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High.~Scope
Longitudinal Studies
High/Scope Perry Preschool Study ·
High/Scope Perry Preschool Study
Cost-Benefit Analysis
*High-quality, effective program
* Experimental design
*Methodical economic analysis
Design
./ 123 young African-American children, living
in poverty and at risk of school failure
./Randomly assigned to initially similar program
and no-program groups
./ 4 teachers held daily classes of 20-25 three-
Larry Schweinhart
High/Scope Educational Research Foundation
(313) 485-2000
LarryS@highscope.org
and four-year-olds and made weekly home
visits
The High/Scope Perry Preschool Study
High/Scope Perry Preschool Study
Program
Intellectual Performance Over Time
-Program group
-+Focused teachers through High/Scope
.....-No-program group
Curriculum training, supervision, and
assessment
-+Educated children through child-planned
IQ
learning activities
-+Involved parents through weekly home
visits
High/Scope Perry Preschool Study
High/Scope Perry Pfhchool Study
Educational Effects
Economic Effects at 27
• Program group
• Program a:roup
0 No-program &roup
Enr treated for
mental impainncat
0
Earn Sl.OOO +
monthly
Age 1-' achirnmtnt
at lOth •;.He +
Owa home
Craduatrd from h~h
~ehool on time
Never on wclfue
as aduh
S~proeram
voup
:-r::w:==
�High(Scope Longitudinal Studies
High/Scope Perry Preschool Study
High/Scope Perry Preschool Study
Adult Arrests per Person by 27
Strong Effects·on Females
• Program remales
Program group
·'-~
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all01h%ar+
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1.0
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4.0
5.0
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80%
100"/ol
High/Scope Perry Preschool Study
High/Scope Perry Preschool Study
Taxpayer Costs and Benefits
Strong Effects on Males
(Per panicipant in 1992 constant dollars discounted 3% annually)
• Special education • Taxes on earnincs El Welfare
• Program males
l2l No-program male
0 Justice system
0 Crime victims
• Preschool
s + ....... by 17
O....home 0117
fJI.mSl,OOO+
.-hlyat 17
0%
Larry Schweinhart
I0"/o
20"/o
30%
40'/o
50%
60%
2
�High/Scope Longitudinal Studies
High/Scope Preschool Studies
High/Scope Preschool Curriculum Study
Design
./ 68 young African-American and White
children, living in poverty and at risk of school
failure
*Perry Preschool Study ·
*Preschool Curriculum Study
*Training of Trainers Evaluation
Lany Schweinhart
High/Scope Educational Research Foundation
(313) 485-2000
LanyS@highscope.org
./ Randomly assigned to three initially similar
groups experiencing different preschool
curriculum models
./ In all models, 2 teachers held daily classes
with 15-16 three- and four-year-olds and made
biweekly home visits
High/Scope Preschool Curriculum Study
High/Scope Preschool Curriculu~ Study
Curriculum Models
Curriculum Approaches
• Direct Instruction - Teacher-directed script
with child "lines" focuses on academics.
Teacher
Initiates
• High/Scope - Children learn actively
through plan-do-review and group times.
Child Responds
• Nursery School- Children learn through
play.
High/Scope Preschool Curriculum Study
High/Scope Prechool Curriculum Study
Intellectual Performance Over Time
Some Negative Effects through 23
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mi::lc:ondud
PHplcp·r you•
bani lime
II
Larry Schweinhart
�High/Scope Longitudinal Studies
High/Scope Preschool Curriculum Study
High/Scope Preschool Curriculum Study
Adult Arrests per Person by 23
Some Positive Effects through 23
•Direct Instruction
• High/Scope
8 Nursery School
1
Played sportJ u
ken
Planned bachelor's
degree at 23
Did \OiuniHr
work at 23
40"~
60"/o
80'~
. ·~·
High/Scope Training of Trainers Evaluation
Dissemination Effects
100"/o
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California's early childhood
programs are fragmented
• 33,000 teachers trained by High/Scope
trainers
• Significant positive effects on trainers,
teachers, and children
• In a survey ofNAEYC members,
~
28% have received some High/Scope training
~
44% use the High/Scope Curriculum in some
way
Some of its early childhood
teachers lack professional status
California Early Childhood Teachers
To unify and professionalize
these programs. ..
..1 Develop a uniform public subsidy
equivalent to other levels of education
..1 Vary hours to meet family needs
..1 Require all early childhood teachers to meet
professional qualifications and pay them
professional salaries
..1 Hold all early childhood programs
accountable for parent satisfaction,
program quality, and childprogress
�)
STATE SUPERINTENDENT OF PUBLIC INSTRUCTION'S
UNIVERSAL_.PRESCHOOL TASK FORCE
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NOVE·MBER 1997
UNIVERSAL PRESCHOOL.TASK FORCE CHARGE
To bring together a cross-section of child development experts and professionals in a collaborative
environment · to provide recommendations and implementation strategies for uhiversal preschool.
Recommendations shall focus on access for all -children, aged three and four, to high-quality preschool
·
·
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across a diverse delivery system.
OBJECTIVES AND DESIRED OUTCOMES.
• To articul~~ei._a vision for how universal access to preschool services for children, aged three and four,
can be implemented in the next five years.
• To p~epare a report of our recommendations that. will shape legislation for the delivery and
impleiiu~ntation of universal preschool.
• To create a set of recommendations that every task force member will sign off on and that will carry with
· it the influence that each of us brings.
·
• To prepare task force members ·as ambassadors to build public and legislative support for our
recommendations.
• To provide for. the dissemination of information across all California constituencies creating broad
awareness and grassroots support for universal access to preschool.
• To spur local efforts to initiate task force recommendations.
• To provide the basis for bringing ·together our preschool providers in a collaborative and integrated
approach to enhancing services.for children aged three and four.
TASK FORCE PRODUCT .
A set of recommendations and an implementation template ..
1. Vision of a premiere program for providing prekindergarten services.
2. Priorities and phases for implementation over the next five years.
3. Standards fot desired ·results for children, programs and professionals, and strategies for their
implementation.
4. Diverse delivery systems and strategies for their enhancement.
5. Cost model for the resources needed to make this vision happen.
6. Strateu for dissemination and building support.
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DESIRED RESULTS
· EVALUATION PROJECT
FOR CENTER-BASED PROGRAMS
AND
FAMILYCHILDCAREHOME.
NETWORKS·.
Phase I
Department ofEducation
· .Child Development Division
September 5, 1997
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�PHASE I REPORT.
DESIRED RESULTS EVALUATION PROJECT FOR CENTERBASED PROGRAMS AND FAMILY CHILD CARE HOME
NET\VORKS
I. Background Information.
The Child Development Division(CDD), California Department ofEducation(CDE), is revising its
existing Program Quality Evaluation System in order to develop one based on a Desired Results
accountability model. The CDE is designing and will pilot this system to assess the impact of
publicly funded child development programs on children and their families. One of the reasons for
this effort is to make the CDD program accountability system compatible with the revised K-12
grade accountability system. The K-12 accountability system will be based on whether student
work.and performance demonstrates that they have achieved the new student grade level Content
and Performance Standards (i.e., Desired Results). The Child Development Division Desired
Results Evaluation System will focus, among other things, on the young child's rea~iness for
school success, including early literacy and math readiness.
Another reason for the COD's new focus is the influeoce of a national movement toward Desired
Results and program accountability. The emphasis on Desired Results, or outcomes, is occurring
at the federal government level as well as at state and local levels throughout the country. Within
California, many state agencies are beginning to examine the direct impact of their programs upon
children, families and the community. Clearly, these impacts vary depending on the goals of the
particular program. The value of a Desired Results approach is that it will help to improve
services for children, family and communities. Data will be collected to measure such impacts,
leading to program change, improvements, and children's success.
The proposed Desired Results Evaluation System, included in the 1996-97 State Plan for the
Child Care and Development Block Grant, requires the following three components:
1) identification of desired results for both parents and children; 2) modification of existing
program standards and program performance measurement procedures wruch includes the
monitoring of desired results; and 3) identification of program support strategies that will facilitate
the achievement·ofthe desired results for families and children.
In the new system, a Desired Result is defined as a condition of well-being for children and
. families. Desired Results assess the ·positive impact of programs on the development and
functioning of children and families enrolled. An Indicator defines a Desired Result more
specifically so that it can be measured. Desired Results are generally better measured by using
multiple indicators, no one of :which gives full information on all aspects of achievement. A
measure quantifies achievement of a particular indicator. A Standard of Achievement defines the
acceptable level of achievement for each indicator. A measurement tool is the actual instrument
or procedure used to capture or track information on indicators and standards of achievement.
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II. Desired Results Workgroup,
The Desired Results Workgroup for Center-based programs a11d Family Child Care Home
Networks includes Child Development Division staff, highly respected early childhood
theorists/researchers and experienced practitioners from three age levels (i.e., infant/toddlers,
preschoolers and school-age children}, as well as eminent Desired Results and evaluation
consultants, and early childhood special education representatives. Members of the workgroup
include:
·
Janet Poole, administrator, Federal Projects and Planning Unit
Barbara Metzuk, Lead, consultant, School-Age Care
Cynthia Heard en, consultant,. Preschoe>l
Alice Trathen, consultant, Preschool
Mary Smithberger, consultant, Infantrroddler
Jacquelyn McCroskey, USC, School of Social Work, Desired Results Facilitator
Ronald Lally, West Ed, Infant!roddler Theorist/Researcher
Cheryl Oku, Palo Alto USD, lnfantrroddler Practitioner
Alice Nakahata, San Francisco Community College, Infantrroddler Practitioner
Joyce Taylor, East Side Union High School District, Infant!roddler Practitioner
Carollee Howes, UCLA, Preschool Theorist/Researcher
Julie Benavides, East L.A Community College, Preschool Practitioner
Carolyn Mangrum.; Head Start. Consultant
Nonnan Yee, Wu Yee Children's Services, Preschool Practitioner
Joan Bissell, U.t. Irvine, Schooi~Age Care Theorist/Researcher
Pamela Brasher; Santee School District, School-Age Care Practitioner
Daryl Hanson, Hayward USD, School-Age Care Practitioner
Suzanne Porter, Rainbow Rising Program, School-Age Care Practitioner
Anne Kuschner, Sonoma State University, Early Childhood Special Education Res~archer
Gary Johnson, Sacramento COE, Early Childhood Special Education Consultant/Practitioner
Chris Drouin, CDE, Early Childhood Special Education Consultant
Jeannemarie Solak, CDE, Healthy Start Consultant
III. Project Work Completed.
CDD is developing the Desired Results Evaluation System in several phases. Phase I began in
February, 1997 and was completed by July 1, 1997. During Phase I, the above workgroup
developed Desired Results for Center-Based Programs and Family Child Care Home Networks
drawing from three broad sources of information: 1) educational assessment practices for
determining student achievement in school and child achievement in child development programs;
2) child care research defining essential elements of high quality care; and 3) new approaches to
defining and measuring desired results of a broad range of child care and development services for
families and children.
The workgroup developed a matrix of Desired Results and Indicators that includes the three age
levels(infant/toddler, preschool and school-age). The group agreed that while the eight Desired
�Results should be the same for all three age levels, there may be differences between the
Indicators, Measures and Standards of Achievement used to illustrate results for each age group.
Each age level portion ofthe matrix identified particular issues of importance related to the
matrix.
The Infant/Toddler portion of the matrix is divided into three sub-age levels (i.e., young infant,
mobile infant, and older infant) because very young children change so dramatically during the
first three years oflife. Much of the child's learning at this age occurs through sensori-motor
exploration and in the context of a responsive relationship with a caring adult.
The Preschool portion of the matrix focuses ~n the age range of three to five year olds and did
not further divide this group into separate age levels. Children in this age range face similar
challenges in their development and much of their learning occurs naturally through play. One of
the focal points of the Desired Results matrix for ages 3-5 is school readiness as demonstrated by
math and early literacy skills and competence.
The School-Age Care portion of the matrix focuses on the value of play for learning and
development, citing the enhancement of the child's educational achievement, social skills,· physical
development, and recreational skills. Positive growth reflected in both increased pro-social ·
behavior and decreased anti-social behaviors was also emphasized, indicating benefits to the
community as well as to children and families.
· The workgroup agreed on the importance of developing Family Desired Results since the
programs work with family members as well as with their enrolled children. The Desired Results
for Families are necessary because parents have the primary role in raising their children and
helping them grow positively. In addition, the child development programs also support parents
in moving toward economic sufficiency.
The workgroup emphasized the importance of cultural and linguistic diversity and made an effort
to ensure continuing consideration through the indicators and measures used. The workgroup
also emphasized the full inclusion of children with disabilities in child development programs. In
order to fully include these children, it may be necessary to vary how the measures ofthe Desired
Results will be implemented. Accommodations will have to be made, for instance, in measuring
physical and motor competence for children with certain disabilities. In addition, the indicators
should recognize differences in children's behavior and development based upon their
temperament, individual differences and needs.
·
The philosOphy that underlies and supports the Desired Results Evaluation System is based on,
and supportive of, developmentally appropriate practices. Since all children have a potential for
growth, the Desired Results should be the same for all children and families in the program.
However, no child who is at a different developmental level in some or all areas should be isolated
from the group. This Desired Results Evaluation System will honor children's progress over time
so short-term as well as ~ong term impacts can be determined. The philosophy also supports the
empowerment of the family to determine what is best for its members. The system will be
culturally sensitive and linguistically responsive in all areas.
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The Desired Results Evaluation System will build on existing processes and procedures. Since
the system supports a continuum of de~elqpment acr:os.s all ·age groups represented in the child
development programs, it Will encourage continuity ofservices across all ages and programs. For
instance, -if a child nioves from an infant/toddler program to a preschool program, the program
expectations will be continuous and related. Finally, the primacy objective of a Desired Results
Evaluation system will be the ongoing improvement of the quality oflife of children and families
through the enhancement of program quality.
IV. The Future. In Phase ll, September, 1997-June 30, 1998, the CDD team will work with a
research contractor, American Institutes for Research (AIR), and existing workgroup members to
develop the Desired Results Evaluation System for Center-based programs and Family Child
Care Home Networks. The first step will be to finalize the Desired Results matrix . AIR will
examine the measures selected to date, outlining methods of standardization and measurement. It
will also work with the group to determine which assessment tools will be used and whether new
ones will need to be developed for these measures.
·
AIR, in consultation with the CDD and workgroup members, will also develop new/revised CDD
Program Performance Standards that will support the achievement of these Desired Results. .A
new Program Quality Evaluation Instrument and process will also be developed. In addition, AIR
will develop a data collection system for Desired Results. During Phase III, July 1, 1998- June, ·
1999, AIR will pilot test its materials and procedures. During Phase IV, July 1, 1999- June 30,
2000, the CDD will implement this new Desired Results ~valuation System.
The Desired Results for Children and Families will serve as the starting point for a separate effort
to develop a Desired Results Evaluation System for the Alternative Payment (AP) and Resource
& Referral (R & R) Programs. The Alternative Payment programs also serve families and
childre.n although they do not provide direct child care and development services.· The contractor
for the AP and R&R Programs Desired Results Evaluation System , Hornby Zeller -Associates,
will work with a separate workgroup composed of CDD staff and representatives of the
California Resource and Referral Network; California Alternative Payment Programs; County
Welfare Department Association and Local Child Care Planning Councils. The CDD staff include
David Houtrouw, Lead, Richard Wheeler, Tom Puckett, and Alice Trathen. This workgroup will
determine how the Desired Results identified previously will be used with the Alternative
Payment system. Desired Results for Resource and Referral programs also will be identified.
The two separate Desired Results contracts will follow parallel paths to the extent that they will
develop comparable evaluation systems based on Desired Results, Indicators and Measures and
use similar timelines. During this period, the CDD will share progress about the projects with the
field through regular statewide conferences and workshops.
bjm. 9/8/97
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DESIRED RESULTS FOR CHILDREN AND FAMILIES
CALIFORNIA DEPARTMENT OF EDUCATION
CHILD DEVELOPMENT DIVISION
Center-Based Programs and Family Child Care Home Networks
CHILD
DR 1: Children will be perso~ally and socially competent
DR2: Children will be effective learners
DR3: Children will be competent in language and communication skills
DR4: Children will show physical and motor competence
DR5: Children will be safe and healthy
FAMILY
DR6: Family members will support children's development
DR7: Families will access community resources and contribute to
. community development
DRS: Families will become more economically sufficient
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DESIRED RESULTS PHILOSOPHY
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\\'E BELIEVE:
In building on existing processes and procedures.
In supporting developmentally appropriate practices.
In not isolating any child who is at a different developmental level.
That all children have a potential for changing .and growing.
In honoring children'sprogress over time.
In optimal development of the child within the context of the family
..
·That the family should determine what is best for its members.
In a continuum of children's development across all age groups as reflected in
the Desired Results.
That the Desired Results evaluation system should be culturally sensitive and
linguistically responsive.
That the Desired Results evaluation system should acknowledge differences in
programs.
That the primary objective of a Desired Results system is program quality as a
way of improving the quality of life of children and families.
In encouraging continuity of services across all ages and programs.
by the:
Center-based Programs and Family Child Care Home Networks Workgroup
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�DESIRED RESULTS EVALUATION SYSTEM
I CDD, CDE PROGRAMGOALS I
7
Desired Results for
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Child and Family
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Program Standards
·that support Desired Results
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Standards of Achievement
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Verfication Measures
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Data Collection
Report the Findings
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Indicators
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Program Perfonnance Measures I
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Evaluation Procedures
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Data Collection
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Report the Findings
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�DEFINITIONS, PRINCIPLES, AND CRITERIA OF· DESIRED RESULTS
DEFTh1TIONS
Desired Results:
Indicators:
define the broad areas of results desired from child development programs
in order to assess the impaCt of programs and services on children; families
and communities.
are measurable elements which suggest progress toward achievement ofbroad
· desired results. Desired results are generally better measured by using multiple
indicators, no one of which gives fUll information on ai1 aspects of acruevement.
Standard or achievement: define acceptable levels of achievement for each indicator. These
are guidelines which indicate how well programs are doing in their
efforts to achieve desired results for children and families.
For example: ..
As a result of participation in child development programs, children will have good health,
social and emotional wel1-b~ing ind enhanced ability to learn.
Desired Results: Good Health
Indicators:
• Immunization at age two
· Standard or achievement:
• Immunization at age five
Standard or achievement:
Program performance measures:
75% of children enrolled have received
· recommended immunizations.
100% of children enrolled have received
recommended immunizations. ·
track the processes of providing program services to
families and children. These may include, for
example, the qualifications of staff immunizing
children, number of days that immunizations were
offered at various sites, etc.
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PRINCIPLES
1.
Desired Results are useful at multiple levels, but should ,~e designed differently to fit
different levels. Desired Results can measure the results of service programs for
individuals, families, groups or agencies. Desired Results can be used to track changes in
the conditions of children and families in communities, regions, counties or the state.
Desired Results can also be used to .plan for or track the impact of policy and
programmatic changes.
2.
At any level, desired results and indicators should be practical, results oriented, clearly
iinportant to the well-being of children and families and stated in understandable tenns.
3.
Desired de.;ired results should, whenever possible, be stated as positive expressions of
well-being rather than as absene:e of negative conditions.
4.
Since no one indicator captures the full dimensions of desired results sought, they should
be measured by a set of indicators chosen from the most valid and reliable dat'a possible.
Multiple measures and multiple perspectives are especially important when the desired ·
results sought are complex and multi-faceted.
5.
Whenever possible, indicators should reflect the well-being of children, families, and
communities, not the state of the service delivery system. Program performance measures
are also necessary to track the state of the service delivery system; however, a well
functioning delivery system is a means to an end, not the end itself.
6.
Initial efforts should focus on a strategic set of desired results and indicators that reflect
concerns shared by multiple stakeholder communities, including policy-makers, service
providers and families. A more inclusive set of desired results can be built incrementally
over time based on initial experiences. The process of developing appropriate, practical
and accurate outcome measures will.be an evolutionary one, from which there is much to
learn.
·
7.
One of the most important steps in developing desired results is clarification of the cultural
and value foundations that underlie the process. The process used may be as important as
the desired results selected, both in 'terms of ensuring understanding and buy-in, and in
terms of providing opportunities for informed discussion ofunderlying values and
assumptions. Depending on community values, needs and resources, desired results and
indicators may vary across communities.
8.
Standards for success and expectations for progress should be set at levels that challenge
and encourage improvement, without discouraging and burning out participants who are
trying to make large scale changes in complex and multifaceted systems.
9.
Analysts should not assume that averages tell the whole story, but should also try to
• disaggregate data for specific groups (racial, cultural, linguistic, geographic or age).
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CRITERIA (these may duplicate the principles above)
The following thirteen criteria for indicators of child well-being were developed by Kristin Moore
for a conference on child indicators.
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1.
2.
· 3.
Comprehensive coverage. Indicators should assess well-being across a broad array of
desired results, behaviors and processes.
·
Depth, breadth and duration. Indicator~ are needed that assess dispersion across given
measures ofwell-being,·children's duration in a status, and cumulative risk factors
experienced by children.
Children of aU ages. Indicators are needed that measure well-being at every age of
childhood and that cover the transition into adulthood.
4~
Clear and comprehensive. The public should be able to easily and readily understand
any indicators that are used.
5.
Positive desirec; results. Indicators should assess positive as well as negative aspects of
well-being.
.
6.
Common interpretation. Indicators should have the same meaning in varied population
subgroups.
7.
Consistency over time. Indicators should have the same meaning over time
8.
Forward-looking. Data on indicators that anticipate future trends should be collected
now.
9.
Rigorous methods. Coverage of the population or event being monitored should be
complete' or extensive, and data-collection procedures should be rigorous an consistent
over time.
10.
Geographically detailed. Data should be collected on indicators at the state an local
levels as well as at the national leveL ·
11.
Cost-efficient. Strategies to expand and improve our data system need to be thoughtful,
well planned, and econom1cally efficient.
12.
Reflectiye or social goals. So:ne indicators should allow us to track progress in meeting
goals for child well-being.
13.
Adjusted for demographic trends. Indicators should control or adjust for changes in the
composition of the population; that can fiustrate the ability to monitor well-being.
Alternatively, indicators should be available for small, homogenous subgroups of the
population.
(Institute for Research on Poverty. (1995) . Indicators of children's well-being: A
conference, FOCUS, 16(3), Madison, WI: University of Wisconsin: page 8.)
3
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Reasons for moving to a results-based format:
•
Articulation of desired results and indicators can increase public awareness,
participation, and interest in improving the conditions of children and families and the
services designed to help them.
•
Child development programs can build. better support for their services by
demonstrating impact and efficiency (improving indicators over time as a result of
planned changes in services).
• Program adm1nistrators, supervisors and line workers can "work smarter" if they share
clarity of purpose and have regular feedback to fine-tune and improve programs.
c:\v.-pdocs'barbara\:lesired\results.dpc
By Jacquelyn McCroskey
(310) 838-0352
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�SDE Child Development Division
Desiree Results Project
April 18, 1997
Definitions:
Desired Results (or outcomes) .define the broad areas of
results desired from child development programs in order to
assess the impact of programs and services on children,
families and communities.
Indicators are measurable elements which suggest progress
toward achievement of· broad outcomes. Desired results are
·generally· better measured by using multiple indic~tors, no one
of which gives full information on all aspects of achievement.
Standards of achievement define acceptable levels of
achievement for each indicator. These are guidelines which can
help child development programs periodically measure their
achievements in attaining desired results for children, families
and communities. Standards may· be expressed differently
taking topic area and practicality of measurement into account.
Examples:
1. A standard of achievement expressed in terms of uniform
achievement:
Desired Result: Children will be physically. healthy and show
motor competence,
Indicator: Infants and toddlers will have good health
status overall (or ... will receive full set of required
immunizations prior to kindergarten entry).
Standard of achievement: 100% of infants and
toddlers enrolled receive regular immunizations.
�2. Standard of achievement expressed in terms of relative
proeress or improvement between baseline and a later
measurement:
Desired ResUlt: Children will be active, independent learners.
IndiCator: School-age children will demonstrate
(enhanced) problem-solving skills.
At ·least 50% of school-age
children enrolled demonstrate improvement in
independent problem-solving as rated by teachers·
(baseline observation compared to observation· after six
months of program participation).
Standard of Achievement:
3. Standard of achievement expressed in terms of achieyine
an acceptable/ minimum leyel of competence:
Desired Result:
· Family well-being will be enhanced ..
Family members will become aware of and
use (or ... will have enhanced awareness oO community
resources.
Indicator:
Parents of all children ·
· enrolled in school-age child care programs will attend at
least one parent education session on community
resources available to families and children
Standard of Achieyement:
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Measurement tools are the actual instruments or tools that
are used to capture or track information on indicators and
standards of achievement.
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PRESCHOOL-AGE DESIRED RESULTS
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Category
Desired Results
Indicator
Measure
Standard of Achievement (To Be Developed)
CATEGORY #1 - CHILD
DR-1 Children will be personally and socially competent
I-1
Children demonstrate positive·.se/f-concept. ·
M - Conduct self as a powerful and creative doer
M - Exhibit behavior that indicates child likes and accepts self ·
M- Have respect for their family's culture, language, and traditions
I-2
Children tntst adults to take care o[them.
M - Seek help from responsible adults
M - When the child is distressed or hurt he/she asks for help from responsible adults
1-3
Children are respectful o[the people and things in their environment.
~-Follow classroom rules
M - Relate to and are comfortable with peers and adults from diverse backgrounds
1-4
Children positivelv engage with adults and peers.
M - Demon.strate cooperative play skills
M - Attempt to negotiate with peers to resolve social conflicts
· 1-5
Children demonstrate effective self-regulation o(their CM'n behavior.
M - Exhibit impulse control and self-regulation in relation to others
M - Are aware of the impact of their own behavior on the behavior
of others (cause-and-effect)
. M-Able to adapt themselves to the social rules of the group
DR-2 Children will be effective learners
1-1
Children demonstrate complex play with tovs and objects.
M-Use objects and materials in different and novel ways
M - Can complete increasingly complex puzzles
M - Can complete complex block structures, adding other props or substituting other
materials
·
·
I-2
Children demonstrate cognitive competence.
M - Demonstrate emerging classification skills
M - Demonstrate emerging seriation skills
I
1
�uemonstrate emergmg numoer awareness
M - Demonstrate emerging awareness of space
M- Demonstrate emerging awareness about the concept of time
M- Demonstrate emerging awareness about conservation of matter.
M -
1-3
Children demonstrate problem solving skills.
M - Pursue multi-step tasks
M - Identify cause and effect relationships
M - Complete challenging activities
1-4 · Children demonstrate an interest in Teaming new things.
M - Create new uses for materials and equipment
M - Try new activities, materials, and equipment
M - Enjoy exploring the environment
DR-3 Children will be competent in language and c,ommunication skills
1-1
Children understand and remand to lanmJage.
M- Follow simple and complex directions
M - Understand and respond to language
M - E~gage in conversations
·
1-2
Children demonstrate emerging literacy' skills ..
M - Engage in language play and rhymes.
M - Enjoy books and pretend to read.
M- Aware that marks on a paper 'may represent written words.
M- Know some letter names (such as those in their name).
M - Recognize or know the name of symbol shapes.
M - Can create and tell stories.
DR-4 Children will be safe and healthy
1-1
Children have optimal health status.
M - Files indicate that immunizations are up to date
M - Files indicate that the child has a recent health screening
I-2
Children demonstrate good health behavior.
M- Washes hands before eating and after toileting
M - Covers mouth when sneezing
M - Brushes teeth after meals
1-3
Children understand and practice safe behavior.
M - Look before crossing streets
M- Know how to handle emergencies (e.g. call911, how to get help if lost)·
M -·Know last name, phone number, and parents' names
1-4
Children demonstrate good nutritional habits.
•measured at the program rather than the individual child level
2
�;"·~
' l: '.:: ',
DR-5 Children demonstrate physical and motor competence
1-1
Children engage in phYsical activities based on interest and ability
M - Shows fine-motor skills
M - Shows gross-motor skills
CATEGORY #2- FAMILY
DR-6 Family members will support children's development
1-1
Family members S71l2POrt enhanced language and literaCJ' skills ofchildren.
M - Read to children ·
M - Tell stories
1-2
Familv members demonstrate positive parenting behavior.
M - Uses positive discipline techniques
M - Uses positive communication skills
M - Positive role models
· 1-3
Familv members S7mport childrei1 's emerging fnowledge and interest.
DR-7 Families will access community resources and contribute to community development
1-1
The (amilv utilizes social sen,ice resources e[fectivelv on behalf or their children and family.
M- Family members increase their child's opportunity to participate in community programs
and services
1-2
The familv shares information about the individual needs oftheir child.
M - Family gives program infonnation about their child on an on-going basis
DR-8 Families will become more economically sufficient
1-1
Families who are emploved. in training. seeking employment or job relate training
are in child care and development sen,ices.
M- Families receive child care/development services
3
�)..
DEFINITIONS, PRINCIPLES, AND CRITERIA OF DESIRED RESULTS
DEFINITIONS
Desired Results:
Indicators:
define the broad areas of results desired from child development programs
in order to assess the impact of programs and services on children,
families and communities.
are measurable elements which suggest progress toward achievement of broad
desired results. Desired results are generally better measured by using multiple
indicators, no one of which gives full information on all aspects of achievement.
Standard of achievement:
define acceptable levels of achievement for each indicator. These
are guidelines which indicate how well programs are doing in their
efforts to achieve desired results for children and families.
For example:
As a result of participation in child development programs, children will have good
health, social and emotional well-being and enhanced ability to learn.
...
\i.'·
Desired Results: Good Health
Indicators:
*
*
Immunization at age two
Standard· of achievement:
Immunization at age five
Standard of achieveme~t:
75% of children enrolled have received
recommended immunizations.
100% of children enrolled have received
recommended immunizations.
Program performance measures: track the processes of providing program services to
families and children. These may include, for
. example, the qualifications of staff immunizing
children, number of days that immunizations were
offered at various sites,· etc.
1
�PRINCIPLES
1.
Desired Results are useful at multiple levels, but should be ~esigned differently to fit
different levels. Desired Results can measure the re~ults of service programs for
individuals, families, groups or agencies. Desired Results can be used to track changes in
the conditions of children and families in communities, regions, counties or the state.
Desired Results can also be used to plan for or· track the impact of policy and
prograrrimatic changes.
2.
At any level, desired results and indicators should be practical, results oriented, clearly
important to the well-being of children and families and stated in understandable terms.
3.
Desired desired results should, whenever possible, be stated as positive expressions of
·well-being rather than as absence of negative conditions.
4.
Since no one indicator captures the full dimensions of desired results sought, they should
be measured by a set of indicators chosen from the most valid and reliable data possible.
Multiple measures and multiple perspectives are especially important when the desired
results sought are complex and multi-faceted.
5.
Whenever possible, indicators should reflect the well-being of children, families, and .
.communities, not the state of the service delivery system. Program performance
measures are also necessary to track the ·state of the service delivery system; however, a
well functioning delivery system is a means to an end, not the end itself. ·
'
·.t~
6.
"'
7. -··
8..
9.
. ;·<Initial efforts should focus on a strategic set of desired results and i~dicators that reflect
concerns shared by multiple stakeholder coriun~ities, including policy-makers, service
providers and families. A more inclusive set of desired results can. be built incrementally
over time based on initial experiences. The process ofdeveloping appropriate, practical
and accurate outc·ome measures will be an evolutionary one, from which there is much to ·
learn.
One of the most important steps in developing desired results is clarification of the
cultural and value foundations that underlie the. process. ·The process used may be as
important as the desired results selected, both in terms of ensuring understanding and
buy-in, and in terms of providing opportunities for informed discussion of underlying
values and assumptions. Depending on corilmunity values, neeqs and resources, desired
results. and indicators may vary across communities.
Standards for success and expectations for progress should be set at levels that challenge'
. and encourage improvement, without discouraging and burning out participants who are
trying to make large scale changes in _complex and multifaceted systems.
Analysts should not assume that averages tell the whole story, but should also try to
disaggregate data:.for specific groups{racial; cultural, linguistic, geographic or age).
2
�'~
.,
·CRITERIA (these may duplicate the principles above)
'
\
The following thirteen criteria for indicators of child well-being were developed by Kristin
Moore for a conference on child indicators.
1.
2.
Depth, breadth and duration. Indicators are needed that assess dispersion across given
measures of well-being, children's duration in a status, and cumulative risk factors
experienced by children.
3. ·
Children of all ages. Indicators are needed that measure well-being at every age of
childhood and that cover the transition into adulthood.
4.
Clear and comprehensive. The public should be able to easily and readily understand
any indicators that are used.
5.
Positive desired results. Indicators should assess positive as well as negative aspects of
well-being.
6.
Common interpretation. Indicators should have the same meaning in varied population
subgroups.
7.
-~
Comprehensive coverage. Indicators should assess well-being across a broad array of
desired results, behaviors and processes.
Consistency over time. Indicators should have the same meaning over time
·, 8.
Forward-looking. Data on indicators th~t anticipate future trends should be collected
\iil'
.
.
·'
now.
9.
Rigorous methods. Coverage of the population or event being monitored should be
complete or extensive, and data-collection procedures should be rigorous an consistent
over time.
10.
Geographically detailed. Data should be collected on indicators at the state an local
levels as well as at the national level.
11.
Cost-efficient. Strategies to expand and improve our data system need to be thoughtful,
·
well planned, and economically efficient.
12.
Reflective of social goals. Some indicators should allow us to track progress in meeting
goals for child well-being.
13.
Adjusted for demographic trends. Indicators should control or adjust for changes in
the composition of the population; that can frustrate the ability to monitor well-being.
Alternatively, indicators should be available for small, homogenous subgroups of the
population.
•
(Institute for Research on Poverty. ( 1995). Indicators of children's well-being: A
conferenc?, FOCUS 16(3), Madison, WI: University ofWisconsirz: page 8.)
3
�Reasons for moving to a results-based format:
..
*
.
'
.
.
Articulation of desired results and indicators can increaSe public awareness,
participation, and inte,rest in improving the conditions of children and families and the
services designed to help therri.
.
.
.
.
*
Child development programs can build better support for their services by
demonstrating impact and efficiency (improving indicators over ~ime as a result of
planned changes in services).
*
Program administni.tors, supervisors and line workers cari "work smarter" if they share . ·
clarity of purpose and have regular feedback to fine-tune and improve programs.
c:\wpdocs\barbara\desired\results.dpc
. By' Jacquelyn McCroskey
(31 0) 83 8-03 52
.4
�SDE Child Development Division
Desiree: Results Project
April 18, 1997
Definitions:
Desired Results (or outcomes) define the broad areas of
results desired from child development programs in order to
assess the impact . of progr8:JDS and services on children,
families and communities.
Indicators are measurable elements which suggest progress
toward achievement of broad outcomes. Desired results are
generally better measured by using multiple .indicators, no one
of which gives full information on all aspects of achievement.
Standards of achievement define acceptable levels of
achievement for each indicator. These are guidelines. which can
help child development programs periodically measure their
achievements in attaining desired results for children, families
and communities. Standards may be expressed differently
taking topic area· and practicality of measurement into account.
Examples:
1. A standard of achievement expressed in terms of uniform
ach jeyement:
Desired Result: Children will be physically healthy and show
motor competence.
Indicator: Infants and toddlers will have good health
status overall (or ... will receive full set of required
immunizations. prior to kindergarten. en tty).
Standard o.f achievement: 100% of infants and
toddlers enrolled receive regular immunizations.
�..
2. Standard of achievement expressed in terms. of relative
pro&ress or improvement between baseline and. a later
measurement:
Desired ·Result: Children will be active, independent learners.
Indicator: School-age children will demonstrate
(enhanced) problem-solving skills.
·
Standard of Acbieyement: At least 50% of school-age
children enrolled demonstrate improvement in
independent problem-solving as rated by teachers
(baseline observation compared to observation after six
months of program participation).
3. Standard of achievement expressed in terms of achieyin&
an acceptable/ minimum leyel of· competence:
Desired Result:
Family well-being will be enhanced.
lndicatar:
Family members will become aware of and
use (or ... will have enhanced awareness of) community
· resources.
Standard' of Acbieyemenr:
Parents of all children .
enrolled in school-age child care programs will attend at
least one parent education session on community
resources available to families and children
J
Measurement tools are the actual instruments or tools that
are used to capture or track information on indicators and
standards of . achievement .
.~,,., ··~~ ..
. ·.··'
�!;.··
DESIRED RESULTS MATRIX
FOR CENTER BASED PROGRA.MS AND FAMILY CHILD CARE HOME NETWORKS
- ~~
C-1
CHILD
CATEGORY #1 CHILD
CHILD
DR-1 Chiidren Will be personally arid socially competent
I-1 Children show self awareness
·
I-2 Children show positive selfconcept
I-:3 Children sho..~ trust of adults who,take care of them
I-4 Children show interest in and interacts with others ..
I-5 Children demonstrate increasingr~spect for pe_Ople and thirigs in the ~
environment (18 to.36 mout,hs)
1~6 Children increasingly regulate their ownbehavior
DR-1 .ChHdren will be personally and socially competent
DR-1 . Cf!ildren ~ill be personally and socially competent :
I-1 Children demonstrate positive self-cbncept
~-1 Childre~ demonstrate positive self-concept
.
I-2 Children trust adUlts to .take care ofthein ·
. I-2 · Childreq derilonstrate'effective social and interpersonal skills
I-3 Childryn are respectful of the people and things in their environment. I-3 Children are respectful of the people and things in their environment
I~4 Children· positively engage ·with adults and peers
· 1-4 Children demonstrate effective self-regulation of their own behavior
1~5 Children demonStrate effective self-regulation oftheir'own behavior. · I-5 Children show an awareness oftheir.feeiirig and the feelirtgs of
··.others. . .·.
DR-2 Children will be effective learners
·1-l Children are interested in learning new things
· 1-2 Children ieam through play·
1-3 Children show cognitive competence·
1-4 . Children demonstr!lte problem-solving skills.·
DR-2 ·Children will be. effe.ctive learners
I~J Childre~ demonstrate co~plex play with toys and objects
1-2. Children de111onstrate cognitive competence .
I-3 Children demonstrate problem solvirig skills
.
1-4· Children demonstrate an interes~ in leaining newthirigs ·
DR-2 Children will'be eff~ctive h~~~ners: ·
1-1. Children demonstrate complex play .
i-2 · Children exhibit cognitive ·competence.
1-3 Childr~n demonstrate pro~lem-solving skills
1-4 .Children demonstrate turiusity and creativity·
DR"3 ...~hildreri_will.be competent !nlangu~ge and communication
skills
·
··
·
·
· ·
·
· ·
DR-~
. DR-3 · Children will be competent in language and communications
·skills
· .
.'. I~ l Childreri· show growing abilitie~ in communication arid language
I-2 Children. show interest in early literacy activities.
.
'.
'
~
DR-4 C:hildren Will show physical and motor competence
.
I-1 Children demonstrate an increas¢ proficiency in motor skills based
on interest and abilities·
DR: Desired Result
I: · . Indicator
I-l Children widerstandand respond to language·
1-2 Children ,demonstrate emergmg lite.racy skills
Children will be 'competent in hmguage a~d co~munication .
skilis .
··
·1-1 Children show growing abilities in comffiunication and language
1-2 Children show interest and skills in reading andliteracy
.
DR-4 C:hildren demonstrate phy.sical and moto~ competence
1-:.l C.hildreh engage in physical activities based on in~erest and ability
.
' .
.
';
~:.
.
.
DR-4 · Children will show.physical :and motor competence .
1-l ·Children demonstrate· an increa~ed proficiency in motor skills
I-2 Children engage in physical aftivities based on iittere~ts~ities
"Work in progress"
�"'',
.·.;-
··~
DR-5 Childr:en will be safe an~ healthy
I-1 Children will_ have optimal heal~ status
.
.
I-i Children will exhibit goOd health habits (8 months to 36 months)
I-3 Children \\rill show an emerging awareness of safe behavior ..·
(8 months to 36_.riionths)
·
DR-5 Ch.ildren will be safe and healthy
I-1 Children have optimal health status
I-2 Children demonstrate good health behavior
1-3 Children understand and practice safe behavior
1-4 Children demonstrate good nutritional habits
DR-5. Children will be safe arid healthy
1-1 Children understand and practice safe behaviors
1-2 ·. Chiidren's personal safety in the locai neighborhood is increased
.
·
i-3. Children have'optimal health statUs · .
-1:4 ·Children experience and understand gOOd nutrition
CAT;t;:GORY #2. ~ F
F:AMILY·
FAMILY
D~-6 , familymerriber~ wiil support chiidren~s de~~l~pme~f
I-). Family members support enhanced la~guage and literacy skills of
' children
.· :-;
.
':.' .
I-2 . Family members demonstrate positive parenting behavior · · .
I-3 .Family members support children's emerging knowledge arid interest.
·
· ·
·
··
DR-6 .; F~mily members will supp-~rt children's development
i-1 family .melllhers support enhanced language and literacy skills of
.
children .
' '
'
.
. . --. .
.
I-2 Family members demonstrate positive parenting behavior
I-3 Family members support children's emerging knowledge and interest
·
·
.
DR-6 · ;Family ineritbe~s wiU suppoi-{children's development
I.:l Family members support enh~ced language and literacy skills of. ·
. ... chiJdr:en .
. .
.
.
.
I .:2. Fainily inembers demonstrate po~itive parenting behavior
.. ,
I-3 Farruly,.members support children's emerging knowledge and
iri.ter~sts
.
·"'
.
..·, I. DR~7.
3".
Families will ~~ces's com~ unity resources arid contribute to
•. :
. .. .
c-ommunity development · . ·
.
J-1 The familv utilizes social ;service 'resource~-effeetively on· behalf of
.
·their childr~n and f~mily · ·. .
· · . . _.' · ·
i-2 ·The familv shares·inforniation about th~ individuals needs.ofthei~. ·
· child
.· .
·
. · ··
· DR"7 · Famiiies
access community res-ources-and contribute to
· .community develop_ment .
.
.
.. . · · .
· 1~1. The family utilizes social service resmices effectively on behalf of
their childien and family
·
1~2 The faniily shares information aboufthe i~dividuals needs of their
child · ·
· ·
· DR-7· Fa~ilies will access cominunity·resources and contribute to
. co~munity development
·1-1 Fam!ly me~bers become awaie of and appropriately use con:ununity
services
.
.
1~2 ·The family shares information about the individual needs of the child
DR-S· Families wilfbe~ome more econoniically''sufficient
1-1 Families who are employed, in trairiing, seeking emplo~ent or job
related training ate in child care and developm~nt services
·
DR-S ·Families will become ~ore economically sufficient
I-1 Families who are·employed, in tJ:aining, seeking employment or job
related trainillg are in child care and development·services
. DR-8 Families will become more economically sufficient
I-1 Family becomes more economically independent as a result of child.
care and development services .
.
~
will
.
·;;
DR: Desired Results
I:
Indicator.
. BJM.9/8/97 .
.~,
�~
1 I.
Shows self awareness
(M) Observes own hands
(M) Looks to the place on body where being
touched
(M) Clasps hands together
(M) Explores one hand with the other
I I. Shows self awareness
(M) Respond to own name
(M) Frequently checks for caregiver's presence
(M) Indicates strong sense of self through
assertiveness
(M) Identifies one or more body parts
(M) Uses words such as "me" and "you"
I. Shows self awareness
(M) Shows sense of self as an individual, as
evidenced by "no" to adult requests or using the
word "mine"
(M) Uses names of self and others
(M) Recognizes self in mirror or photographs .
(M) Shows increased awareness of being seen and
evaluated by others
(M) Identifies self with children of same age and sex
(M) Asserts independence: "Me do it."
2 a. I Shows positive self concept
(M) No appropriate child measures for this age
group. The concept of positive self is
dependent on the relationship with
the caregivers.
2 a. I Shows positive self concept ·
(M) Conducts self as a powerful potent, creative doer
(M) Exhibits behaviors that indicate child likes and
accepts self
(M) Acts secure around adultS and peers
(M) Child talks self through steps to solve problem
(M) Negotiates with peers
· (M) Actions demonstrate pre-planning
3 I. Shows trust of adults who take care of them
(M) Begins to distinguish familiar from
unfamiliar people
(M) Shows preference for being held by
familiar people
(M ) Responds with more animation and
pleasure to primary caregiver than to others
(M) Can usually be comforted by familiar adult
wh~n distressed
(M) Shows displeasure at loss of social contact
(M) Reacts to unfamiliar people with soberness
or anxiety
(M) Anticipates return of familiar people
~
2 a. I Shows positive self concept
(M) Leaves caregiver to explore environment
(M) Initiates contact with caregiver when help
is needed
(M) Attempts to elicit assistance of caregiver
3 I. ·Shows trust of adults who take care of them ·
(M) ExploreS confidently in presence of familiar
caregiver
(M) Shows pleasure or relief at sight of primary
caregiver
(M) Shows anxiety at separation from primary
caregivers
(M) Sho'":s intense feelings for parents and
caregivers
(M) Exhibits anxious behavior around
unfamiliar adults
(M) Actively seeks out caregiver
(M) Seeks clarification on how they should react
to ambiguous situation (e.g., unfamiliar
people and events)
(M) Uses caregiver as model for social
interaction
3 I. ·Shows trust of adults who take care of them·
(M) Goes to familiar adults for help or reassurance
(M) Periodically checks back with familiar adult
when playing independently or with peers
(M) Looks to adult for messages abo.ut appropriate/
inappropriate behavior
(M) Explores environment more freely for greater
lengths of time at greater distances from primary
caregivers
(M) Plays fantasy roles based on action of others
(e.g, fireman, mommy, bride)
�~
4 I Shows interest in and interacts with others
(M) Smiles and shows obvious pleasure in
response to social stimulation
(M) Sees adults as objects of interest and novelty
(M) Seeks out adults for play
(M) Engages in social play during feeding,
bathing, dressing or other caregiving
activities
(M) Smiles or vocalizes to initiate social contact
(M) Responds to human voices _
(M) Responds to a caregiver who encourages
their beginning communications
(M) Mutually gazes with others
4 1. Shows interest in and interacts with others
(M) Actively shows affection for familiar
person (e.g. hugs, smiles at, runs toward,
leans against, and so forth)
(M) Enjoys exploring objects with another as
the basis for establishing relationships
(M) Shows interest in other children
4 1. Shows interest in and interacts with others
(M) Plays alone but alongside or among other
children
(M) Gains greater enjoyment from peer play and
joint exploration
(M) Teaches peers .
(M) Participates in small group activities
5 I. Demostrates increasing respect for people and
5 I. Demostrates increasing respect for people and
5 I. Demonstrates increasing respect for people and
things in their environment
No appropriate child measures for this age group.
The concept of demonstrating increased respect
for people and things is dependent on the sense of.
self which is just emerging.
6 ·I. Increasingly regtilate their own behavior
(M) Can initiate and terminate interactions by
averting gaze or turning away
(M) Anticipates being lifted or fed and moves
body to participate
(M) Comforts self by sucking hand, thumb or an
object
(M) Shifts body position in response to sights or
sounds
things in their environment
No appropriate child measures for this age
group. The concept of demonstrating
increased respect for people and things is
dependent on an emerging sense of self and a
growing awareness of others.
6 I. Increasingly regulate their own behavior
(M) Moves .toward desired objects and people
(M) Shows caution with unfamiliar people and
things
(M) Comforts self with familiar objects and
routines
(M) Anticipates and participates in routines
things in their environment
(M) Aware of own feelings
(M) Is more aware of the feeling of others
(M) Is aware of the impact of their own activity on .
-·the activities of others
(M) Shows care for people, animals and plants
(M) Begins to realize others have rights and
privileges
(M) Begins to see benefits of cooperation
6 I. Increasingly regulate their own behavior
(M) Makes attempts at self-regulations (e.g., says
"No" when reaching for forbidden object)
(M) Increasingly is able to recover from frustration
or distress
(M) Exhibits more impulse control and selfregillation in relation to others
(M) Identifies and expresses feelings
�a..
,.
tiR.; 2Oiiidi-~ri ~i•i ®~«~iive .~~Hi¢~•···
·• ·
?••·•· / ••riR.\iO.itd~~winbe·.eirerti~eie~r~~:r5
:
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<·••••\
•·•oR. 2••amaf~~ ;..ila &e ~fi@i~¢ •~•tri·~ai~
x
>•>········
I I. Interested in learning new things
(M) Fascinated with own body parts (e.g, hands,
feet)
(M) Reaches for and grasps objects
(M) Focuses on caregiver's face
(M) Shows attentions to new objects, voices,
etc. by becoming more quite or active
I I. Interested in learning new things
(M) Expresses the pleasure of discovery
(M) Shows pleasure in new
accomplishments
(M) Enjoys exploring the environment
I I. Interested in learning new things
(M) Creates new uses for materials and equipment
(M) Tries new activities and materials
(M) Expresses the pleasure of discovery
(M) Enjoys exploring the.environment
2 I. Learns through play
(M) Explores objects in different ways (e,g.,
mouthing, banging, etc.)
(M) Hits or kicks an object to make a pleasing
sight or sound continue
(M) Participates in peek-a-boo and patty-cake
games
(M) Dumps objects out of containers
2 I. Learns through play
(M) Uses another object as a tool to obtain a toy
(M) Tries to build with blocks or other
objects
(M) Imitates adult behaviors like sweeping the
floor, setting the table, putting on a coat
and carrying a purse to "go work," or using
a telephone
(M) Enacts simple dramatic play scenarios with
others, like caring for dolls, acting like an
animal, or riding in a car or train
(M) Imitates social behavior of other children
(M) Backs out of an enclosed space when stuck
(M) Is aware of sizes, shapes, and colors
· (M) Takes covers from objects
(M) Takes things apart
(M) Dumps objects out of containers and puts
them back in
2 I. Learns through play
(M) Expresses feelings in symbolic play
(M) Acts. out simple dramatic play themes with others
("You baby; me, mommy"; going to the store,
cooking dinner, preparing for a party) ·
(M) Creates fantasy role-plays (e.g. flying, giants,
fairies)
(M) Stacks blocks
(M) Puts pegs in pegboard
(M) Takes things apart and puts them back together
(M) Creates simple constructions
(M) Works simple puzzles
(M) Makes choices in play activities
3 I. Shows Cognitive Competence
(M) Is able to use several senses at once
(M) Learns predictability through the results of
repeated actions on objects
(M) Imitates simple facial movements and
expressions (e.g. widening eyes, opening
mouth wide, smiling nodding head)
(M) Show interest in images in mirror
3 I Shows Cognitive Competence
(M) Understands the permanence of objects and
people
(M) Can select between 2 choices when offered
(M) Asks for objects out of sight, such as in the
refrigerator or cupboard
(M) Has basic awareness of cause and effect
(M) Knows difference between own
possessions and others (e.g. jacket, shoes)
(M) Knows own needs such as being hungry,
wanting an object of comfort such as a
"blankie"
3 I. Shows Cognitive Competence
(M) Understands concepts of"tomorrow,"
"yesterday"
(M) Counts to two or three
(M) Understands cause and effect relationships
. (M) ·Follows two simple directions
(M) Understands choices offered
(M) Can demonstrate use of common household
items
(M) Classifies, labels, and sorts objects by group
(hard versus soft, large versus small)
(M) Can anticipate effects
-----------------
0"
3
�J~
4 I. Demonstrates problem-solving skills
(M) Tries to cause things to happen (kicks
reaches, etc)
(M) Grasps object when hand and object are
both in view
(M) Looks for dropped object
(M) Looks for a object under a blanket when
placed there while watching
(M) Signals caregiver for assistance (e.g. cries,
grunts, yells)
4 I. Demonstrates problem-solving skills
(M) Brings a stool to use for reaching
something
(M) Persists in a search for a desired object even
when it is hidden under distracting
objects such as pillows
(M) Uses trial and error (e.g. searching for
correct space for an object in form board)
(M) Attempts to elicit assistance of caregiver to
resolve social conflicts with peers
(M) Gets others to do things, such as read
books, get dolls
4 I. Demonstrates problem-solving skills
(M) Pursues difficult tasks
(M) Completes tasks
(M) Identifies pictures of common objects
(M) Figures out which child is missing by looking at
or talking about who is present
(M) Attempts to negotiate with peers to resolve
social conflicts
-·
�..:.::..
:'~~~iii!!-:lFN~~M~~~1~·~tii~~1~iiid ' ~~ ~,~~i'Mi~~a~~~~~·!,~i;l?o!~;~~iw~;;~ ~~~~~ i$l~I.:~Jif.~i511~:!t~.~~~~w~:;l::::m
I. Shows growing abilities in communication and
language
(M) Expresses discomfort and comfort/pleasure
unambiguously
(M) Shows displeasure or disappointment at loss
of toy
(M) Expresses several clearly differentiated
emotions: pleasure, anger, anxiety or fear,
sadness, joy, excitement, disappointment,
exuberance
(M) Stretches arms to be taken
(M) Can distinguish familiar human voices from
all other sounds
(M) Uses vocal and nonvocal communication to
express interest and exert influence
(M) Babbles using all types of sounds
(M) Engages in private conversations when
alone
(M) Combines babbles
(M) Understands names of familiar people and
objects
(M) Laughs
(M) Listens to conversations
(M) By about 6 months, distinguishes sounds of
home language from other speech
(M) Imitates sounds
(M) Responds in turn to caregiver vocalizations
2 I. Shows interest in early literacy activities
(M) Follows a slowly moving object with eyes
(M) Recognizes expected patterns of objects in
motion (such as arc, bounce, or slide)"
(M) Imitates sounds
I. Shows groWing abilities in communication and
language
(M) Uses eye contact to check back with
.
.
pnmary caregtver
(M) By about 8 months, turns to look at an
object, like a ball, or when hearing the
word "ball" in the home language
(M) Understands many more words than can
say
(M) Looks toward 20 objects when named
(M) Creates long babbled sentences
(M) Shakes head "no"
(M) Says 2 or 3 clear words
(M) Uses vocal signals other than crying to
gain assistance
(M) Names familiar objects and people
(M) Understands words and phrases
(M) Carries out simple commands
(M) Expresses self using gestures and
movements
(M) Uses intonation
(M) Expresses range of feelings
(M) Repeats simple words spoken by
careg1vers
(M) Imitates back and forth vocalizations with
caregivers
I. Shows growing abilities in communication and
language
(M) Frequently displays range offeelings and
behaviors
(M) Makes specific needs known through gestures
and words
(M) Combines words
(M) Speaking vocabulary may reach 200 words
(t\1) Develops fantasy in language
(M) Can explain use of common household items
(M) Uses compound sentences
(M) Recounts events of the day and experiences
(M) Identifies, shows body parts, clothing items, or
toys on request
(M) Labels and names objects and people
(M) Asks and answers questions
(M) Uses language to convey ideas
(M) Has fairly clear pronunciation
(M) Uses plurals and prepositions
(M) Imitates adult language
(M) Participates in a series of back and forth
conversations with caregivers and peers
2 I. Shows interest in early literacy activities
(M) Enjoys touching, carrying, and looking at
books
(M) Turns pages of books
(M) Looks at picture books with interest, points
to objects and/or makes sounds
(M) Shows interest in adult spoken word and
smgmg
(M) Hears separate words
(M) Imitates a few words
(M) Likes to be read to
2 I. Shows interest and skills in early literacy activities
(M) Looks through books
(M) Names pictures in a book
(M) Memorizes phrases of songs, books, and rhymes
(M) Sings songs
(M) Names action in pictures
(M) Uses plurals and prepositions
(M) Imitates adult language
(M) Listens to stories
.(M) Requests to be read to.
(M) Recognizes signs and symbols
(M) Pretends to write
�c..
I. Demonstrates an increased proficiency in motor
skills based on interests and abilities
I. Demonstrates an increased proficiency in motor
skills based on interests and abilities
1 I. Demonstrates an increased proficiency in motor
skills based on interests and abilities
Gross Motor
(M) Walks up and down stairs
(M) Can jump one step .
(M) Kicks a ball
(M) Stands on one foot
(M) Stands and walks on tiptoes
(M) Walks fast and well
(M) Walks up stairs with foot on each step
(M) Walks backward
(M) Runs
(M) Climbs
(M) Throws a ball with aim
(M) Uses paintbrush
(M) Exercises increasing bladder and bowel control.
(M) Catches a big ball by trapping it with their arms
Gross Motor
(M) Lifts head
(M) Holds head up
(M) Rolls over
(M) Crawls
(M) Creeps or inches forward or backward
(M) .Drinks from cup with help
(M) Turns to side
(M) Hits or kicks an object to make a pleasing
sight or sound continue .
Gross Motor
(M) Pushes foot into shoe, arm into sleeve
(M) Crawls
(M) Pulls self up, stands and cruises holding
furniture
(M) Walks alone
(M) Throws objects
(M) Climbs stairs
(M) Stoops and can walk backward a few steps
(M) Sits up without support
Fine Motor
(M) Grasps, releases, re-grasps, and releases
object with accuracy
(M) Transfers and manipulates objects with hands
(M) Reaches for desired objects
(M) Reaches and grasps toys
(M) Pounds on things with hands and objects
Fine Motor
(M) Partially feeds self with fingers or spoon
(M) Handles cup well with minimal spilling
(M) Handles spoon well for self-feeding
(M) Uses thumb and forefinger to pick up small
.Fine Motor
items
(M) Draws a circle
(M) Scoops and rakes with hand to manipulate or
(M) Imitates a horizontal crayon stroke
pick up objects, sand, food, etc.
(M) Holds object with one hand and manipulates it
(M) Pounds with mallet or other object with
with the other hand (e.g., winds up music box)
intent and some precision
(M) Scribbles With marker or crayon
(M) Uses marker on paper
(M) Threads beads
(M) Releases objects into container
(M) Uses eating utensils to feed self
(M) Pushes and pulls objects
(M) Pours liquids from small pitcher into cup
(M) Carries objects
(M) Pounds with mallet or other object with intent
(M) Pours from a container (e.g., water and
and precision
sand)
(M) Increasing ability to dress and undress self
(M) Puts on simple garments such as caps or
_slippers
6
�.
1 I. Children will have optimal health status
(M) Immunizations are up to date
(M) Regular health screening
2 I.
Will exhibit good health habits
No appropriate child measures for this age
group; however, there would be program
measures
3 I. · Will show an emerging sense of safe behavior
No appropriate child measures for this age
group; however, there would be program
measures
Note:
I. Children will have optimal health status
(M) Immunizations are up to date
(M) Regular health screening
I. Children will have optional health status
(M) Immunizations are up. to date
(M) Regular health screening
2 I. Will exhibit good health habits
(M) Washes and dries hands with caregiver
assistance
· 2 I. Will exhibit good health habits
(M) Washes and dries hands alone .
(M) Helps clean tables before and after snacks and
meals and assists with clean up after spills
3 I. Will show an emerging awareness of safe
behavior
(M) Responds to limits or warnings from
adults
3 I. Will show an emerging awareness of safe behavior
(M) Understanding of safety concepts such as
"hot" or "sharp"
(M) Hold hands when crossing streets, in pa.r:king
lots, etc
(M) Stops dangerous behavior with verbal limits
from caregiver
How these indicators will be reflected in children's behavior and development will be affected by temperamental, cultural and individual differences and needs.
<::1
MS:mb
desiredr.ms
8/26/97
7
·-
�PRESCHOOL-AGE DESIRED RESULTS
KEY.
c
DR
I
·M
.s
Category
Desired Results
Indicator
Measure
Standard of Achievement (To Be Developed)
CATEGORY#l-CHILD
DR-1 Children will be personally and sociallycompetent
I-1
Children demonstrate positive self-concept.
M - Conduct self as a powerful and creative doer
M - Exhibit behavior that indicates child likes and accepts self
M- Have respect for their family's culture, language, and traditions
I-2
Children trust adults to take care ofthem:
M - Seek help from responsible adults
. M - When the child is distressed or hurt he/she asks for help from responsible adults
I-3
ChildTen dre respectful ofthe people and things in their environment.
M - Foil ow classroom rules
M - Relate to and are comfortable with peers and adults from diverse backgrounds
I-4
Children positively engage with adults and peers.
M - Demonstrate cooperative play skills
· M - Attempt to negotiate with peers to resolve social conflicts
I-5
Children demonstrate effective self-regulation o(their own behavior.
M - Exhibit impulse control and self-regulation in relation to others
M - Are aware of the impact of their own behavior on the behavior
of others (cause-and-effect)
M-Able to adapt themse~ves to the social rules of the group
DR-2 Children will be effective learners
I-1
Children demonstrate complex plqy with toys and objects.
M-Use objects and materials in different and novel ways
M - Can complete increasingly complex puzzles
M - Can complete complex block structures, adding other props or substituting other
materials
I-2
Children demonstrate cognitive competence.
M - Demonstrate emerging classification skills
M - Demonstrate emerging seriation skills
1
·.,
�\. 3 .::.":.
M ~ Demonstrate emerging f.lUmber awareness .
M - Demonstrate emerging awareness of space
· M - Demonstrate emerging awareness about the concept of time
M - Demonstrate emerging awareness about conservation of matter
I-3 - Children demonstrate problem solving skills:
M - Pursue multi-step tasks
·
M.- Identify cause and effect relationships
M - Complete challenging activities
I-4
·Children demonstrate an interest in learning new things.
M - Create new uses for materials and equipment
M - Try new activities, materials, and equipment
M - Enjoy exploring the environment
. DR-3 • Children 'YiU be competent in language and communication skills
I-1
Children understand and respond to language.
M- Follow simple and complex directions
. M - Understand and respond to language
M - Engage in conversations
I-2
Children demonstrate emerging literacy skills .
. M - Engage in language play and rhymes.
M - Enjoy books and pretend to read.
M - Aware that marks on a paper may represent written words.
M- Know some letter names (such as those in their name).·
M - Recognize or know the name 'or symbol shapes.
M - Can ·create and tell stories.
·
.
·
DR-4 Children demonstrate physical and motor competence
. .J-1
Children engage in physical activities based on interest and ability.
M ~ Show fine-motor skills
M - Show gross-motor skills
DR-5 Children will be safe and healthy
1-1
Children have optimal health status:
M - File indicates that immunizations are up to date
M - File indicates that the child has a recent health screening
1-2
Children demonstrate good health behavior.
M- Wash hands before eating ahd after toileting
M - Cover mouth when sneezing
M - Brush teeth after meals
2
�1-3
Children understand and practice safe behavior.
M - Look before crossing streets
M- Know how to handle emergencies (e.g. call 911, how to get help if lost)
M _-Know last name, phone number, and parents' names
1-4
Children demonstrate good nutritional habits. ·
*measured at the program rather than the individual child level
CATEGORY #2- FAMll..Y
DR-6 Family members will support children's development ·
J,.J
Family members support enhanced lan~age and literacy skills of children,
M - Read to children
M- Tell stories
l-2
Family members demonstrate positive parenting behavior.
M -Use positive discipline techniques
M - Use positive communication skills
M - Are positive role models
I-3
Familv members support children's emerging knowledge andinterest.
DR-7 F~milies will access community resources and contribute to community development
I-1
The {amilv utilizes social service resources effectively on behalf or their children and familv.
M- Family members increase their child's opportunity to participate in community programs
and services
·
·
1-2
The family shares information about the individual needs o(their child.
M- Family members give program inf01:mation about their child on an on-going basis
DR-8 Fa,milies will become more economically sufficient · . ·
I-1
Families who are employed. in trainin~ seeking employment or job relate training
are in child care and development services.
M- Families receive child care/development services
3
�,t.·.
i/
CENTER-BASED AND FAMILY CHILD CARE HOME NETWORKS
DESIRED RESULTS: SCHOOL~AGE ·
CARE GROUP REPORT .
C-1
CHILD
DR-1 Children will be personally and socially competent.
1-1.
Demonstrate positive self-concept
M. Exhibits behaviors that indicate child like arid accepts self
M. Has respect for their family's culture, language, and traditions
· M. Plays freely and has fun--alone or with others
·M. Expresses own individual identity and interests
M. Forms positive attachments with adults and peers
1-2
Demonstrate effective social and interpersonal skills
M. Uses effective problem solving skills in social situations
M. Listens to another's point ofview and tries to compromise
M. Knows how to solv~ problems and resolutions are usually reasonable and fair
M. Shows cooperative and team skills through play
M. Forms positive and sustained relationships with peers and adults
1-3
Are respectful of the pepple and things in their environment ..
M. Demonstrates respect for people of all cultural backgrounds
M. Shows sympathy for each oth~r
M: Helps others
M. Understands other's perspectives
M. Participates in community services activities
1-4 . Demonstrate effective self-regulation oftheir ~wn behavior·.
M. Follows classroom rules
M. Cooperates and works well with others ·
M. Controls and expresses emotions appropriately
M. Appears relaxed and involved with others
1-5
Show an awareness of their feelings and the feelings of qthers
M. Identifies and express own feelings in appropriate ways
M. Un~erstands the perspectives of others
DR-2 Children will be effective learners.
1-1
Demonstrate cm:nplex play
M. Engages i~ free play and exploration
M. Engages in reciproc~l, cooperative play
M. Engages in play that is planned and purposeful
.
. .
M. Participates in organized play and games, with specified or invented rules
y·
�1-2
Exhibit cognitive competence
M. Chooses to participate in learning activities
M. Shows sustained interest in long-term activities
M. Uses math and numbers in every day."experiences·· ·
M. Uses reading and writing as a part of their every day activities
M. Participates in enrichment and real-life learning experiences
M. Uses computers and information technologies .
M. Completes homework assignments
1-3
Demonstrate problem-solving skills
· M. Pursues difficult tasks
M. Uses skills and experiences to pursue goals
M. Completeschallenging activities
M. · Applies past experiences to presenfchallenges
1-4
Demonstrate curiosity and creativity.
M. Pursues a variety of activities and opportunities
M. Explores roles and surroundings through play
M: Expresses self in. original ways through arts, drama, play and other means
M. Uses a range of media in a variety of ways
M. Experiments with new materials
.
.
DR-3 Children will be competent iii language and communication skills
1-1
Show growing abilities in communication and language
M. Communicates needs and opinions effectively
· M.
M.
M.
M.
M.
M.
1-2
Follows simple and complex directions
Uses written language for social interaction
Uses oral language for social interaction
Uses written language to express self
Uses oral language to express self
Demonstrates increased use of English for second language learners
Show interest and skills in reading and literacy
M. Understands the meaning of written materials
M. Creates a variety offorins of literature (i.e., stories, poems)
M. Reads books and other written materials for pleasure and information
M. Read a :variety of books reflecting a range of cultures
DR-4 Children will show physical.and motor competence
1-1
Demonstrate an increased proficiency in motor skills
M. Us.es fine motor skills competently
~- Uses gross motor skills competently
M. Exhibits body coordination
�1-2
Engage in physical activities based on interests and abilities
M. Participates in a range of physical activities
M. Develops strength and endurance
· M. Exhibits athletic skills
M. Exhibits physical fitness
DR-5 Children will be safe and healthy·
1-1
Understand and practice safe behaviors
· M. Shows an awareness of personal safety issues·
M. Makes positive· choices about personal safety
M. Makes positive choices about personal health
1-2
Increase of children's personal safety in the local neighborhood
M. Makes positive choices about participation in sexual activities
M. Makes positive choices about gang involvement
·M. Makes positive choices about personal behaviors
1-3
1-4
•
I
Have optimal health status
M. Shows a ·healthy balance between periods of rest and active behavior
M. Demonstrates good health behaviors
M. Engages in physical activities
. Experience and understand good nutrition
M. Understands the need for a balanced, varied diet
M. Demonstrates a willingness to try a variety of healthy foods
C-2
FAMILY
DR-6 Family members will support children's development
1-1
Family members support enhanced language and literacy skills of children
M. Family members read to and share stories with children
M. Family members increase communication and language exchange with children
M. Family members increase their knowledge oftheir child(ren)'s learning and
development
I.
1-2
Adult family members. demonstrate positive parenting behaviors
M. Adults show positive discipline practices
M. Adults act as positive role models
· M. Adults use appropriate conflict resolution skills .
1-3 · Adult family members support children's emerging knowledge and interests
· M. Adults.show interest in children's activities outside of the school-age care program
M. Adults participate in children's activities
M. Adults increase their participation in the program and its activities
M. Adults participate in educational activities offered or arranged by program
�DR-7 Families will access community resources
1-1
Family members become aware of and appropriately. u~e community services
M. ·Family members increase_ their utilization of community services on behalf of their
children
M. Family members increase their participation in and support for community programs
·
and activities
1-2
The family shares information about the individual needs of their child
M. Family provides information about their child to the program and other agencies on an
· on-going basis
·
DR-8 Families will move toward economic self-sufficiency
· 1-1
Family becomes more economically independent·as a result of'child care/development
services
.
M. Adults make more informed job-related decisions
. M. Adults show improved ·knowledge about job opportunities
M. · Adults show improved ability to plan, set goals
.M. · Adults show competence in managing daily live and responsibilities
M. Adults develop job skills, work ethic, and job search techniques
· M. Adults succeed in job acquisition, job advancem~nt and retention
i
.·.·..;., .:
�· EXISTING MEASURE AND NEEDED ASSESSMENTS
CHILD
.Needed Assessment Instruments:
•
•
•
•
•.
•
•
Checklists.
.
. .
· Child portfolios (with guidelines for development and use):·.
Observation instrument for SACprograms re: children (guidelines exist, but,an instrument
·
·
does not).
Intervi-ews, surveys, self-reports from children.
Interviews, surveys of SAC program teachers and administrators.
Interviews, surveys of school teachers and administrators.
Interviews, surveys, confe~ences, observations re: parents.
FAMILY
· Existing Measures:
•
Family Eligibility Form ("Intake and Update Forms").
Needed Assessment Instruments:
•
•
·•
Surveys, ·interviews, conferences with parents
Observations of parent/child interactions (primarily at program site).
Child inteniiews.
COMMUNITY
Existine Measures:
•
•
•
•
Neighborhood Council Reports
Police Records
School Vandalism Reports- for care centers serving multiple schools: identify primary
feeder school to collect information from.
Behavioral Referral Reports
Needed Assessment Instruments: ·
•
•
•
•
School principal and district administrator interviews, surveys
Observations, .interviews (children, neighborhood)
Surveys, interyiews, conferences with parents
·
Checklists
�American Institutes
for Research
.
.
CALIFORNIA CHILD CARE.
I',
,
A_ND. DEVELOPMENT ..
c·oMPENSATION STUDY:
Towards-Promising Policy
and Practice
•
I
'
•
Executive Summary
.·. _November 2 7, ·1996. .
. .'b. '
y
. M~fcyWhitebook .
. ,·.·_t\lice BurtoJJ: - . . . . .
..
. .
. . National Center for the Early Childhood Work Fore~ (NCECW)
·for the,. ·
'·
California. Child Care·~ndDevelopment Compensation Study
· Child Development Division
'
c;aiifQrnia _Department of Education; Contract #5147
• ]a.y Chambers, Arnerictm Institutes for Resear(h (AIR)
·
.Co-pri11cipilllnvestigator
.. ~·~Marcy White book, NCECW .
Co-principal}nvestigator
• Deborah Monlgome,ry, AIR
· Project Director·
'.
P.O. Bo~ 1113
'.
Palo Alto, CA 94302 .
(415) 493-3550
.
�Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
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�
Dublin Core
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Title
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Neera Tanden - Subject Series
Creator
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First Lady's Office
Neera Tanden
Date
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1997-1999
Is Part Of
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<a href="http://clinton.presidentiallibraries.us/items/show/36378" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1766805" target="_blank">National Archives Catalog Description</a>
Identifier
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2012-0057-S
Description
An account of the resource
Neera Tanden served as Associate Director for Domestic Policy in the Clinton White House, and Senior Policy Advisor to the First Lady’s staff from December 1997 to July 1999. She dealt with all facets of domestic policy as it related to the work of the First Lady including child care, education and literacy, health reform, Title IX, national service, and youth issues such as after school activities, teen pregnancy, and violence. The records include agendas, articles, books, galley proofs, informational packets, letters, legislation, memos, schedules, speech material, talking points, videos, and weekly reports.
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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Clinton Presidential Library & Museum
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Adobe Acrobat Document
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105 folders in 6 boxes
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California Child Care
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First Lady's Office
Neera Tanden
Subject Files
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2012-0057-S
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Box 1
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2012-0057-S-Tanden-OFL.pdf" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1766805" target="_blank">National Archives Catalog Description</a>
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Clinton Presidential Records: White House Staff and Office Files
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2/1/2014
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California Child Care
1766805