities.
Teaching Strategies Gold: 20a, 20b, 20c
Mathematics –Overall Program
Fall
Winter
Spring
Target Score
22.22
29.3
35.41
36
0
5
10
15
20
25
Mathematics -3 yr. olds
Fall
Winter
Spring
30
35
40
Mathematics -4 yr. olds
Target Score
Fall
Winter
16.22
Spring
Target Score
26.56
23.44
33.54
28.72
40.24
31
0
5
10
15
20
25
30
42
35
0
10
20
30
40
50
9
Cognition & General Knowledge:

Children will engage in exploring their environment through observation, manipulation, making predictions, comparisons, classifying and
communicating their findings to others.
Teaching Strategies Gold: 12a, 12b, 13, 24
Cognition –Overall Program
Fall
Winter
Spring
Target Score
13.05
15.49
17.18
16
0
2
4
6
8
10
12
Cognition -3 yr. olds
Fall
Winter
Spring
14
16
18
20
Cognition -4 yr. olds
Target Score
Fall
Winter
Spring
11.48
Target Score
14.19
13.85
16.68
15.57
18.34
14
0
5
10
15
18
20
0
5
10
15
20
10
Cognition & General Knowledge:

Children will engage in exploring their environment through observation, manipulation, making predictions, comparisons, classifying and
communicating their findings to others.
Teaching Strategies Gold: 12a, 12b, 13, 24
Scientific Inquiry- Overall Program
Not Yet
16%
Fall
Winter
Spring
Emerging
83%
9%
90%
72%
1%
15%
Target Students
Meeting Expectations
0%
27%
85%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Scientific Inquiry -3 yr. olds
Not Yet
Fall
Winter
Spring
Target Students
Emerging
Meeting Expectations
83%
90%
16%
1%
9%
27%
72%
15%
0%
85%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Scientific Inquiry -4 yr. olds
Not Yet
Emerging
Meeting Expectations
16%
83%
Fall
Winter
Spring
1%
90%
9%
72%
27%
15%
Target Students
0%
10%
85%
20%
30%
40%
50%
60%
70%
80%
90%
100%
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Girls vs. Boys 2012-13 Program Year
Girls Fall
59.35
52.07 58.7
53.36
53
43.96
46.26
Boys Fall
Girls Winter
76.84
69.56
75.43
71.75
62.73
64.89
Boys Winter
Girls Spring
Boys Spring
58.58
51.08
57.1
51.63
54
44.89
52.85
50.35
52
43.3
46.89
48
39.38
45.22
41.72
Social Emotional
Physical
Language
Target Average Score
54.3
51.68
40.09
45
44.72
27.72
32.74
Cognitive
Literacy
34.81
35.32
36
28.24
29.76
21.04
22.71
Mathematics
Non-IEP vs. IEP Students 2012-13 Program Year
Non-IEP Fall
60.04
48.46
54.54
53.74
53
40.62
46.08
Social Emotional
IEP Fall
Non-IEP Winter
IEP Winter
Non-IEP Spring
IEP Spring
Target Average Score
77.29
65.69
71.83
71.19
58.62
65.05
58.93
52.2
47.19
53.54
54
40.92 46.08
53.11
47.07
52
39.04
48
34.77
45.44
41.87
Physical
Language
Cognitive
55.3
33.46 42.81
45
44.43
24.12
31.68
Literacy
29.62
30.01 36.29 36
18.19 24.76
22.85
Mathematics
12
English vs. Non- English Students 2012-13 Program Year
Fall English
59.59
52.26 58.93
53
53.63
43.74
46.6
Social Emotional
Fall DLL
Winter English
76.93
76.11
71.33
70.74
64.35
64.05
Winter DLL
Spring English
59.79
52.59
50.71 56.19
44.29 49.84
54
53.57
52
47.78
42.66
48
38.8
46.09
42.57
Physical
Language
Cognitive
Spring DLL
Target Average Score
56.77
49.61
40.41
45.17
45
27.79
32.93
37.39
26.61 32.85
36
31.42
19.44
24.42
Literacy
Mathematics
2012-13 Progam Year - 4 yr olds in the program for 1 year versus 2 years
63.73
62.15
57.98
56
55.6
50.91
47.91
Social Emotional
1st year w/ HS Fall
2nd yr. 4 yr w/ HS Fall
1st year w/ HS Winter
1st year w/ HS Spring
2nd yr. 4 yr w/ HS Spring
Target Average Score
80.46
76.38 81.29
74.9
70.24
68.01
61
Physical
62.33
55.89
61.69
54.22
56.89
59
49.56
55.24
53
48.93
49.11
45.18
47.33
43.45
Language
Cognitive
2nd yr. 4 yr w/ HS Winter
64.96
60.69
55
54.87
47.94
42.69
33.87
Literacy
41.31
39.48 42
34.82
32.62
28.62
25.18
Mathematics
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2012-13 Data Summary:
Three Rivers Community Action, Inc. Head Start, maintained an enrollment of 215 student this year and 194 of those students attended to program for the full
year. Data was collected on those 194 children that were represented in the Fall, Winter, and Spring Checkpoint periods. Mathematics and Literacy continue to
be areas that predict a child’s success in Elementary school. In reviewing the data collected for the Fall, Winter, and Spring checkpoint periods, the area of
Mathematics shows continual need for growth.
If you refer to the Percentage of Growth chart on page 1, you will in the area of Mathematics, students had the highest level of gains from Fall to Spring and we
did have over 85% of the students meeting or exceeding expectations. If you refer to the Full Program Year- Target Scores chart on page 2, you will see, however
that we are not meeting the overall target score in the area of Mathematics. The target scores are the scores that demonstrate a child is ready to move on to
the next level whether it is form Preschool to Pre-K or Pre-K to Kindergarten. The charts on page 12-13 demonstrate the comparisons in different child
demographics. As you can see in these charts, girls are scoring slightly higher than boys with an overall point differential of 7.95 points. The data also
demonstrated that children who are English speaking students are scoring slightly higher than children who are Dual Language Learners with an overall point
differential of 17.89 points. The data demonstrates that children not on IEPs had scores that were lower than those students on an IEP with a point differential
of 42.27 points. Also, as expected the data demonstrated that 4 yr. old students in their second year of Head Start have higher scores than the 4 yr. old children
in their first year of Head Start with a point differential of 10.82 points, showing that 2 years in Head Start definitely makes a difference.
In reviewing the data as listed above, we are continually making growth in all areas and children are doing well. There are a few areas that we will be looking to
enhance in the upcoming year. We will be looking at our Mathematics curriculum to better enhance that area of education for our students. We will also be
looking at ways to minimize the gaps in learning between the various demographic groups in our program, (Boys vs. Girls, IEP vs. Non-IEP, and English vs. DLL).
We will also be able to share individual child and classroom data reports with teachers after each checkpoint period.
We were also able to look at our data more in depth this year and found that there are specific objectives that are targeted areas for growth as well. This will
allow is to target key concepts that are more difficult for children and enhance or strengthen these in our curriculum. There has also been an increase in the
number of students that are Meeting Program Expectations under the areas of Science & Technology, Social Studies, and The Arts. The data will now be used by
teachers to guide individualization, classroom set-up and curriculum planning for children.
History:
Three Rivers Community Action, Inc. Head Start program upgraded their assessment program to Teaching Strategies Gold in 2011. The upgrade was made to
keep up with the new requirements and the need to produce data in a timelier manner. Three Rivers Community Action, Inc. Head Start program is a member of
Minnesota Head Start Association Quality Assessment User Group. The user group made the recommendation to switch to this tool in order to be part of the
state wide School Readiness data collection. We are continuing to use Creative Curriculum for Preschool, produced by Teaching Strategies Inc., as the official
curriculum for Three Rivers Head Start program. Teachers are also using the Second Step curriculum for additional support around the Social Emotional
Development area. In the Fall of 2012, teachers completed the online certification for Inter-rater Reliability through TS Gold. This will insure that data is
accurately rated and will help with the overall validity of the data. After the finalization of data in Fall of 2012, Data Debriefs were held after each checkpoint
period to relay information to teachers within a week of finalization. Teachers were also given a tool and information on how to look at their data to create a
14
plan for their classroom. In the winter of 2012-13 we started providing information to teachers about children that were the highest at risk for not being ready
for Kindergarten. This information was based on data received from the MHSA analyst who focused on a targeted score for students going into Kindergarten as
well as risk factors. At the end of the program year teachers were able to receive individualized classroom data based on information that we learned from the
MHSA Quality User Group on how to provide data reports in a timelier manner. The reports will be implemented at all check points next year and additional
data will also start to be analyzed with the outcomes data (attendance, in-kind, PCFE outcomes, etc.).
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