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®
SWHD EARLY HEAD START DESCRIPTIVE STATISTICS – BY DOMAIN, SPRING 2023
*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.
PERCENTAGE OF HOME VISITORS W/ PD GOALS BY RATING SCALES
SWHD EARLY HEAD START DESCRIPTIVE STATISTICS – BY RATING SCALES, SPRING 2023 Domain Rating Scales Mean Standard Deviation Minimum Maximum Home Visit Practice Relationship Building w/Family (RBF) 6.58 .55 5.00 7.00 Responsiveness to Family Strengths (RFS) 5.31 1.04 2.50 7.00 Facilitation of Caregiver-Child Interaction (FCCI) 5.50 1.13 3.00 7.00 Collaboration with Caregiver (CWC) 5.54 1.10 3.50 7.00 Family Engagement Caregiver-Child Interactions (ECCI) 6.35 .79 4.00 7.00 Caregiver Engagement (CGE) 5.77 1.03 4.00 7.00 Child Engagement (CHE) 6.65 .63 6.00 7.00
Mean Standard Deviation Minimum Maximum HV Practices 5.70 .80 4.00 7.00 *3.71 *.99 Family Engagement 6.23 .68 5.00 7.00 *4.59 *1.11 Overall Quality 5.96 .73 4.94 7.00 *4.06 *.99
Low 0% 50% Mid 50% High HOME VISIT PRACTICE Low 0% Mid 15% High 85% FAMILY ENGAGEMENT 23% 62% 54% 54% 15% 46% 15% RBF RFS FCCI CWC ECCI 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 Toddler 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
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
Early Head Start statistically met or exceeded the national average in all infant and toddler CLASS® domains.
By Dimension
SWHD Early Head Start Quality Levels: Average Scores by Domain SWHD Early Head Start Descriptive Statistics - Scores By Domain Assessment Tool Domain Mean Minimum Maximum Infant CLASS® Responsive Caregiving 6.16 5.94 6.38 *4.69 Toddlers CLASS® Emotional & Behavioral Support 6.51 5.70 6.80 *4.82 Engaged Support for Learning 4 73 2.92 5.91 *2.83
Gate
SWHD
Domain Dimension Mean Minimum Maximum Responsive Caregiving Relational Climate 6.25 5.75 6.75 5.32 Teacher Sensitivity 6.63 6.50 6.75 5.22 Facilitated Exploration 5.75 5.25 6.00 4.27 Early Language Support 6 6.00 6.00 3.97 Low 0% Mid 50% High 50% Infant Responsive Caregiving Low 0% Mid 75% High 25% Toddler Emotional & Behavioral Support Low 0% Mid 92% High 8% Toddler Engaged Support for Learning
* National Average – Research
SWHD
Early Head Start Descriptive Statistics - Infant Scores
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 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
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
SWHD Early Head Start Descriptive Statistics - Toddler Scores By Dimension Domain Dimension Mean Minimum Maximum Emotional & Behavioral Support Positive Climate 6.71 6.00 7.00 *5.03 Reversed NegativeClimate 6.96 6.50 7.00 *5.3 Teacher Sensitivity 6.38 5.50 7.00 *4.33 Regard for Child Perspectives 6.23 5.25 7.00 *4.36 Behavior Guidance 6.31 4.75 7.00 *4.07 Engaged Support for Learning Facilitation of Learning & Development 4.86 3.00 5.75 *3.43 Quality of Feedback 4.33 2.50 5.75 *2.82 Language Modeling 5.08 3.25 6.75 *2.22 Overall * National Average – Research Gate 5.84 4.66 6.47 *4.04
RC TS FE ELS OA Napping 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 1 2 3 4 5 6 7 INFANT COMPARISON BY FORMAT
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
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 1 2 3 4 5 6 7 TODDLER COMPARISON BY FORMAT
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).
SWHD Head Start exceeded the national average in all domains.
SWHD Head Start statistically met or exceeded the national average in all 10 dimensions of quality as measured by the PK CLASS tool.
Mode of Instruction
In the Spring of 2019 CLASS data collection, it was noted that:
1. Teachers provide their highest level of quality teaching practices and instruction during choice and meals within the program day.
2. 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 theaverageCLASS dimension scores achieved by SWHD teachersby formatof instruction:
Head Start Descriptive Statistics - Scores By Domain Domain Mean Minimum Maximum Emotional Support 6.66 6.06 7.00 6.08 Classroom Organization 6.21 4.50 6.83 5.80 Instructional Supports 3.59 2.33 5.33 2.96
SWHD
Head Start Descriptive Statistics - Scores
Dimension Domain Dimension Mean Minimum Maximum Emotional Support Positive Climate 6.88 6.50 7.00 6.08 Negative Climate (Reversed) 6.98 6.50 7.00 6.94 Teacher Sensitivity 6.69 5.50 7.00 5.90 Regard for Student Perspective 6.14 4.75 7.00 5.44 Classroom Organization Behavior Management 6.56 4.25 7.00 5.99 Productivity 6.46 4.50 7.00 6.10 Instructional Learning Formats 5.69 4.75 7.00 5.29 Instructional Support Concept Development 2.78 1.25 5.00 2.44 Quality of Feedback 3.52 2.00 5.25 2.98 Language Modeling 4.54 2.50 5.75 3.46 Overall 5.60 4.48 6.43 5.03
SWHD
By
Low 0% Mid 0% High 100% PRE-K EMOTIONAL SUPPORTS Low Mid High Low 0% Mid 22% High 78% PRE-K CLASSROOM ORGANIZATION Low Mid High Low 23% Mid 77% High 0% PRE-K INSTRUCTIONAL SUPPORTS Low Mid High
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:
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.
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.
PC NC TS RSP BM PD ILF CD QF LM OA Meals 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 1 2 3 4 5 6 7 CLASS Scores CLASS SCORES BY FORMAT OF INSTRUCTION 0% 5% 5% 5% 19% 19% 33% 66% 33% 10% PC NC TS RSP BM PD ILF CD QF LM % OF TEACHERS W/ PD GOALS BY DIMENSION
