2023ProfessionalAssessmentsof Quality.pdf

SWHD Spring 2023 Professional Assessments Quality Interactions

HOVRS-3 HOME VISITING Average Score 6.00

EHS CENTERBASED CLASS Average Score 5.87 (High) Mid Level

High Level

PHS CENTERBASED CLASS Average Score 5.60 (High) Mid Level

SWHD Quality Level Average Score 5.82 (out of 7) (High) Mid Level The percentage of staff providing high level service to SWHD children and families is 38%. The percentage of staff providing mid level service to SWHD children and families is 62%.

100% of SWHD families receive mid to high level support and services.

SWHD Early Head Start: HOVRS3®Scores Spring 2023 SWHD EHS home-based program utilizes the HOVRS3® observation tool to measure the quality of the interactions between the home visitor and the family. The EHSM observes the planning and implementation of two home visits for each of the home visitors supervised. Assessments are conducted in the Spring and Spring of each program year. In the 2022-23 program year, the cumulative data collected from the HOVRS3 assessment will inform the SWHD training and technical assistance plan for the 2023/24 program year.

The HOVRS3 Home Visit Rating Scales are designed for practitioners and supervisors seeking a high level of excellence in home visiting practices that help parents support the early development of their infants and young children. HOVRS3® emphasizes a developmental parenting support approach that respects each family’s strengths and culture. High HOVRS3 scores reflect high-quality home visits and predictive validity is demonstrated by significant correlations with positive outcomes for parents and children. HOVRS3 is composed of seven rating scales: four for home visiting practices and three for family engagement.

• Home visit practice assesses the degree to which home visitors show responsiveness toward the families, build strong working relationships with families, facilitate parent-child interactions, and collaborate with families in a non-intrusive manner. In 50% of SWHD Home Based caseloads, families receive High-Level Home Visit Practices (Average score of 6 or 7). In 50% of SWHD Home Based caseloads, families receive Mid Level Home Visit Practices (Average of 3-5.9) no families receive Low-Level Home Visit Practices (Average of 1-2.9).

• Family Engagement assesses the degree to which home visitors promote parent- child interactions, engage parents and engage children. In 85% of SWHD Home Based caseloads, families receive High Level Family Engagement Strategies (Average score of 6 or 7). 15% of SWHD caseloads/families received Mid Level Family Engagement Strategies (Average of 3-5.9) and no SWHD caseloads/families receive Low Level Family Engagement Strategies (Average of 1-2.9).

In the Spring of 2019, 21 Early Head Start home visitors were observed using the HOVRS3®

H O M E V I SI T P R A C T I C E

FAM I L Y E NG AG E M E NT Low Mid 0% 15%

Low 0%

50% High

50% Mid High 85%

SWHD EARLY HEAD START DESCRIPTIVE STATISTICS – BY RATING SCALES, SPRING 2023 Domain Home Visit Practice

Family Engagement

Rating Scales

Mean

Standard Deviation

Minimum

Maximum

Relationship Building w/Family (RBF) Responsiveness to Family Strengths (RFS) Facilitation of Caregiver-Child Interaction (FCCI) Collaboration with Caregiver (CWC) Caregiver-Child Interactions (ECCI) Caregiver Engagement (CGE) Child Engagement (CHE)

6.58 5.31 5.50 5.54 6.35 5.77 6.65

.55 1.04 1.13 1.10 .79 1.03 .63

5.00 2.50 3.00 3.50 4.00 4.00 6.00

7.00 7.00 7.00 7.00 7.00 7.00 7.00

Standard Deviation .80 *.99 .68 *1.11 .73 *.99

Minimum

Maximum

4.00

7.00

5.00

7.00

4.94

7.00

SWHD EARLY HEAD START DESCRIPTIVE STATISTICS – BY DOMAIN, SPRING 2023 Mean 5.70 *3.71 6.23 *4.59 5.96 *4.06

HV Practices Family Engagement Overall Quality

*National Average based on the Baby Faces Study http://www.acf.hhs.gov/programs/opre/index.html.

SWHD Early Head Start HB statistically exceeded the national average in all HOVRS Domains.

RFS

ECCI

15%

CWC

23% RBF

46%

54%

FCCI

15%

54%

62%

PERCENTAGE OF HOME VISITORS W/ PD GOALS BY RATING SCALES

CGE

CHE

SWHD Early Head Start managers (EHSM) met with home visitors following the home visit observation process. Managers debrief strengths and opportunities and set goals to improve home visit quality. EHSM managers and their employees consistently set goals that were supported by observational data.

EHS HB Program Follow Up Action Item Focus on modeling – discussing strategies for recognizing and supporting family strengths, during PLC’s in 2023-24 program year.

Focus on modeling – discussing strategies for supporting parent-child interactions, during PLC’s in 2023-24 program year.

Continue to emphasize the importance of planning collaboratively with parents, during supervisions and team meetings.

Construct Curriculum: Implement new child development plan– emphasize choices for parents, during PLC’s in 2023-24 program year.

SWHD Early Head Start: CLASS® Scores Spring 2023 SWHD EHS center-based program utilizes the CLASS® assessment tool to measure teacher and child interactions in the learning process. The EHSM (or alternate CLASS® reliable reviewer) completes 4 (20 min) cycles using the CLASS scoring system. Assessments are conducted in the Spring and Spring of each school year. In the 2022-23 school year, the cumulative data collected from the CLASS® assessment will inform the SWHD training and technical assistance plan for program year 23/24.

In the Spring of 2022, 14 Early Head Start classrooms were assessed using the CLASS®. The CLASS® tool the Infant tool assesses the overall quality of teacher-infant interactions. The infant tool looks at four dimensions of teacher-infant interaction. The Toddler tool assesses eight dimensions of teacher-child interactions.

Infant CLASS® Tool Domain: Responsive Caregiving The Responsive Caregiving domain assesses the degree to which teachers connect, respond to, facilitate learning experiences and promote language development in infants.

Dimensions: • Relational Climate • Teacher Sensitivity • Facilitated Exploration • Early Language Support

Toddler CLASS® Tool Domain: Emotional & Behavioral Support The Emotional & Behavioral Support domain assesses the degree to which teachers establish and promote pro-social interactions in their classroom.

Dimensions: • Positive Climate • Negative Climate • Teacher Sensitivity • Regard for Child Perspectives • Behavior Guidance Domain: Engaged Support for Learning The Engaged Support for Learning domain assesses the degree to which the teacher’s teacher practices advance children’s thinking, reasoning and verbal skills.

Dimensions: • Facilitation of Learning & Development • Quality of Feedback • Language Modeling

SWHD Early Head Start Quality Levels: Percentage of EHS classrooms achieving High/Mid/Low by Domain Infant Responsive Caregiving

Low 0% High 50%

Mid 50%

Toddler Emotional & Behavioral Support

Toddler Engaged Support for Learning

Low 0%

High 8% Low

High 25%

0% Mid 92%

Mid 75%

SWHD Early Head Start Quality Levels: Average Scores by Domain SWHD Early Head Start Descriptive Statistics - Scores By Domain Assessment Tool

Domain

Infant CLASS®

Responsive Caregiving

Toddlers CLASS®

Emotional & Behavioral Support Engaged Support for Learning

Mean 6.16 *4.69 6.51 *4.82 4.73 *2.83

Minimum

Maximum

5.94

6.38

5.70

6.80

2.92

5.91

* National Average – Research Gate SWHD Early Head Start statistically met or exceeded the national average in all infant and toddler CLASS® domains.

SWHD Early Head Start Descriptive Statistics - Infant Scores By Dimension Domain Dimension Mean 6.25 Relational Climate 5.32 6.63 Teacher Sensitivity 5.22 Responsive Caregiving 5.75 Facilitated Exploration 4.27 6 Early Language Support 3.97

Minimum

Maximum

5.75

6.75

6.50

6.75

5.25

6.00

6.00

6.00

SWHD Early Head Start statistically met or exceeded the national average in three of four Infant Dimensions. The domain wherein SWHD fell below the national average was facilitated exploration.

SWHD Early Head Start Descriptive Statistics - Toddler Scores By Dimension Domain Dimension Mean 6.71 Positive Climate *5.03 6.96 Reversed Negative Climate *5.3 Emotional & Behavioral 6.38 Support Teacher Sensitivity *4.33 6.23 Regard for Child Perspectives *4.36 6.31 Behavior Guidance *4.07 4.86 Facilitation of Learning & Development *3.43 4.33 Engaged Support for Quality of Feedback Learning *2.82 5.08 Language Modeling *2.22 5.84 Overall * National Average – Research Gate *4.04

Minimum

Maximum

6.00

7.00

6.50

7.00

5.50

7.00

5.25

7.00

4.75

7.00

3.00

5.75

2.50

5.75

3.25

6.75

4.66

6.47

SWHD Early Head Start statistically met or exceeded the national average in all CLASS® Toddler dimensions.

Quality Interactions Comparison by Format: Infant CLASS® scores showed high stability across the program day. In the chart below: Classrooms reflect quality relationships between caregivers and children, and teachers are consistently sensitive to children’s needs and learning styles across the program day. Teachers provided their highest level of quality language and facilitated exploration during napping and play time; this may be due in part to the lower teacher-to-child ratio when a number of infants are asleep.

INFANT COMPARISON BY FORMAT

7 6 5 4 3 2 1 Napping

RC

TS

FE

ELS

OA

7

7

6.5

6

6.63

Feeding

6

6.5

5

6.5

6.00

Play

6.5

6.75

6.5

6

6.44

Diapering

6

6.25

5

5.5

5.69

Toddler CLASS scores showed high stability across the program day. However, teachers provide their highest quality interactions during Routines (meals and diapering/toileting) and Choice Time. Teachers provide their lowest quality interactions during group time (Group time includes formal and informal small and large group activities) and transitions.

TODDLER COMPARISON BY FORMAT 7 6 5 4 3 2 1

PC

NC

TS

RCP

BG

FLD

QF

LM

OA

Choice Time

6.9

7

6.75

6.5

7

6.25

5.75

6

6.52

Routines

6.9

7

6.5

6.75

6.5

5.75

5.25

5.75

6.30

Transitions

6.5

6.75

6.5

6.25

6

3.75

4

5.25

5.63

Group Time

6.5

7

5.75

5.5

5.75

3.5

2.5

3.25

4.97

EHS CB Professional Development Goals: Immediately following the Spring CLASS observation, teaching staff had the opportunity to meet with their manager to debrief their CLASS data to set professional development goals and to define a support plan for teacher development.

The following chart represents the professional development goals set by EHS center-based teaching staff.

EHS CB Program Recommendations: Action Item Provide targeted training to infant teachers for Facilitated Exploration/Facilitation of Learning & Development, specifically during meals and routines (mirroring infant interactions, following the attentional cues of infants, using parallel talk and self-talk related to infant’s behavioral cues such as gaze).

Provide targeted training for Infant teachers re: using a variety of words with infants (lack of descriptive language around movement/ verbs).

Provide targeted training to toddler teachers in behavior guidance. As children mature, teachers should expand strategies to meet their developmental needs.

Focus training efforts on strategies to “formally teach desired behaviors” using visual cues/songs and games.

Provide targeted training to toddler teachers on how to support young children when informal small group activities naturally develop. Focus training efforts on strategies to keep children physically and orally engaged and using language that recognizes children’s progress and efforts.

All EHS teachers need support around how to teach new vocabulary and to define words in child-friendly language that connects to children’s real-world experiences.

SWHD Head Start: Pre-K CLASS® Scores Spring 2023 SWHD HS center-based program utilizes the Pre-K CLASS® assessment tool to measure teacher and child interactions in the learning process. The CDM (or another class reliable reviewer) completes 4 (20 min) cycles using the CLASS scoring system. Assessments are conducted in the Spring and Spring of each school year. In the 20222023 school year, the cumulative data collected from the Pre-K CLASS assessment will inform the SWHD training and technical assistance plan for the program year 2023-2024.

The Pre-K CLASS tool has 10 dimensions of teacher-child interactions rated on a 7-point scale, from low to high. The 10 CLASS® dimensions are organized into three domains: Emotional Support, Classroom Organization, and Instructional Support.

• •

Emotional Support assesses the degree to which teachers establish and promote a positive climate in their classroom through their everyday interactions. In 100% of SWHD classrooms, children receive High-Level Emotional Support (Average score of 6 or 7). There were no SWHD classrooms wherein children received mid or low-level Emotional Support.

Classroom Organization assesses classroom routines and procedures related to the organization and management of children’s behavior, time, and attention in the classroom. In 78% of SWHD classrooms, children experience High Levels of Classroom Organization (Average score of 6 or 7). In 22% of SWHD classrooms, children

•

experience Mid Levels of Classroom Organization (Average of 3-5.9). There were no SWHD classrooms wherein children experienced classrooms with Low-Level Classroom Organization (Average of 1-2.9).

Instructional Support assesses ways in which teachers implement the curriculum to effectively promote cognitive and language development. In 0% of SWHD classrooms, children experience High Levels of Instructional Supports (Average score of 6 or 7). In 77% of SWHD classrooms, children experience Mid Levels of Instructional Support (Average of 3-5.9). In 23% of SWHD classrooms ,children experience Low Levels of Instructional Support (Average of 1-2.9).

PRE-K EMOTIONAL SUPPORTS

Low

Mid

High

Low 0%

Low

Mid

Low 0%

Mid 0%

PRE-K INSTRUCTIONAL SUPPORTS

PRE-K CLASSROOM ORGANIZATION

Low

High

Mid

High

High 0%

Mid 22%

Low 23%

High 100%

Mid 77% High 78%

SWHD Head Start Descriptive Statistics - Scores By Domain Domain Emotional Support Classroom Organization Instructional Supports

Mean 6.66 6.08 6.21 5.80 3.59 2.96

Minimum

Maximum

6.06

7.00

4.50

6.83

2.33

5.33

SWHD Head Start exceeded the national average in all domains.

SWHD Head Start Descriptive Statistics - Scores By Dimension Domain Dimension Emotional Support Positive Climate

Mean Minimum 6.88 6.50 6.08 Negative Climate 6.98 6.50 (Reversed) 6.94 Teacher Sensitivity 6.69 5.50 5.90 Regard for Student 6.14 4.75 Perspective 5.44 Classroom Organization Behavior Management 6.56 4.25 5.99 Productivity 6.46 4.50 6.10 Instructional Learning 5.69 4.75 Formats 5.29 Instructional Support Concept Development 2.78 1.25 2.44 Quality of Feedback 3.52 2.00 2.98 Language Modeling 4.54 2.50 3.46 Overall 5.60 4.48 5.03 SWHD Head Start statistically met or exceeded the national average in all 10 dimensions of quality as measured by the PK CLASS tool.

Maximum 7.00 7.00 7.00 7.00 7.00 7.00 7.00 5.00 5.25 5.75 6.43

Mode of Instruction In the Spring of 2019 CLASS data collection, it was noted that: 1.

2.

Teachers provide their highest level of quality teaching practices and instruction during choice and meals within the program day.

Teachers provide their lowest level of engagement, interaction and instruction during large group experiences and routine or “transition,” activities within the classroom day.

The following table demonstrates the average CLASS dimension scores achieved by SWHD teachers by format of instruction:

CLASS SCORES BY FORMAT OF INSTRUCTION

CLASS Scores

7 6 5 4 3 2 1

PC

NC

TS

RSP

BM

PD

ILF

CD

QF

LM

OA

7

7

7

6.75

7

7

6

2.75

3.75

5.25

5.95

Choice

7

7

7

6.75

7

7

6.75

3.25

4.25

5.25

6.13

Sm Grp

6.5

7

6.75

5.75

5.75

6

5.75

3.5

3.75

4.75

5.55

Wh Grp

6.25

6.5

6.25

5.25

6

5.75

4.75

2.75

3.25

3

4.98

Routines

6.25

7

6.25

5

5.75

5.75

4.75

1.25

2.5

2

4.65

Meals

Sample Size Total= 84, 20-Minute Cycles Meals 21 Cycles, Choice 35 Cycles,

Sm Grp 17 Cycles,

Lg Grp 5 Cycles,

Routine 5 Cycles

Individual 1 cycles

Professional Development Goals:

5%

TS

RSP

ILF

33%

PD

33%

BM

CD

QF

10%

5%

NC

19%

5%

PC

19%

0%

% OF TEACHERS W/ PD GOALS BY DIMENSION

66%

Immediately following the Spring CLASS observation, teaching staff had the opportunity to meet with their Manager to debrief their CLASS data to set professional development goals and to define a support plan for teacher development. The following chart represents the professional development goals set by PHS center-based teaching staff.

LM

Head Start Program Recommendations: Action Item Teachers need formal training on Executive Functions as they pertain to dual language learners. According to advanced brain research, DLL’s have early maturation of the prefrontal cortex, which is responsible for advanced processing; the bilateral supramarginal gyri, which plays a role in linking words and meanings; and the anterior cingulate which is responsible for emotional/behavioral self-regulation. Many of the behaviors teachers interpreted as “misbehavior” during our CLASS observations, were actually children’s call for help or request for support with building their executive functions.

• Child repeatedly requesting the teacher look at her art. She wanted the teacher to ask questions to deepen her experience. The teacher interpreted the behavior as attention-seeking and effectively shut down the child by saying “I have to talk to all my friends.”

• Child rearranged the dramatic play and manipulatives. He wanted to create a new dramatic play theme / workshop, he wanted teacher’s support to brainstorm/plan/create instead he was forced to “clean up his mess” and to match the toys to the appropriately labeled shelf. Many challenging behaviors (climbing furniture, throwing toys, messing up friends work) stemmed from this initial interaction.

• Child flitted between activities but would not focus on any task for longer than 3 minutes. The teacher used punitive control to force the child to engage in a teacher-chosen task. Many challenging behaviors (running, dumping toys, throwing toys, messing up friends work) stemmed from this initial interaction.

Pre-K teachers need formal training in Dialogic Reading – Focusing on repeating and extending children’s language and allowing choices during the reading routine (choice of book, whether to read the story or talk about the pictures, how to create an artifact of learning) Pre-K teachers need formal training on the cycle of individual learning (e.g. brainstorm – plan – create – evaluate) Pre-K Teachers need support around how to teach new vocabulary and to define words in child-friendly language that connects to children’s real world experiences.