Washita Valley Community Action Council Head Start
Fall Outcomes School Readiness Report
2015-2016
The attached report is an overview of the Teaching Strategies GOLD Fall report. Although we have
serviced approximately 315 children/families in Head Start, due to their attendance and the children
dropping from the program there were only 294 children in this report. This is our baseline report for
the 2015-2016 assessment period.
The primary language of the children in Head Start is English at 97% and Spanish at 3%. Children with an
Individual Education Plan are at 2%.
The current ages of the children are:
Preschool 3 year olds
90%
Preschool 4 year olds
10%
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. To assess a child’s skill level the teacher reads a progression to determine which
indicator best describes a child’s knowledge, skill and/or behavior based on what she has observed in
everyday planned experiences. The teacher seeks to answer questions; what does the child know, what
is he or she able to do?
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 Early Learning
Outcomes 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. 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
Fall 2015
SOCIAL-EMOTIONAL
Exceeding
3%
Below
30%
Meeting
67%
PHYSICAL-GROSS & FINE MOTOR
Exceeding
2%
Below
30%
Meeting
68%
2
LANGUAGE
Exceeding
3%
Below
35%
Meeting
62%
COGNITIVE
Exceeding
2%
Below
32%
Meeting
66%
3
LITERACY
Exceeding
12%
Below
20%
Meeting
68%
MATHEMATICS
Exceeding
5%
Below
39%
Meeting
56%
Strongest Area of Development
Weakest Area of Development
Literacy
Mathematics
(combination of meeting & exceeding scores)
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When analyzing the data we see that literacy scores were the strongest. We have had extensive training
in literacy the past two years and most recent during pre-service we had training that linked the literacy
and language to increase our Instructional Support scores in CLASS. Our weakest area we developed in
was math.
To ensure that our assessment is being conducted properly and therefore data input is correct, we will
be conducting reviews of the assessment data as it is being inputted. We will do individual training as we
see the need. Mentor Teachers and Education Manager will visit classrooms and will monitor for math
materials and activities to see where we need to increase training.
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