Washita Valley Community Action Council Early Head Start
Winter Outcomes School Readiness Report
2014-2015
The attached report is an overview of the Teaching Strategies GOLD Winter report for Early Head Start.
Although we have serviced approximately 78 children/families in Early Head Start, due to their
attendance and the children dropping from the program there were only 53 children in this report. This
is our Winter Outcomes report for the 2014-2015 assessment period.
The primary language of the children in Early Head Start is English at 100% and Spanish at 0%. Children
with an Individual Family Service Plan are at 4%.
The current ages of the children are:
 Birth to 1 year olds
34%
 1 to 2 year olds
40%
 2 to 3 year olds
26%
Teaching Strategies GOLD Assessment measures the knowledge, skills and behaviors that are most
predictive of school success. The tool has 38 objectives, including 2 objectives related to English
language acquisition.
Thirty six objectives are organized into nine areas of development and learning. The first four are major
areas of child development; social-emotional, physical, language and cognitive.
The content learning that is usually identified in early learning standards is organized into the following
five areas; literacy, mathematics, science and technology, social studies and the arts. The early learning
standards and the four major areas of development correlate with the Head Start Child Development
and Early Learning Framework as well as the State Early Learning Guidelines.
The data was placed into three categories:
 Below- meaning children were below the widely held expectations area for each age-group area
towards school readiness.
 Meets- meaning children were meeting the widely held expectations area for each age-group
area towards school readiness.
 Exceeds-meaning children had surpassed the widely held expectations for the age group area
towards school readiness.
When the data was examined it was to see how groups of children are presently developing on
objectives and dimensions and to compare the growth from our Fall Assessment to the Winter
Assessment. The data from the report is used to reflect upon the progress of the group of children and
to consider ways to support their learning. It is also used to see what training or materials might be
needed to support areas that are falling below the widely held expectations.
The data from our report is as follows:
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Developmental Area Report- Early Head Start
Winter 2014 (with Fall Comparison)
Social-Emotional
90%
77%
80%
70%
62%
60%
Fall
50%
Winter
40%
30%
30%
20%
14%
9% 8%
10%
0%
Below
Meeting
Exceeding
Physical Gross & Fine Motor
80%
73%
70%
60%
60%
50%
Fall
40%
30%
20%
24%
16%
16%
11%
10%
0%
Below
Meeting
2
Exceeding
Winter
Language
80%
68%
70%
60%
60%
50%
40%
Fall
Winter
Fall
Winter
35%
30%
30%
20%
10%
2%
6%
0%
Below
Meeting
Exceeding
Cognitive
90%
80%
80%
70%
62%
60%
50%
40%
30%
25%
20%
10%
11% 13%
9%
0%
Below
Meeting
3
Exceeding
Literacy
70%
60%
62%
60%
50%
Fall
Winter
40%
31%
30%
20%
10%
13%
9% 8%
0%
Below
Meeting
Exceeding
Mathematics
70%
63%
65%
60%
50%
Fall
40%
Winter
30%
30%
22%
20%
14%
7%
10%
0%
Below
Meeting
Exceeding
Strongest Area of Development
Weakest Area of Development
(Winter)
(Winter)
Mathematics (79%)
Language (35%)
(combination of meeting & exceeding scores)
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In Early Head Start it is a combination of scores for the 3 age groups. The data shows that Mathematics
is the area in which more children scored in the meeting and exceeding categories. Language continues
to be one of our weakest areas. The continued low scores in language was predicted when there were
several changes in our EHS enrollment. We have children who have dropped from the program and that
we replaced them, so this score can stay low depending on the amount of new enrollees. (This will be
explained later in the report).
We will continue to monitor the data as it is being placed into our system. We are working with teachers
on implementing the assessment as we see needed.
Now to compare each developmental area from the Fall Assessment to the Winter Assessment. We will
now be looking overall how each developmental area compared between the two to see the % change.
Highest % of Change (Positive)
Lowest % of Change
(Comparing Winter to Fall)
(Comparing Winter to Fall)
Mathematics
Language
After seeing the side by side results of the Fall and Winter Assessments, I needed to run further reports.
Why the discrepancy in scores from Fall to Winter? I ran growth reports that will show for the two age
groups of children ages 1 to2 and the other from ages 2-3. This report shows me how many children and
which children had data in BOTH assessment periods. Only 26 children total between the two age
groups were present and had data in both Fall and Winter. This is why we are seeing still low language
scores and with little improvement. When looking at EHS reports we must keep in mind that as one
report gives the comparison between the two, it also not including the birth to age 1 group. The system
does not report individual data on the ages from birth to 1 since this age is unable to place a level due to
the complex details to each objective. Yet, this age group is included in the report of overall data above
when looking at individual assessment periods. This also is the reason why our scores should be
lowering in the “below” category” and rising in the “meeting & exceeding” category. Due to children
that drop from the program and if we replace them with children in the age group of birth to 1, then this
is an explanation to why those Winter scores show the opposite of what we would expect.
School Readiness Goals and Progress
When looking at our School Readiness Goals we must look at our Assessment Data and only compare
the children that are in both Assessment periods (Fall & Winter). For each goal I have placed the % of
children that are below the widely held expectations and then the % of children that are meeting and
exceeding the widely held expectation.
1. Language- Children will develop the ability to comprehend, communicate and converse with
others.
1-2 year olds- Below = 50% Meets & Exceeds= 50%
5
2-3 year olds- Below= 13%
Meets & Exceeds= 87%
2. Literacy- Children will demonstrate an awareness that language can be broken down into words,
syllables, and smaller pieces of sound.
1-2 year olds- Below=59% Meets & Exceeds=41%
2-3 year olds- Below= 25% Meets & Exceeds= 75%
3. Physical- Children will demonstrate control of large muscles for movement, navigation, and
balance
1-2 year olds-Below= 44% Meets & Exceeds= 56%
2-3 year olds- Below= 50% Meets & Exceeds= 50%
4. Physical- Children will demonstrate fine motor strength and coordination
On growth reports the gross motor and fine motor are skills are together
5. Logic & Reasoning- Children will demonstrate identification of geometric shapes and explore the
relationships of objects in the environment.
1-2 year olds- Below= 47%
Meets & Exceeds= 53%
2-3 year olds- Below= 13%
Meets & Exceeds= 87%
6. Approaches to Learning- Children will develop and demonstrate an interest in varied topics and
activities, desire to learn, creativeness, and independence and learning
1-2 year olds- Below= 38%
2-3 year olds- Below= 50%
Meets & Exceeds= 62%
Meets & Exceeds= 50%
7. Science & Knowledge- Children will demonstrate exploration through curiosity.
8. Social Studies- Children will develop increasing abilities to give and take in interactions; to take
turns in games or using materials; and to interact without being overly submissive or directive.
9. Social/Emotional- Children will recognize and regulate emotions, attention, impulses, and
behavior.
1-2 year olds- Below= 44% Meets & Exceeds= 56%
2-3year olds- Below= 50% Meets & Exceeds= 50%
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