ECYS Strategies and Performance Measures -- DRAFT 7/01/08

Community Result: Young children enter kindergarten physically, emotionally, socially and cognitively ready to succeed Strategy Increase the age appropriate developmental skills of children ages 0-5 through effective, involved parenting and/or quality early care and education services. Description Services that increase appropriate parenting skills in parents/caregivers and support active parental involvement in the child’s development and education and/or services that provide children with care and a variety of learning experiences in community settings. • Performance Measure(s) Children increase developmental skills associated with age appropriate development and kindergarten readiness Parents/caregivers increase/strengthen appropriate parenting skills and behaviors that promote the child’s optimal growth and development. Possible Evaluation Method(s) 1. Early Learning Accomplishment Profile (E-LAP), Learning Accomplishment Profile (LAP-3), Creative Curriculum Developmental Continuum Assessment System, Galileo, Brigance, Bayley Scales of Infant Development, Minnesota Infant Development Inventory, Child Development Inventory 2. Home Observations for the Measurement of the Environment (HOME), Parental Discipline Methods Interview, Preschool and Kindergarten Behavior Scales, The Knowledge of Environment Influences on Development Scale, High Scope Knowledge of Early Infant Development Scale, Family Adaptation and Cohesion Evaluation Scales (FACES III), Family Environment Scale, Parental Attitudes Toward Child Rearing, Parent Behavior Checklist 3. Parent-Child Relationship Inventory, Swanson Child-Parent Relationship Scale, some of other tools listed in # 2 may also be appropriate

Increase the early detection of developmental delays and special needs in children ages 0-5.

Services that identify children’s developmental delays and special needs and link children and families with appropriate services.

Children with developmental delays and/or special needs are identified and referred for services.

1. Functional Communication Measure, HOME, Social, Emotional and Behavioral Abilities Scale, Early Learning Accomplishment Profile (ELAP), Learning Accomplishment Profile (LAP-3), Creative Curriculum Developmental Continuum Assessment System, Galileo, Brigance, Bayley Scales of Infant Development, Minnesota Infant Development Inventory, Child Development Inventory, Denver Developmental 1. Early Learning Accomplishment Profile (E-LAP), Learning Accomplishment Profile (LAP-3), Creative Curriculum Developmental Continuum Assessment System, Galileo, Brigance, Bayley Scales of Infant Development, Minnesota Infant Development Inventory, Child Development Inventory 2. Home Observations for the Measurement of the Environment (HOME), Parental Discipline Methods Interview, Preschool and Kindergarten Behavior Scales, The Knowledge of Environment Influences on Development Scale, High Scope Knowledge of Early Infant Development Scale, Family Adaptation and Cohesion Evaluation Scales (FACES III), Family Environment Scale, Parental Attitudes Toward Child Rearing, Parent Behavior Checklist

Increase early intervention and treatment services for young children and/or families with identified needs.

Services that address specific special needs in the child and/or address family conditions/needs that may adversely affect the child’s growth and development and readiness to succeed in kindergarten.

Children increase social, physical, emotional, and/or developmental skills associated with age appropriate development. Parent/caregiver behaviors and/or family functioning which supports the child’s growth and development are strengthened.

Strategy Increase the quality of early care and education centers and family child care homes.

Description Services that improve the quality of early care and education settings and/or enhance the knowledge and skills of early care and education professionals. • •

Performance Measure(s) Early care and education professionals will increase their knowledge and skills. Early care and education centers and family care homes will achieve national accreditation or meet other quality rating standards. Early care and education professionals will obtain recognized credentials. Parents/caregivers will increase their knowledge about quality early care and education services in the community. The number of quality early care and education spaces for targeted populations, where gaps exist, will increase in early care and education centers and/or family care homes. Partnerships among families, schools, early care and education providers, and communities that foster the positive transition to kindergarten will increase or strengthen. Parental involvement with schools will increase.

Possible Evaluation Method(s) Many national organizations have accreditation- see listing of National Organizations in Appendix

• Increase the access of children ages 0-5 and their families to quality early care and education. Services that increase parent/caregiver knowledge and awareness of quality early care and education services and increase the number of quality early care and education spaces where gaps exist. • •

Tracking sheet

Increase children’s successful transition to kindergarten from home and early learning environments in the community.

Services that support children and families with transition to kindergarten.