LOGO Three Rivers Community Action, Inc · Proposed 2016-2017 Budget 2015-2016 2016-2017 Budget Category Actual % Proposed % Personnel 48.66% 62.72% Fringe Benefits 21.88% 14.90%

Three Rivers Community Action, Inc.

Head Start Annual Report to the Public

Program Year 05/01/2015 – 04/30/2016

2015-2016 Budgetary Expenditures

Compared to

Proposed 2016-2017 Budget

2015-2016 2016-2017

Budget Category Actual % Proposed %

Personnel 48.66% 62.72%

Fringe Benefits 21.88% 14.90%

Travel 2.40% 0.76%

Equipment 0.00% 0.00%

Supplies 3.11% 2.37%

Contractual 5.52% 0.94%

Other 18.43% 18.31%

Totals 100.00% 100.00%

Funding Source Amount

Federal 1,436,635.00

State 405,409.08

Local 33,558.00

Total Funds Received 1,875,602.08$

Head Start Revenues for 2015-2016

Enrollment

Federal State Total Funded Enrollment 169 42 211

Average monthly enrollment: 100% federally funded enrollment

Percent of eligible children served: 40 % of children birth through four years

Monitoring Review

The Three Rivers Community Action, Inc. Head Start program received its Environmental Health and Safety Head Start Monitoring Review from the Office of Head Start in February 2015. We were found to be 100% compliant in all of the review areas and had no findings.

Audits

Our latest financial audit is located at: www.threeriverscap.org

Percentage of enrolled children that received medical and dental exams

100% of enrolled children received dental exams

100 % of enrolled children are up to date on schedule of medical care

100% of enrolled children were up-to-date on required immunizations at the end of the school year.

Three Rivers Head Start

Parent, Family and Community Engagement Report

2015 – 16 program year

164 families set 714 goals. 413 goals (58%) were completed and 143 goals (20%) were at least half

completed.

This report is organized according to the seven family outcomes of the PFCE Framework.

1. FAMILY WELL-BEING: Parents and families are safe, healthy, and have increased financial

security.

Families set 44 health-related goals in four areas.

1. Physical

Activity

4 goals set / 3 completed / 1 half or more completed

Examples: walk more/every day (as a family), play outside

http://www.threeriverscap.org/

http://www.threeriverscap.org/

Data source: ChildPlus Family Services event Family Goal, service area Nutrition Goal – Exercise

2. Nutrition 6 goals set / 2 completed / 2 half or more completed

Examples: healthy eating (eat more fruits, vegetables, wider variety of foods, eat fewer snacks, etc.)

cooking/eating at home more, drink more water

Data sources: ChildPlus Family Services event Family Goal, service area Nutrition Goal – Food, Nutrition

Goal – Other

3. Other health-related: (33 goals at year-end with 29 completed)

Examples:

get a physical/go to doctor, update immunizations

follow up with dental work

complete preschool screening

get health insurance

quit smoking

Data source: ChildPlus Family Services event Family Goal, service areas Family Goal - Well-Being,

Nutrition Goal – Other, Transition Goal – to Head Start

4. Mental health 1 goal was set

Data source: ChildPlus Family Services event Family Goal, service areas Family Goal – Well-being,

Family Goal – Parent/child

Families set 33 goals related to financial security in the areas of:

1. Transportation: 2 goals set with 1 goal completed and 1 half or more completed

2. Housing, Energy Assistance and other housing-related: 24 goals set with 13 goals

completed and 3 half or more completed

3. Employment: 2 goals set; both were met

4. Other: 5 goals set with 1 goal met and 1 goal half or more met

Examples: budgeting, custody, apply for WIC

Data source: ChildPlus Family Services event Family Goal, service areas Family Goal –

Well-being,

Family Goal - Other

2. POSITIVE PARENT-CHILD RELATIONSHIPS: Beginning with transitions to

parenthood, parents and families develop warm relationships that nurture

their child’s learning and development.

Families set 13 goals in this area. Of these, 10 were completed and 2

were half or more completed.

These goals focused on spending more time together as a family,

including doing homework, reading or going to the library. Several

parents also set parenting-related goals such as setting a bedtime

routine.

Data sources: ChildPlus Family Services event Family Goal, service areas Family Goal – Other, Family

Goal – Parent/Child

Families set 22 goals to support children’s growing independence (potty training,

dressing self, etc.). 12 goals were achieved and 6 half or more achieved.

Data sources: ChildPlus Family Services event Family Goal, service areas Family Goal – Other, Family

Goal – Well-being, Family Goal – Parent/Child and School Readiness Goal - Other

3. FAMILIES AS LIFELONG EDUCATORS: Parents and families observe, guide, promote,

and participate in the everyday learning of their children at home, school, and in their

communities.

173 parents reported working for over 5046 hours with their children on school

readiness goals, returning 643 activity calendars throughout the year.

Data source: ChildPlus report 4310 – In-kind amount and value

Parents set the following goals to support their children’s school readiness in

literacy:

Literacy area # goals year-

end

# goals

completed

# goals half or

more

completed

Recognize letters in names or the alphabet in

general

113 50 33

Trace or write names (first name and/or last

name) or letters of the alphabet (upper

case/lower case)*

88 46 16

Phonological awareness (letter sounds,

sounding out words, rhyming)

35 15 9

Other (reading, language-related) 18 8 4

total 254 119 62

* Goals related to the mechanics of writing are listed under “fine motor skills” below.

Data source: ChildPlus Family Services event Family Goal, service area School Readiness

Goal – Literacy

Parents set the following goals to support their children’s school readiness in math:

Math area # goals

year

-end

#

g

o

a

ls

c

o

m

p

l

e

t

e

d

# goals half

or more

complete

d

Count to 10 or higher 47 29 11

Count items 9 4 4

Recognize numbers 49 24 16

Recognize shapes 44 30 4

Other 16 15 1

total 165 102 36

Data source: ChildPlus Family Services event Family Goal, service area School Readiness Goal – Math

Parents set the following goals to support their children’s school readiness in other areas:

Area # goals year-end # goals

compl

eted

# goals half or

more

completed

Learn colors 22 15 4

Fine motor skills 14 7 6

Social-emotional skills 22 7 7

total 58 29 17

Data source: ChildPlus Family Services event Family Goal, service areas School Readiness Goal –

Other, Family Goal – Parent/Child

Sixteen parents set Attendance goals for their children. Nine were completed and 4

half or more completed.

Data source: ChildPlus Family Services event Family Goal, service area Attendance Goal

Parents also supported their children’s learning by volunteering for Head Start

75 parents spent a total of 423.5 hours

o in the classroom,

o as chaperones for field trips

o volunteering in other ways

Data source: ChildPlus report 4310 – In-kind amount and value

110 parents spent 286.5 hours interacting with their children during Parent-Child

Activity Days at school.

Data source: ChildPlus LiveReport – parent meeting attendance

4. FAMILIES AS LEARNERS: Parents and families advance their own learning interests through

education, training and other experiences that support their parenting, careers, and life goals.

Parents set goals in the following areas:

# goals

year-

end

# goals

completed

# goals half or more completed

finish college 1 0 0

take ESL classes 7 2 0

sign up for/continue with/finish GED 2 0 0

get drivers license 7 1 2

Data source: ChildPlus Family Services event Family Goal, service area Family Goal – Learning

5. FAMILY ENGAGEMENT IN TRANSITIONS: Parents and families support and advocate

for their child’s learning and development as they transition

to new learning environments, including Early Head Start to

Head Start, EHS/HS to other early learning environments, and

HS to kindergarten through elementary school.

Transition goals included:

Transition to Head Start: goals (physical and dental exams, immunizations and preschool screening) –

reported above under “health.”

Transition to 2nd

year in Head Start: 30 goals set, 27 completed

Transition to Kindergarten: 47 goals set, 43 completed

Other transition goals: 9 goals set and 6 completed

Data source: ChildPlus Family Services event Family Goal, service areas Transition – to HS, Transition – 2nd

year HS, Transition – to Kindergarten, Transition – Other

6. FAMILY CONNECTIONS TO PEERS AND COMMUNITY: Parents and families form

connections with peers and mentors in formal or informal social networks that are

supportive and/or educational and that enhance social well-being and community life.

23 parent meetings were held at Three Rivers Head Start’s five centers from September 2015

through May 2016.

Parents and other family members from 153 families attended these meetings, spending a

total of 785.5 hours throughout the year.

Training topics covered included:

o social-emotional health (challenging behaviors, setting routines, positive parent/child

relationships, etc.)

o safety (car seat, fire, etc.)

o literacy, including math literacy

o health/nutrition

Data sources: Parent Center Committee Meeting minutes, ChildPlus LiveReport - Parent meeting

attendance

7. FAMILIES AS ADVOCATES AND LEADERS: Parents

and families participate in leadership development,

decision-making, program policy development, or in

community and state organizing activities to improve

children’s development and learning experiences.

The new Three Rivers Head Start Policy Council year started in November 2015 with 7 new

parent members. Members from the 2014-15 Policy Council were not able to continue due

to new employment situations.

Ten parents contributed 29.25 hours to Policy Council, not including travel time.

The Policy Council chairperson attended the Minnesota Head Start Association’s quarterly

meeting in St. Cloud in December 2015.

Data sources: Policy Council minutes, MHSA General, Affiliate and Committee minutes

10%

4%

75%

4%7%

Goals by PFCE Family Outcome Category Fall 2015 - 343 goals set

family well-being (34)

positive parent/childrelationships (15)

families as lifelong educators(257)

families as learners (15)

family engagement intransitions (22)

Efforts to Prepare Children for School

The overall program goal for the 2015-2016 program year 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 TSGold assessment tool.

Child Progress from Fall 2015 to Spring 2016

2015-16 Child Outcomes Data Report (Spring) for Three Rivers Head Start

This year’s child outcomes data was collected for 184 children enrolled in the 2015-16

program year:

8%3%

71%

3%15%

Goals by PFCE Family Outcome Category Spring 2016 - 714 goals set

family well-being (56)

positive parent/childrelationships (24)

families as lifelong educators(509)

families as learners (17)

family engagement intransitions (108)

Gender: 49% Girls 51% Boys

Race: 44% White/non-Hispanic 19% Spanish/Hispanic/Latino 28%

Black or African American

1% Asian 2% American Indian/Alaskan Native 7% All

other combinations

IEP: 90% without IEP 10% with IEP

Age or Class/ Grade: Preschool 3 (green color band): 43% Pre-K 4 (blue color

band): 57%

Primary Language: 64% English 17% Spanish 18%

Arabic 1% Unknown, other

(African languages)

Our program’s target scores are based on a 0-9 point scale for each objective. A color band shows

the range of expectations based on child development for each age.

Three Rivers Head Start’s target score for 3 year olds is where the green color band

overlaps with the blue color band.

Three Rivers Head Start’s target score for 4 year olds is where the blue color band overlaps

with the purple color band.

Developmental Area Target Score for a 3

yr. old

Target Score for a 4

yr. old

Average target score

for program

Social Emotional 46 56 51

Physical 58 75 66.5

Language 43 53 48

Cognition 46 59 52.5

Literacy 36 55 45.5

Mathematics 31 42 36.5

Total 260 340 300

Our program’s overall school readiness goal is that 85% of the children meet or exceed our

program’s target scores for their age group.

*PMPD means Perceptual, Motor and Physical Development

For the rest of this report charts are based on how objectives are arranged in Teaching Strategies

Gold. Scores shown are the average of all children included in the data set.

0%

20%

40%

60%

80%

100%

120%

Social-emotional PMPD Cognition Language & literacy Approaches to learning

% of 3 year olds at or above target scoresSpring 2016

goal our target MHSA target TS Gold target

0%

20%

40%

60%

80%

100%

120%

Social-emotional PMPD Cognition Language & literacy Approaches to learning

% of 4 year olds at or above target scoresSpring 2016

goal our target MHSA target TS Gold target

51

66.5

48

52.5

45.5

36.5

55.72

51.28

57.67

52.61

35.54

51.27

46.55

52.55

43.68

30.78

43.12

62.65

41.02

43.70

32.39

23.99

Social Emotional

Physical

Language

Cognition

Literacy

Mathematics

Axi

s Ti

tle

Full Program/ Full year Data 2015-16

Target Average Score Spring Winter Fall

Social Emotional school readiness goals:

Children will be able to show an increasing ability to manage their own emotions and behaviors. Teaching Strategies Gold: 1a, 1b, 1c, 3a, 3b

Children will be able to show an increasing ability to form positive relationships with adults and peers.

Teaching Strategies Gold: 2a, 2b, 2c, 2d

51

55.72

51.27

43.12

0 10 20 30 40 50 60

Social Emotional – Overall Program

Fall Winter Spring Target Score

46

48.51

44.54

37.65

0 10 20 30 40 50 60

Social Emotional - 3 year olds


56

60.96

55.86

47.09

0 10 20 30 40 50 60 70

Social Emotional - 4 year olds


Perceptual, Motor and Physical Development school readiness goals:

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

Children will develop control of small muscles for manipulation and exploration.

Teaching Strategies Gold: 7a, 7b

66.5

75.54

70.83

62.65

0 10 20 30 40 50 60 70 80

Physical - Overall Program


58

67.67

63.08

55.48

0 10 20 30 40 50 60 70 80

Physical - 3 year olds


75

81.43

76.06

67.87

60 65 70 75 80 85

Physical - 4 year olds


Cognition & General Knowledge (math) school readiness goal:

Children will learn and begin to use math concepts during daily routines and experiences. Teaching Strategies Gold: 20a, 20b, 20c, 21a, 21b, 22, 23

Cognition & General Knowledge (other) school readiness goal:

Children will be able to show multiple ways to solve problems and use their senses to investigate their environment.

Teaching Strategies Gold: 12a, 12b, 13, 14a

36.5

35.54

30.78

23.99

0 5 10 15 20 25 30 35 40

Math – Overall Program


31

28.56

24.8

18.8

0 5 10 15 20 25 30 35

Mathematics - 3 year olds


42

41.07

35.11

27.76

0 10 20 30 40 50

Mathematics - 4 year olds


Approaches to Learning school readiness goals:

Children will be able to express themselves through engaging with others.

Teaching Strategies Gold: 11e, 14b

Children will be able to show a positive approach to learning through engagement,

attentiveness, persistence, and curiosity.

Teaching Strategies Gold: 11a, 11b, 11c, 11d

Language & Literacy school readiness goals:

Children will demonstrate receptive and expressive language skills and communication

strategies in their home language/s (may be English or other languages).

Teaching Strategies Gold: 8a, 8b, 9a, 9b, 9c, 9d, 10a, 10b

52.557.67

52.5543.7

0 10 20 30 40 50 60 70

Cognition & General Knowledge (other) and Approaches to Learning – Overall Program


4650.99

46.2638.93

0 10 20 30 40 50 60

Cognition & General Knowledge (other)

and Approaches to Learning – 3 year olds


5962.96

56.9347.17

0 10 20 30 40 50 60 70

Cognition & General Knowledge (other) and Approaches to Learning – 4 year olds


Language & Literacy school readiness goals (continued):

Children, who are English Language Learners, will show progress in listening to, understanding

and speaking English.

Teaching Strategies Gold: 37, 38

Data for these charts are unavailable at this time.

48

52.61

43.68

41.02

0 10 20 30 40 50 60

Language - Overall Program


43

46.01

41.45

36.61

0 10 20 30 40 50

Language - 3 year olds


53

55.45

49.85

44.22

0 10 20 30 40 50 60

Language - 4 year olds


Language & Literacy school readiness goals (continued):

Children will hear and distinguish the sounds and rhythms of language.

Teaching Strategies Gold: 15b, 16a, 16b,

Children will begin to learn and demonstrate how print works through engagement with stories and books.

Teaching Strategies Gold: 15a, 15c, 17a, 17b, 18a, 18b, 18c, 19a, 19b

15%85%

0 0.2 0.4 0.6 0.8 1 1.2

Target Students

Spring

Winter

Fall

ELL - Overall Program

Beginning Progressing Increasing Advancing

15%85%

0 0.2 0.4 0.6 0.8 1 1.2

Target Students

Spring

Winter

Fall

ELL - 3 year olds


15%85%

0 0.2 0.4 0.6 0.8 1 1.2

Target Students

Spring

Winter

Fall

ELL - 4 year olds


Child outcomes by group

45.5

52.61

43.68

32.39

0 10 20 30 40 50 60

Literacy – Overall Program


36

41.12

33.7

24.5

0 10 20 30 40 50

Literacy - 3 year olds


55

61.27

50.94

38.13

0 10 20 30 40 50 60 70

Literacy - 4 year olds


42.68

62.19

40.4443.54

32.41

43.58

63.14

41.6343.87

32.37

50.69

70.36

46.0452.07

43.61

51.58

70.91

46.64

52.88

43.86

56.21

76.20

51.53

58.04

53.9855.24

74.90

51.03

57.30

51

66.5

48

52.5

Social Emotional Physical Language Cognitive Literacy

Girls vs. Boys 2015-16 Program Year

Girls Fall Boys Fall Girls Winter Boys Winter Girls Spring Boys Spring Target Average Score

43.41

62.65

41.2244.00

32.49

39.73

62.73

38.60 40.20

31.20

51.55

70.82

46.7552.75

44.1847.39

68.94

42.67

49.94

39.78

56.16

75.92

51.7558.05

52.9651.79

72.16

47.05

54.2649.4751

66.5

4852.5


Non-IEP vs. IEP Students 2015-16 Program YearNon-IEP Fall IEP Fall Non-IEP Winter IEP Winter Non-IEP Spring IEP Spring Target Average Score

42.78

62.30

41.51 43.45

32.60

43.71

63.28

40.1444.13

32.01

50.22

69.73

46.4251.96

44.57

52.73

72.23

46.20

53.38

42.27

54.41

74.21

51.2156.95

52.91

57.77

77.64

51.39

58.80

51

66.5

4852.5


English-speaking children vs. dual language learners (DLL) 2015-16 Program Year

Fall English Fall DLL Winter English Winter DLL Spring English Spring DLL Target Average Score

45.91

66.19

43.30 46.2636.33

48.23

69.50

45.11 48.0539.86

55.52

75.18

49.62 56.94 50.2856.19

76.89

50.08 56.9251.57

61.20

81.59

55.9162.74 62.2461.33

82.02

55.2163.21

61.6156

75

5359


4 year olds in Head Start for 1 year vs. 2 years - 2015-16 Progam Year

1st yr. in HS Fall 2nd yr. in HS Fall 1st yr. in HS Winter 2nd yr.in HS Winter 1st yr. in HS Spring 2nd yr. in HS Spring

47.04

68.09

43.9647.16

38.44

47.32

66.84

45.47 47.21

36.63

56.72

76.31

50.1657.59

52.0754.62

75.69

49.4055.98

49.31

56.39

76.46

49.84 57.2051.83

54.37

74.93

49.8956.19

48.44

60.91

81.76

55.1862.61 61.7862.15

81.85

56.31

64.04

56

75

5359


85%+ vs. <85% Attendance - 4 year olds - 2015-16 Program Year

85%+ Attendance Fall Less than 85% Fall

85%+ Attendance in Winter Less than 85% in Winter

85%+ average Attendance for Fall and Winter less than 85% Average Attendance in Fall and Winter

85%+ Attendance Spring Less than 85% Spring

Target Average Score

38.15

55.85

36.62 39.27

24.80

36.15

54.35

36.60 37.90

23.60

44.59

63.28

41.1746.09

34.26

44.46

62.75

41.89 46.54

32.79

44.57

63.20

41.29 46.06

33.9044.48

62.84

41.7646.64

33.32

48.79

67.58

45.9051.04

41.2548.78

67.81

46.1950.91

46

58

43 46


85%+ vs. <85% Attendance - 3 year olds - 2015-16 Program Year 85%+ Attendance Fall Less than 85% Fall

85%+ Attendance in Winter Less than 85% in Winter

85%+ Avg Attendance for Fall and Winter less than 85% Average Attendance for Fall and Winter

85%+ Attendance Spring Less than 85% Spring

Target Average Score

At Three Rivers Community Action, Inc. Head Start, we aim high! Our target scores are higher than

the scores set by the assessment tool (Teaching Strategies Gold) and the Minnesota Head Start

Association as seen below.

History:

37

47

36 36

24 24

40

51

3842

32

24

46

58

4346

3637.65

55.48

36.61 38.93

24.5

48.51

67.67

46.0150.99

41.12

Social Emotional Physical Language Cognitive Literacy Mathematics

3 year old Target Score Comparison

TS Gold Target Score MHSA Target Score Three Rivers Target Score Fall Avg. Spring Avg.

48

66

46 4942

35

52

66

4955

48

36

56

75

5359

55

4247.09

67.87

44.22 47.17

38.13

27.76

60.96

81.43

55.4562.96 61.27

Social Emotional Physical Language Cognitive Literacy Mathematics

4 year old Target Score Comparison

TS Gold Target Score MHSA Target Score Three Rivers Target Score Fall Avg. Spring Avg.

Three Rivers Community Action, Inc. Head Start program upgraded its 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. As a member of the Minnesota Head Start

Association’s Quality Assessment User Group (now called Child and Family Outcomes Group),

Three Rivers Head Start followed the User Group’s recommendation and adopted Teaching

Strategies Gold in order to participate in state-wide School Readiness data collection.

In fall 2013, all staff received training on Creative Curriculum for Preschool, 5th Edition (from

Teaching Strategies, Inc.), and started implementing the curriculum in their lesson planning.

Teachers received additional curriculum training in fall 2015. Teachers also use Second Step, a

curriculum which provides additional support in the Social Emotional developmental area.

Three Rivers Head Start ensures that data is accurately rated by requiring teaching staff to complete

TS Gold’s online Inter-rater Reliability certification. Teachers first became certified in fall 2012 and

now must be re-certified every two years, contributing to the overall validity of the data.

In addition, Professional Development coordinators complete Creative Curriculum for Preschool

and Teaching Strategies Gold Fidelity Tool for Administrators with each teacher. They began using

this fidelity tool in winter 2016.

After data finalization in fall 2012, data debrief meetings were held with teaching teams. The week

after teachers finalize child outcomes for a checkpoint period, the School Readiness coordinator

relays program-wide child outcome information to teaching and administrative staff. The School

Readiness coordinator meets individually with teachers about their classroom data so teachers can

plan for individualizations and adjust the curriculum to meet children’s needs. Additional data is

also analyzed with the child outcomes data, including attendance, in-kind calendars, family goals

and outcomes, etc.).

Since the 2012-13 winter checkpoint, we have been providing teachers with a report prepared by the

data analyst hired by MHSA for the School Readiness project. The report lists children who are at

highest risk for not meeting developmental targets for kindergarten, based on their fall checkpoint

scores and potential growth mitigated by their risk factors. Teachers use the information to plan

individualizations for this small group of children to ensure that they are ready to enter kindergarten

by the end of Head Start’s program year.

Parent Engagement and Child Outcomes

Recognizing parents’ role as their child’s first and most important teachers is the cornerstone of

Head Start’s philosophy. Since 2013 we have been analyzing child outcomes related to parent

engagement. The following section of this report shows these relationships.

1. Frequency and length of parent engagement activities and child outcomes

A main research question is what matters more, frequency or length of parent engagement. The

charts below address this question.

Parent engagement activities included in the charts below include

attending parent meetings (up to 5 per year),

attending parent-child activity days at school (up to 3 per year)

returning in-kind (at-home activities that support child’s school readiness goals) calendars

(up to 9 per year)

volunteering in the classroom or on field trips

The breakdown of numbers in the charts below is based on half of the total of opportunities offered.

The breakdown of hours is based on a 38-week program year; 76+ hours equals 2 or more hours per

week.

It appears that four-year-old children whose parents participate with them more often in school-

related activities, as measured both by frequency of activities and hours do better than children who

spend less time.

0.0010.0020.0030.0040.0050.0060.0070.0080.0090.00

Child outcomes and number of parent engagement activities - 4 yo

9+ activities 8 activities 6-7 activities

4-5 activities 0-3 activities target

0.0010.0020.0030.0040.0050.0060.0070.0080.0090.00

Child outcomes and hours spent in parent engagement activities - 4 yo

76+ hours 38 - 75 hours 19 - 37 hours <19 hours target

Approximately 30% of parents or three year olds participated in 9 or more parent engagement

activities. Slightly more than half of families spent less than 19 hours for the year on family

engagement activities.

0.0010.0020.0030.0040.0050.0060.0070.0080.00

Child outcomes and number of parent engagement activities - 3 yo

9+ activities 8 activities 6-7 activities

4-5 activities 0-3 activities target

0.0010.0020.0030.0040.0050.0060.0070.0080.00

Child outcomes and hours spent in parent engagement activities - 3 yo

76+ hours 38 - 75 hours 19 - 37 hours <19 hours target

2. Relationship between child outcomes and number of school readiness goals set Most parents set at least one school readiness goal for their child in the areas of literacy, math and

other. Examples of “other” school readiness goals include social-emotional (following directions or

learning to share), independence or self-help skills (potty training, tying shoes). School Readiness

goals do not include goals covering a child’s to transition into Head Start, between first and second

year of Head Start and from Head Start to kindergarten.

The following charts illustrate child outcomes based on the number of school readiness goals set.

The rationale for choosing “goals set” instead of “goals met” is that parents and children benefit

from spending time together in pursuit of a goal, whether or not the child meets the goal or not.

0.00

20.00

40.00

60.00

80.00

100.00

SocialEmotional

Physical Language Cognitive Literacy Mathematics

Child outcomes and school readiness goals set - 4 yo

4-5 goals 3 goals 2 goals 0-1 goals target

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

SocialEmotional


Child outcomes and school readiness goals set - 3 yo

4-5 goals 3 goals 2 goals 0-1 goals target

3. Family life outcomes and child outcomes

Starting with the 2015-16 program year, Three Rivers Community Action, Inc. Head Start began

using a family life assessment based on a tool provided by our family database, ChildPlus.

Teacher/family advocates used a life satisfaction wheel to find out how families viewed their lives

in nine areas. Teacher/family advocates then scored each of the areas according to definitions

developed by MHSA’s Child and Family Outcomes Group in 2014-15 (health insurance,

family/relationships, education, food, housing, financial) and ChildPlus (employment,

transportation, mental health). In general, the 5 point scale roughly corresponds to:

5 = thriving 4 = self-sufficient 3 = stable 2

= vulnerable 1 = in crisis

The following charts show the relationship between the score on the family life assessment and

child outcomes.

The number of families who reported thriving was small (3 and 5 for four year olds and three year

olds respectively). Approximately half of children in each age group come from families in the self-

sufficient range (4 – 4.99).

0.00

20.00

40.00

60.00

80.00

100.00

Child outcomes and family life outcomes - 4 yo

5 4 - 4.99 3 - 3.99 0 - 2.99 target

0.0010.0020.0030.0040.0050.0060.0070.0080.00

Child outcomes and family life outcomes - 3 yo

5 4 - 4.99 3 - 3.99 0 - 2.99 target

4. Language, race and ethnicity and child outcomes

Child outcomes for dual language learners were analyzed above. Further breaking out the data by

language and race/ethnicity gives the following results:

“Arabic” is a proxy for speakers of African languages.

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

SocialEmotional


Child outcomes and language, race & ethnicity -4 year olds

Arabic Eng/Black, multi Eng/white Eng/Hisp Spanish target

0.0010.0020.0030.0040.0050.0060.0070.0080.00

SocialEmotional


Child outcomes and language, race & ethnicity - 3 year olds

Arabic Am. Ind/AK nat. Eng/Black, multi Eng/white

Eng/Hisp Spanish target

We keep improving from year to year in most areas….

0.00

20.00

40.00

60.00

80.00

100.00

SocialEmotional


Child outcomes by Head Start Center4 year olds

Faribault Northfield Red Wing Wabasha Zumbrota target

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

SocialEmotional


Child outcomes by Head Start Center3 year olds

Faribault Northfield Red Wing Wabasha Zumbrota target

61.3854.81

60.98 61.88

39.96

61.22

81.78

55.45

62.96 61.72

41.07

56

75

5359

55

42

SocialEmotional


4 Year Olds: 2015 vs. 2016 Spring Outcomes

Spring 2015 Spring 2016 Target Score

51.65

44.1351.07

37.96

27.10

48.79

67.67

46.01

50.99

41.1228.56

46

58

4346

3631

SocialEmotional


3 Year Olds: 2015 vs. 2016 Spring Outcomes

Spring 2015 Spring 2016 Target Score

Documents

LOGO Three Rivers Community Action, Inc · Proposed 2016-2017 Budget 2015-2016 2016-2017 Budget Category Actual % Proposed % Personnel 48.66% 62.72% Fringe Benefits 21.88% 14.90%