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
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
Fall Winter Spring Target Score
56
60.96
55.86
47.09
0 10 20 30 40 50 60 70
Social Emotional - 4 year olds
Fall Winter Spring Target Score
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
Fall Winter Spring Target Score
58
67.67
63.08
55.48
0 10 20 30 40 50 60 70 80
Physical - 3 year olds
Fall Winter Spring Target Score
75
81.43
76.06
67.87
60 65 70 75 80 85
Physical - 4 year olds
Fall Winter Spring Target Score
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
Fall Winter Spring Target Score
31
28.56
24.8
18.8
0 5 10 15 20 25 30 35
Mathematics - 3 year olds
Fall Winter Spring Target Score
42
41.07
35.11
27.76
0 10 20 30 40 50
Mathematics - 4 year olds
Fall Winter Spring Target Score
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
Fall Winter Spring Target Score
4650.99
46.2638.93
0 10 20 30 40 50 60
Cognition & General Knowledge (other)
and Approaches to Learning – 3 year olds
Fall Winter Spring Target Score
5962.96
56.9347.17
0 10 20 30 40 50 60 70
Cognition & General Knowledge (other) and Approaches to Learning – 4 year olds
Fall Winter Spring Target Score
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
Fall Winter Spring Target Score
43
46.01
41.45
36.61
0 10 20 30 40 50
Language - 3 year olds
Fall Winter Spring Target Score
53
55.45
49.85
44.22
0 10 20 30 40 50 60
Language - 4 year olds
Fall Winter Spring Target Score
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
Beginning Progressing Increasing Advancing
15%85%
0 0.2 0.4 0.6 0.8 1 1.2
Target Students
Spring
Winter
Fall
ELL - 4 year olds
Beginning Progressing Increasing Advancing
Child outcomes by group
45.5
52.61
43.68
32.39
0 10 20 30 40 50 60
Literacy – Overall Program
Fall Winter Spring Target Score
36
41.12
33.7
24.5
0 10 20 30 40 50
Literacy - 3 year olds
Fall Winter Spring Target Score
55
61.27
50.94
38.13
0 10 20 30 40 50 60 70
Literacy - 4 year olds
Fall Winter Spring Target Score
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
Social Emotional Physical Language Cognitive Literacy
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
Social Emotional Physical Language Cognitive Literacy
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
Social Emotional Physical Language Cognitive Literacy
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
Social Emotional Physical Language Cognitive Literacy
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
Social Emotional Physical Language Cognitive Literacy
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
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SocialEmotional
Physical Language Cognitive Literacy Mathematics
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).
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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.
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SocialEmotional
Physical Language Cognitive Literacy Mathematics
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
Physical Language Cognitive Literacy Mathematics
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….
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SocialEmotional
Physical Language Cognitive Literacy Mathematics
Child outcomes by Head Start Center4 year olds
Faribault Northfield Red Wing Wabasha Zumbrota target
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SocialEmotional
Physical Language Cognitive Literacy Mathematics
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
Physical Language Cognitive Literacy Mathematics
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
Physical Language Cognitive Literacy Mathematics
3 Year Olds: 2015 vs. 2016 Spring Outcomes
Spring 2015 Spring 2016 Target Score