1 ACC 307 Final Project Part I Guidelines and Rubric

1
ACC 307 Final Project Part I Guidelines and Rubric
Overview
The production and analysis of financial statements are core
tasks for accounting professionals. The activities for this final
project have traditionally been
performed monthly by accountants in most organizations.
However, with automation making accounting more efficient,
many executives are requiring even
more frequent financial statements. This new reality further
underscores the need for accurate transactio n collection and adj
ustment computations.
Additionally, external users rely on ratio analyses to draw
informed conclusions about a company’s financial health. This
information often will factor heavily into
their investment and lending decisions.
In your final project, you will assume the role of an accountant
and complete the year-end adjustment process for your company
using a provided workbook.
This workbook is the first deliverable (Part I) of your final
project. In Part II, you will analyze the provided financials o f
the same company and create a report
documenting your findings. The project is divided into three
milestones, which will be submitted at various points
throughout the course to scaffold learning and
ensure quality final submissions. These milestones will be
submitted in Modules Three, Five, and Six. Final Project Part I

will be submitted in Module Seven;
Final Project Part II is due in Module Eight.
In this assignment, you will demonstrate your mastery of the
following course competencies:
• ACC-307-01: Demonstrate the year-end adjustment process in
the preparation of a business’s financial documentation
• ACC-307-03: Apply generally accepted accounting principles
in preparing financial statements
Prompt
Review the Final Project Scenario document for information
about the financial background of your hypothetical company.
Use the provided workbook to
complete Part I of your final project.
Specifically, you must address the critical elements listed
below. Most of the critical elements align with a particular
course competency (shown in brackets).
I. Part I: Final Project Workbook
A. Demonstrate the year-end adjustment process:
1. Prepare the adjusting journal entries in the Adjusting Entries
tab in the provided workbook. [ACC-307-01]
2. Transfer the values from the Adjusting Entries tab to the
proper cells of the Adjusting Entries columns in the Worksheet
tab. [ACC-307-
01]
3. Create the adjusted trial balance by computing the Adjusted

Trial Balance columns using the Worksheet tab. [ACC-307-01]
4. Close temporary accounts by completing the Closing Entries
tab. [ACC-307-01]
http://snhu-
media.snhu.edu/files/course_repository/undergraduate/acc/acc30
7/ACC_307_Final_Project_Scenario.pdf
https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdent
Id=20047
2
B. Prepare the financial statements:
1. Prepare an income statement for the provided company by
completing the Income Statement tab in your workbook. [ACC-
307-03]
2. Prepare a statement of retained earnings by completing the
Statement of Retained Earnings tab. [ACC-307-03]
3. Prepare a balance sheet by completing the Balance Sheets
tab. [ACC-307-03]
Milestones
Milestone One: Partial Workbook
In Module Three, you will submit the first part of your final
project workbook, including the adjusting entries, adjusted trial
balance, closing entries, and income
statement. This milestone will be graded with the Milestone One
Rubric.
Milestone Two: Completed Workbook
In Module Five, you will submit the second part of your final

project workbook, including the statement of retained earnings
and the balance sheet. This
milestone will be graded with the Milestone Two Rubric.
Final Project Part I Submission: Final Workbook
In Module Seven, you will submit the first part of your final
project, which is the final version of the project workbook. It
should be a complete, polished artifact
containing all of the critical elements of Final Project Part I. It
should reflect the incorporation of feedback gained throughout
the course. This submission will be
graded with the Final Project Part I Rubric.
Final Project Part I Rubric
Guidelines for Submission: All tabs should be completed in
your final workbook submission.
Critical Elements Exemplary Proficient Needs Improvement Not
Evident Value
Year-End Adjustment
Process: Adjusting
Journal entries
[ACC-307-01]
Accurately prepares all
adjusting entries (100%)
Prepares adjusting entries, but
there are gaps or inaccuracies
(55%)
Does not prepare adjusting

entries (0%)
12.25
Year-End Adjustment
Process: Transfer
[ACC-307-01]
Meets “Proficient” criteria and
all values are accurate based on
the provided data (100%)
Transfers values from their
Adjusting Entries tab to the
proper cells of the Adjusting
Entries columns in the
Worksheet tab based on the
values from the previous step
(85%)
Transfers values to the
Adjusting Entries columns in the
Worksheet tab, but there are
gaps or inaccuracies (55%)
Does not transfer values to the
Adjusting Entries columns in the
Worksheet tab (0%)
12.25
3

Critical Elements Exemplary Proficient Needs Improvement Not
Evident Value
Year-End Adjustment
Process: Adjusted
Trial Balance
[ACC-307-01]
Meets “Proficient” criteria, and
Accurately prepares the
adjusted trial balance based on
the values from the previous
step (85%)
Prepares the adjusted trial
balance, but there are gaps or
inaccuracies (55%)
Does not prepare the adjusted
trial balance (0%)
12.25
Year-End Adjustment
Process: Closing
Entries
[ACC-307-01]

Accurately prepares all closing
entries based on the values
from the previous step (85%)
Prepares closing entries, but
(55%)
Does not prepare closing
entries (0%)
12.25
Financial
Statements: Income
Statement
[ACC-307-03]
Accurately prepares the income
statement based on the values
from the previous step (85%)
Prepares the income statement,
but there are gaps or
inaccuracies (55%)
Does not prepare the income
statement (0%)

17
Financial
Statements:
Statement of
Retained Earnings
[ACC-307-03]
statement of retained earnings
based on the values from the
previous step (85%)
Prepares statement of retained
earnings, but there are gaps or
inaccuracies (55%)
Does not prepare statement of
retained earnings (0%)
17
Financial
Statements: Balance
Sheet
[ACC-307-03]

balance sheet based on the
values from the previous step
(85%)
Prepares the balance sheet, but
(55%)
Does not prepare the balance
sheet (0%)
17
Total 100%
8084 Module 3 Group Discussion: Step 2: Collect the Data
Effective early childhood leaders positively impact their
programs by making targeted, data-driven decisions. They
become consumers of information, systematically evaluating
and acting upon the insights gained through data collection.
In this Group Discussion Board, you and your group members
share data collected from Connor Street’s evaluations. Like a
detective, you begin your investigation by sifting through the
data to highlight information about the program’s strengths and
opportunities for improvement. You then use this information to
provide insight into the program’s effectiveness.
To prepare
Review the Head Start resources presented in this module. As
you explore the interactive content and videos, reflect on best
practices early childhood leaders use to collect data. Then,
revisit the evaluation you selected for the Assignment and
submitted in Week 4 by conducting additional research to learn

more about the evaluation. Last, begin a preliminary review of
your evaluation data and the data that are presented
in Evaluation 5 (NAEYC Accreditation Decision Report) and
Evaluation 6 (NAEYC Self-Assessment Teaching Staff Survey),
and Evaluation 7 (NAEYC Self-Assessment Family Survey)
found in Module 2 resources.Assignment Task Part 1
Write a 1 ½ page breakdown of the following:
· Provide a broader introduction to your evaluation (CLASS) -
Look at info in resources
· by explaining at least two aspects and/or details about this
evaluation that the “Major Findings” document did not include.
For example, you might include information about how the
evaluation is scored, average scores across a specific
demographic region, and/or how this evaluation became
prominent in the field of early childhood.
· Provide at least one website about this evaluation which your
group can use as a resource.
· Read selections of your colleagues' posts
· Respond and engage with colleagues posts with intext
citations Assignment Task Part 2
Write a 1 ½ page breakdown of the following:
· Describe the major findings that you analyzed, including the
stakeholders for whom the data were obtained and/or focused.
· Using the information garnered from your
evaluation and evaluations 6 and 7:
· Describe what you perceive to be program strengths.
· Describe what you perceive to be opportunities for
improvement.
· Explain how effective the might program be and why.
· Respond and engage with colleagues posts with intext
citations.
Support your analysis with specific references to evaluation
data and the evaluation’s scoring and/or rating scale.
Note what you have learned and/or any insights you have gained
as a result of the comments your colleagues made and the

connections you have made with the Learning Resources.
Revisit this Discussion Board throughout Week 6 to explore and
discuss analyses shared by group members. Respond to all
group members. Post ways colleagues' posts contributed to your
learning.
Learning Resources
https://eclkc.ohs.acf.hhs.gov/data-ongoing-monitoring
https://www.naeyc.org/resources/topics/family-
engagement/principles
https://ctb.ku.edu/en/table-of-contents/culture/cultural-
competence/understand-culture-social-organization/main
https://ctb.ku.edu/en/table-of-
contents/evaluate/evaluation/interests-of-leaders-evaluators-
funders/main
https://ctb.ku.edu/en/table-of-contents/culture/cultural-
competence/culturally-competent-organizations/main
https://ctb.ku.edu/en/table-of-
contents/evaluate/evaluation/framework-for-evaluation/main
1
Using the Head Start Parent,
Family, and Community Engagement
Framework in Your Program:
Markers of Progress
This document was originally developed with funds from Grant
#90HC0003 and reprinted with funds from Grant #90HC0014

for the U.S Department of Health and Human Services,
Administration for Children and Families, Office of Head Start,
Office of Child Care, and by the National Center on Parent,
Family, and Community Engagement. This resource may be
duplicated for noncommercial uses without permission.
Contents
Letter to the Members of the Head Start Community
...............................................................................................
..................... 1
Foreword
...............................................................................................
...............................................................................................
. 5
Using this Guide in Your Program
...............................................................................................
.....................................................11
Step 1: Build a PFCE Self-Assessment Team
...............................................................................................
..............................15
Step 2: Use the Assessment Tool
...............................................................................................
.................................................25
Step 3: Create a PFCE Action
Plan........................................................................................
......................................................71
Acknowledgments

...............................................................................................
..............................................................................79
Research and Best Practices References
...............................................................................................
..........................................80
1
Dear Members of the Head Start Community,
You and your program are in a unique position to
promote children’s well-being – today and in the
future – by engaging their parents and families.
Parents and family members are the “forever”
people in a child’s life. They will shape their child’s
sense of self, others, and the world over the years
and across the miles.
As research suggests, when you create positive
and trusting relationships with parents and
family members, they are more likely to become
engaged in their young child’s development
and learning1. In Head Start/Early Head Start,
these relationships focus on goals that families
develop with the support of program leadership,
staff, and engaged community partners. These
goal-directed relationships are part of the two-
generational approach of working with children
and adult family members that distinguishes
Head Start/Early Head Start from other early
childhood initiatives. They are most likely to take

root within programs that take intentional steps
to promote parent and family engagement.
Working hand-in-hand with the Office of Head
Start, we have created a definition of parent,
family, and community engagement as follows:
In Head Start and Early Head Start programs,
parent, family, and community engagement
means building relationships with families
that support family well-being, strong parent-
child relationships and ongoing learning and
development of parents and children alike. It
refers to the beliefs, attitudes, behaviors and
activities of families that support their children’s
positive development from early childhood
through young adulthood. Family engagement
happens in the home, early childhood
program, school and community, and is a
shared responsibility with all those who support
children’s learning.
With this definition to guide us, we worked with
the Office of Head Start to develop the Head Start
Parent, Family, and Community Engagement
Framework: Promoting Family Engagement
and School Readiness from Prenatal to Age 8.
Known in short-hand as the “PFCE Framework,”
this research-based tool shows that when parent
and family engagement activities are systemic
and integrated across program foundations
and program impact areas, family engagement
outcomes are achieved, resulting in children who
are healthy and ready for school.

We then collaborated with the Office of Head Start
to develop two easy-to-use, practical resources.
The first of these has been released to the field
and you may already have seen or be using it:
Bringing the Parent, Family, and Community
Engagement Framework to Your Program:
Beginning a Self-Assessment. This series of
thought-provoking questions was developed
to help you identify what you are doing well,
celebrate your work, and consider what you might
1 Bryk, A.S. & Schneider, B. (2003). Trust in schools: a core
resource for
school reform. Educational Leadership, 60(6). Lopez, M.E.,
Dorros,
S., & Weiss, H. (1999). Family-centered child care. Cambridge,
MA:
Harvard Family Research Project.
2
3
do differently. You will start thinking about who
you need to partner with and in what ways, and
the kinds of information you will want to gather to
assess your practices and measure progress.
We are excited and proud to bring you a
second new resource: Using the Head Start
Parent, Family, and Community Engagement
Framework in Your Program: Markers of

Progress. This resource was created to help you
recognize your program’s accomplishments in
engaging parents, families, and the community. It
also offers you the opportunity to identify aspects
of your work in this area that can be strengthened
and offers ideas for new and innovative ways
to enhance your efforts. The information you
gather from your observations, conversations,
and reflections is important data that can be
incorporated into your decision-making about
your whole program. In fact, this guide and the
subsequent information you collect, could be
utilized to inform the required annual program
Self-Assessment. In the area of parent, family, and
community engagement – as in all program areas
– knowing where you are on the road to change
and where you want to go will help you reach
your goals.
This guide can help you make parent, family, and
community engagement live and breathe in every
part of your program. It incorporates the input
and feedback of hundreds of program directors
and staff, as well as training and technical
assistance specialists, regional office staff and
OHS leadership. But, it is still a work in progress.
Please tell us how we can improve this guide to
be a more useful resource for self-assessment of
your work. We encourage you to share examples
of your successes and challenges in engaging
parents, families and your community. Stories,
photos, quotes and videos are all welcomed.
(Please send them to us at [email protected]
harvard.edu). We look forward to hearing and

learning from you. We appreciate the vital work
you do each day to create positive and enduring
change for children and families.
Our hope is that as you begin to look at all you
have accomplished in the area of parent, family,
and community engagement, you will see rich
potential in building even stronger collaborations
with families and community partners. We hope
you will feel energized as you, your staff, your
families and community partners come together
to take next steps in promoting the well-being of
children and families though parent, family, and
community engagement practices.
With deep appreciation for everything you do
every day for all of our children, their families, and
their communities from all of us at:
The National Center on Parent, Family,
and Community Engagement
mailto:NCPFCE%40childrens.harvard.edu?s ubject=Markers%20
of%20Progress
mailto:NCPFCE%40childrens.harvard.edu?subject=Markers%20
of%20Progress
5
Foreword
What the Research Tells Us

Your work to engage parents and families in their
children’s development and learning matters. Research
tells us that:
• Children with supportive home learning environments
show increased literacy, better peer interactions,
fewer behavior problems, and more motivation and
persistence2.
• Among the youngest children, daily parent-child
reading prompts cognitive skills as well as early
vocabulary gains that lead to more reading and
vocabulary growth3, a “snowballing” growth pattern.
• Continued family engagement is important through the
school years. Longitudinal studies show that high family
involvement is associated with improved literacy skills
for children growing up in low-income households and
whose parents have limited formal education4.
So what you are doing today has a lasting impact on
children’s growth and well-being and on the well-being
of their families too. When you work hand-in-hand with
families to build trusting relationships, you help families
support their children to reach their fullest potential.
As a field, we are increasingly learning that it is not just
the single act of a parent-teacher conference, or inviting
families into a program to observe, or hosting a parenting
workshop that results in better outcomes for children and
families. Instead, for Head Start/Early Head Start (HS/EHS)
programs to fully support the growth, development and
well-being of children and their families, PFCE practices
need to be incorporated into everything that your
program is and does.

The PFCE Framework will help you understand
why this matters. It encourages programs to embed
PFCE practices within the foundations of the program
(program leadership, continuous program improvement,
professional development) as well as the program impact
areas (program environment, family partnerships, teaching
and learning, and community partnerships).
Equally important is the depth of your PFCE practices.
You may choose to begin exploring your PFCE practices
by thinking about the questions in Bringing the Parent,
Family, and Community Engagement Framework to
Your Program: Beginning a Self-Assessment.
Or you may turn directly to this guide. It will help you
assess, plan, and take steps to move your program’s
parent, family, and community engagement efforts
forward along a 3-tiered continuum of effective PFCE
practices. (See page 78 for more on Research and Best
Practices for PFCE).
This guide begins with a basic review of the PFCE
Framework and PFCE key terms and principles. It then
describes the steps to assess your program’s current PFCE
practices along 3 tiers of markers. Finally it will show you
how to use your findings to celebrate successes, plan
opportunities, and implement new practices for PFCE
growth and innovation.
2 Fantuzzo, J., McWayne, C., & Perry, M.
(2004). Multiple dimensions of family
involvement and their relations to behavioral
and learning competencies for urban, low-
income children. The School Psychology
Review, 33(4), 467–480.

Weiss, H., Caspe, & M., Lopez, M. E. (2006).
Family Involvement in Early Childhood
Education. Family Involvement Makes a
Difference. Cambridge, MA: Harvard Family
Research Project.
3 H.A., Pan, B.A., Tamis-LeMonda, C.S., et al.
(2006). Mother–child bookreading in low-
income families: Correlates and outcomes
during the first three years of life. Child
Development 77(4), 924–953.
4 Dearing, E., Kreider, H., Simpkins, S., &
Weiss, H. B. (2006). Family involvement in
school and low-income children’s literacy
performance: Longitudinal associations
between and within families. Journal of
Educational Psychology, 98, 653–664.
Barnard, W.M. (2004). Parent involvement
in elementary school and educational
attainment. Children & Youth Services
Review, 26(1), 39-62.
Using the Head Start Parent, Family, and Community
Engagement Framework in Your Program: Markers of Progress
6
Source: Office of Head
Start and the National
Center on Parent,
Family, and Community
Engagement (2011).
The Head Start Parent,

Family, and Community
Engagement Framework:
Promoting Family
Engagement and School
Readiness, From Prenatal
to Age 8.
7
Key Definitions and Principles: A Review
Key definitions and principles are summarized here to
help you as you prepare to bring the PFCE Framework to
your program using this guide. These have always been
important to HS/EHS and are even more important today
as poverty spreads and resources shrink. With the input
of programs, regional staff, and OHS leadership, and
with a growing body of research on effective PFCE, some
of the definitions are extended to align with the PFCE
Framework.
Definitions: Family and Family Engagement
What do we mean by family?
Family is an enduring relationship, whether biological
or non-biological, chosen or circumstantial, connecting
a child/youth and parent/caregiver through culture,
tradition, shared experiences, emotional commitment and
mutual support5.
What do we mean by family engagement?
Family engagement means building relationships

with families that support family well-being, strong
parent-child relationships, and ongoing learning and
development of parents and children alike. It refers to the
beliefs, attitudes, behaviors, and activities of families that
support their children’s positive development from early
childhood through young adulthood. Family engagement
happens in the home, early childhood program, school,
and community. It is a shared responsibility with all those
who support children’s learning.
PFCE is Systemic,
Integrated, and
Comprehensive.
Definitions: What do we mean
when we say PFCE is a systemic,
integrated, and comprehensive
approach?
Systemic means that parent,
family, and community
engagement is anchored in
leadership priorities, program
management, continuous
improvement systems, and staff
development.
Integrated refers to the fact that
to be effective, PFCE activities
are carried out throughout
the entire organization. For
example, directors, teachers,
assistant teachers, family support
staff, home visitors, and health
and disabilities staff all play a
role in engaging families and

supporting school readiness.
In a comprehensive approach,
the full range of strengths,
interests and needs of the adults
and children in a family are
considered and staff support
families by connecting them with
services and resources to achieve
their goals.
5 United Advocates for Children of California (2005).
http://www.uacc4families.org/aboutus/mission.cfm
http://www.uacc4families.org/aboutus/mission.cfm
8
Principles of Effective PFCE
What principles guide effective PFCE?
Effective engagement depends on our ability to form
respectful, responsive relationships with parents, families,
and community partners. How do we get to that point?
We know from your experiences over the years that
effective PFCE is:
• shaped by families, programs, and communities
working together to co-construct opportunities for
engagement that are most appropriate for families in
their community;

• built upon a foundation of mutual respect and trust
among families and staff;
• individualized for each family and developed over
time to deepen and broaden their engagement in the
program and the early learning of their children;
• focused on the strengths of children and families and
built on those strengths to create a growth-oriented
path toward enhanced family well-being and optimal
educational outcomes for children;
• based upon a strong understanding of how children’s
behavior and development present predictable
challenges to family functioning as well as to family-
program relationships;
• shaped by genuine respect for the culture and linguistic
diversity of the families enrolled and the importance
of actively valuing and incorporating the richness of
this diversity into the program’s institutional culture,
physical surroundings, learning environment, and social
interactions between and among children, families, and
staff;
• supportive of children and families with disabilities
so that they can fully participate in the program and
benefit from family and community engagement
opportunities;
• aware and respectful of families as capable, competent
partners in their children’s development even when they
are struggling with adversity; and
• achieved through effective leadership and

management, ongoing training, support and self-
reflection of program staff, an established protocol
that reflects a commitment to engagement, as well as
organizational culture that prioritizes families.
9
Getting Started
This self-assessment guide is a working document to help
you examine your program’s current practices related
to parent, family, and community engagement. It offers
concrete strategies to follow as you go beyond involving
parents, families, and community partners to engaging
them as an intentional strategy to promote the long term
well-being of children and their families.
The guide is not an add-on or one more thing to do,
when there are already so many. Instead, it can be
used as part of your program’s current Self-Assessment
Process to help you focus on PFCE and contribute to
your program’s continuous learning and moving towards
program excellence. As you go through the assessment
process, use it to affirm what you are already doing well
and to enrich and improve areas of your program that
need work. Use the data you gather through this process
in your decision-making for your entire program.
Remember that you are not alone in this endeavor. Your
community can be an important source of social networks
and service agencies. Invite community leaders to join
with you to identify new opportunities for families, the
community, and your program as you strengthen your
relationships with them. As program leadership and

staff, families, and community partners come together
to enhance parent and family engagement, children and
families will benefit, and your work will become even
more effective and satisfying.
10
11
Using this Guide in Your Program
This guide is meant to be used regularly as part of your
program’s ongoing self-assessment efforts and as your
program continues to learn, develop and enhance PFCE
practices. As you get started, we suggest you review the
Key PFCE Definitions and Principles above to ground your
work in a shared understanding of PFCE.
3 Steps to Assess and Enhance PFCE
There are 3 steps to take as you use this guide to assess
and enhance PFCE practices in your program:
1. Build a PFCE Self-Assessment Team that includes
leadership, staff, families, and community partners;
2. Use the Assessment Tool to gather and analyze
information to assess your program’s current PFCE
practices; and

3. Create a PFCE Action Plan that uses the data you
collect to inform setting priorities, determine goals,
and develop a strategic set of actions to improve your
program’s PFCE practices.
We take an in-depth look at the first two steps here and
the third at the end of the assessment tool.
12
13
1BUILD
1B
U
ILD
15
Step 1: Build a PFCE Self-Assessment Team
The collaboration of program leadership and staff,
families, community leaders, and organizations will

contribute to a more complete picture of your current
PFCE efforts. Collaboration with multiple partners
gives families the opportunity to share their unique
perspectives and contributions. A broad based Self-
Assessment Team promotes shared ownership of plans
for improvement and encourages the entire community
surrounding Head Start children and families to work
together towards similar goals.
To build an effective Self-Assessment Team:
• Include partners representing diverse roles, cultures,
and abilities – from within the program and community;
• Encourage all partners – families, program staff and
leadership, and community agencies – to contribute
their perspectives, information and insights to the self-
assessment process.
• Establish clear roles and responsibilities for all partners
based on their interests, strengths, and availability.
16
Use this space to record what you are already doing to build a
PFCE Self-Assessment Team
and/or new ways to build a PFCE Self-Assessment Team.
17
2ASSESS
2A

S
S
E
S
S
19
Overview of the PFCE Self-Assessment Guide
This easy-to-use tool is divided into seven areas – each
a key element for bringing the PFCE Framework to
your program. Three are the Program Foundations or
Foundations for Success from the PFCE Framework:
Program Leadership, Professional Development, and
Continuous Program Improvement. These elements
influence every area of the program. The four remaining
elements are the Program Impact Areas that must be
included for successful PFCE. Each of these seven key
elements is briefly defined:
Foundations for Success
1. Program Leadership: The director, the governing
board, parent committees and management teams
determine the ways that Head Start and Early Head
Start programs engage parents, families, and the
community.
2. Professional Development: PFCE training is

important for all staff. Professional development
focuses on how staff members can contribute to
program-wide PFCE efforts in their roles and how
these roles fit together.
3. Continuous Improvement: Leadership and staff are
committed to continuously improving systems and
activities to engage and support parents, families, and
the community.
Program Impact Areas
4. Program Environment: Families feel welcomed,
valued, and respected by program staff and
experience themselves as essential partners in
understanding and meeting the needs of children.
5. Teaching and Learning: Families are engaged
as equal partners in their children’s learning and
development.
6. Family Partnerships: Families work with staff to
identify and achieve their goals and aspirations.
To make a positive impact in the area of family
partnerships, staff and families build ongoing,
respectful and goal-oriented relationships.
7. Community Partnerships: Communities support
families’ interests and needs and foster parent and
family engagement in children’s learning. Programs
and families can also strengthen communities.

21
The elements have been listed separately to make each
easier to see and discuss. We do the same thing and
for the same reasons when we talk about domains of a
child’s development separately. But just as the areas of
development influence one another, these key PFCE
elements are interrelated. Together they contribute to
meeting family engagement outcomes. We call these
connections among the elements pathways of action
toward outcomes.
For example, program leadership can promote
professional development strategies (such as cross-
program training and team building) that build a
program environment that respects the strengths and
cultural backgrounds of families. Within this program
environment, teaching and learning processes include
teacher invitations for family visits to observe classrooms
and share information about children’s talents, interests,
and needs. Through child assessments and surveys of
teachers and parents, the program director and staff
collect data for continuous program improvement
so that they can better support families as lifelong
educators.
Looking for and thinking about “connections” will help
assure your PFCE practices are program-wide and lead
to the well-being of children and their families. This
will also lead you to use your time and resources wisely
by building on and linking PFCE successes rather than
initiating a series of isolated, unrelated efforts.
For each of the 7 sections of the Self-Assessment Guide
addressing the 7 elements listed above, you will also find:

Definitions of each element’s indicators:
Each of the 7 Program Foundation and Impact Area
elements can be easier to see when you consider indicators
that describe what these elements might look like in actual
programs. These indicators are based on the Head Start
Parent, Family, and Community Engagement Framework.
(See page 6.)
22
An Assessment Grid that includes the:
• 7 elements and their indicators: These help you to
focus your self-assessment on a specific area of your
program’s PFCE practices. Each indicator is described
by a short phrase that tells you the “story line” to look
for as you go across that indicator’s set of markers.
• Markers: These describe what actual programs are
really doing, outcomes they are achieving, or goals they
are setting for themselves for successful PFCE. These
markers are presented in three levels – Starting Point,
Progressing, and Innovating – across a spectrum of
progress.
Each level is defined below:
» In this section you will find examples of practices that
reflect Head Start’s commitment to build partnerships
with parents and families (children’s first and most

important educators, nurturers, and advocates).
These practices encourage family participation in all
aspects of the program. You will also find practices
that reflect a commitment to build partnerships within
the community to ensure children and families receive
individualized services.
» Progressing: These practices go a step beyond
to reflect a deepened focus on goal-oriented
relationships between programs and parents and
families. They describe how staff build on the trusting
» partnerships they have established with parents
and other family members. They work together to
promote the ongoing learning, development, and
well-being of children and families alike.
» Innovative: At this level, effective parent, family,
and community engagement practices are part
of every aspect of the program. Practices in this
column build collaborative relationships among the
program, parents, families, and community. Parents
are empowered as leaders and work side-by-side
with staff to make decisions and develop program
activities and policies. The community is embraced
as the program sees itself as an active member
of the community and the early childhood field.
Data is collected and used to make decisions that
result in improved family and child outcomes. PFCE
approaches at this level are systemic, integrated, and
comprehensive.
You can use these markers to develop a rating of your
program’s present level of quality on each indicator you
choose to assess. You can then use these ratings to create

a composite picture of your PFCE efforts for the elements
you have assessed. This data should then be used to
inform discussions and decisions about next steps to
enhance your program’s PFCE practices.
23
Elements
Indicators
Markers
Levels
Assessment Grid Key
25
Step 2: Use the Assessment Tool
The PFCE Assessment Tool is designed to help you
gather and analyze the information to assess the level
of your program’s current PFCE practices. The goal
is to strengthen your program by strengthening the
connections between the elements that support PFCE.
To that end, we encourage you to assess your program’s
PFCE practices across all the elements.
Yet, we know many programs may find that isn’t doable

and decide to begin by focusing on one or two elements.
For example, you might choose one element where
you know your program shines to see how you can do
even better, and one that you know needs much more
progress. Or you might choose two or three different
elements to focus on each year as part of your strategic
planning process.
As you move forward, no matter how many elements
you choose to explore, continue to look for connections.
Over time this can help you to link together parts of your
program that support and enhance PFCE.
26
To assess your program’s current stage of parent, family,
and community engagement:
Collect Data
• Choose an element(s) to focus on. Go through its
indicators and markers to define your focus more
clearly. Determine what sources of information will help
you document your current level of performance or
quality. Feel free to create your own markers to add to
the ones offered here. Be sure to share them with us so
that we can share them with other programs.
• Review and analyze documentation from your program
reporting systems, community needs assessment,
files on children and families, and other management

systems that pertain to the indicators and markers you
want to examine.
Ask Partners for Input
• To assure an accurate, well-rounded picture, ask for
input from leaders, staff, current families, parents who
were engaged with your program in the past, as well as
community partners. This can be done in a number of
ways, for example, through focus groups, open forums,
short surveys, or individual interviews.
Analyze the Data
• Engage your PFCE Self-Assessment Team in reviewing
the data you have collected. Use it with them to guide
discussion of your program’s current status on the
indicators you want to learn more about. Encourage
team members to examine whether a quality practice
is widely and consistently observed in all parts of your
program or implemented only in some instances or
settings. This will help you see how far along you are
in integrating high quality PFCE practices across your
program. Document the main findings of your PFCE
Self-Assessment Team. You will use this data to create
your PFCE Program Action Plan, as outlined on page 72.
Assess
• Determine the level that best describes your program’s
status for each indicator you are examining.
• Engage the PFCE Self-Assessment Team in reviewing
patterns of strengths and areas for improvement.
Encourage team members to also consider possible

links between the different indicators and elements.
They may discover that there are patterns of strength
or areas needing improvement across several indicators
that shed light on your overall program self-assessment.
Communicate
• Develop a strategy and materials to share the PFCE
Self-Assessment results and your subsequent Program
Improvement Plan with staff, families, and community
partners. These materials can also be used as part of
your strategy to recruit others to join efforts to enhance
your PFCE practices. For example, your PFCE Self-
Assessment Team members might present findings
at meetings of the governing board, Policy Council,
management teams, staff, parents and community
partners. Handouts and/or newsletter articles might
include examples of what is working well and offer
practical, hands-on suggestions of how people can
contribute to enhance the program’s PFCE efforts and
the well-being of children and families.
BEGIN
Your self-assessment
29
Program Leadership
The director, the Governing Board, Policy Council,

parent committees, and management teams determine
the way that Head Start and Early Head Start programs
engage parents, families, and the community. To begin,
program leadership sets a clear vision and ambitious
goals for PFCE. Program leadership makes sure that
program systems (such as communication and human
resources) integrate practices that help parent and family
engagement to flourish. Leadership outlines strategic
plans that bring systems, people, and activities together
in a way that values staff and enhances parent and family
engagement in the program.
30
Ambitious Goals
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:

Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Ambitious
goals promote
success in
engaging
parents,
families and
community.
Leaders inspire staff and parents to
reach for ambitious goals as they
create capacity to engage families
and community partners. The director
regularly communicates (e.g., in staff
meetings, informal conversations and
memos) the importance of standards
and regulations and supports staff’s
understanding of how they promote
family and child well-being.
This best describes our program.
Together with staff, leaders use the
PFCE Framework to identify and
implement strategies to promote
families’ progress toward the PFCE
Outcomes. Then, leaders support staff
to incorporate families’ goals into their
daily planned activities and into their
communications with families, other
staff members, and supervisors.

Together with staff, leaders
regularly revisit and revise PFCE
practices across program areas to
promote families’ progress on the
PFCE Outcomes. Together they
examine accomplishments and set
progressively higher and inspiring
goals for staff to enrich their practice
with families.
31
Collaborative Decision-making
STARTING POINT:
PROGRESSING:
INNOVATING:
Leaders
engage
families in
collaborative
decision-
making.
Leaders create opportunities for

families to participate in collaborative
decision-making. They ensure there
are effectively operating structures
in place (e.g., Policy Council, Policy
Committees, and Governing Board)
that give parents the opportunity to
contribute to decision-making.
Across program areas, staff engages
parents in collaborative decision-
making on a wide range of topics (e.g.,
curriculum planning and community
assessment).
Leaders empower families and
community partners to collaborate
in decision-making in community-
based programs, including public
education.
Leaders
support
parents as they
develop skills
as advocates
and leaders.
Leaders provide interested parents
with training on how to be effective
advocates and program leaders on

behalf of their children.
Leaders invite community partners to
provide parents with in-house training
to enhance their leadership and
advocacy skills. They provide ongoing
coaching and mentoring as parents
practice new skills in the program (e.g.,
serve as role models for other parents,
participate in focus groups, and work
with teachers to enhance curriculum).
Leaders encourage parents to attend
advocacy and leadership training in
the community. As parents practice
and develop new skills (e.g., write a
letter to the local paper about HS/
EHS’s benefits, speak about HS/EHS
at a community meeting, participate
in the PTO of an older child’s school,
etc.) they educate and encourage
other parents to become leaders and
advocates.
32
Parent, Family, and Community Engagement is a Shared
Priority for All Staff

STARTING POINT:
PROGRESSING:
INNOVATING:
Leaders
help all staff
understand
their unique
contributions
to parent,
family, and
community
engagement.
Leaders use written materials and
ongoing interactions with managers
and staff (e.g., job descriptions,
initial orientation, ongoing training,
supervision and evaluation) to
communicate expectations for
supporting parent, family, and
community engagement.
Leaders strengthen shared
commitment to PFCE by their
personal example as they interact and
communicate with staff, families, and

community partners.
Leaders build a program-wide,
deepening commitment to PFCE by
helping managers and staff see that
they can make a positive difference.
Leaders help staff see how what they
say and do each day can lead to
positive, trusting relationships with
families and community partners.
They point out specific examples
of how these relationships promote
individual family’s progress on Parent
and Family Engagement Outcomes.
Leaders make
resources
and staffing
decisions
that promote
parent, family,
and community
engagement.
Leaders ensure that staff has enough
time to plan and work one-on-one with
families regularly – in both center and
home-based programs.
Leaders adjust assignments and

caseloads to allow for additional
interactions based on family needs,
strengths and relationships with
individual staff (e.g., Family Service
Workers, Home Visitors and teachers)
and managers.
Leaders reallocate resources and
time of all staff members to provide
individual families with support
needed to reach their goals. These
decisions are based upon data about
families’ progress on meeting family
and child goals (e.g., community
assessment data, self-assessment
data and data on staff-parent
interactions).
33
Use this space to record your thoughts about what you are
already doing that you would like to celebrate,
challenges that you need to face, and new ideas about what you
will do to move your program toward effective PFCE.
35

Continuous Improvement
Leadership and staff are committed to continuously
improving systems and activities to engage and
support parents, families, and the community. With a
strategic PFCE vision and goals shared by program
leadership, staff, and families, programs can conduct
staff and parent surveys and use data from surveys,
intakes, assessments and family partnership processes
to set benchmarks. From there, staff can review reports,
assess program progress, make decisions, and change
or refine PFCE goals and actions.
36
Data about Parent, Family, and Community Engagement
Efforts and Outcomes Drives Decision-Making
STARTING POINT:
PROGRESSING:

INNOVATING:
Collection of
data broadens
to provide
complete
and accurate
information.
Leadership, staff, families and
community partners plan how to
collect data related to PFCE. Data
collection is timely, accurate and
secure. Data items are meaningful
for families and programs. They are
chosen to guide decision-making and
action steps that support ongoing
improvement.
The program collects data about
program implementation, (e.g. the
type and quality of relationships
with and services for families). It also
collects data about progress on PFCE
Outcomes. The program uses culturally
relevant data collection methods
(e.g. stories, focus groups, parent
interviews, standardized measures,
surveys).

The program partners with community
organizations to collect data about
progress of HS/EHS families and
children over time, including the K-3
period in the school system. Together,
they seek data to gain a deeper
understanding of how to match PFCE
services with family characteristics
to improve practices to promote
child and family well-being in the
community continually.
Data is used to
enhance the
effectiveness of
the program’s
PFCE practices
and those of
individual staff
members in
their work with
families.
The program uses data annually to
document and improve the overall
PFCE plan. The program shares data
with individual parents, Policy Council/
Committees and community partners.
The program uses data to improve
PFCE practices to promote individual
families’ progress on PFCE Outcomes.

All staff is supported in using data
to improve work with children and
families. Data are regularly reviewed
and updated to determine how HS/
EHS children and families are faring
in the program and the community
over time. Program leadership invites
staff, parents and community partners
to use data to inform what they do
together to promote progress on
PFCE Outcomes.
37
39
Professional Development
PFCE training is important to all staff, and their

professional development will focus on their specific roles
in the program. To build a solid foundation for achieving
family engagement outcomes, professional development
plans should be comprehensive and include training,
supervision, recognition, and information about career
options. Giving staff members regular opportunities to
come together as a ‘community of learners’ helps them
find mutual support and ideas for turning training and
information into action. These opportunities are also
important for cross-service area teams, such as teaching,
family services, and home visiting.
40
High Quality Training for All Staff
STARTING POINT:
PROGRESSING:
INNOVATING:

Building
relationships
with families
requires
specific skills
and strategies.
Staff participates in training and
mentoring to develop strong, positive
and effective relationships with
families, including vulnerable families
and families dealing with adversity.
Staff builds skills to produce supportive
engagement that is reflective of
individual families’ cultures, strengths,
and needs. Staff relies on ongoing
mentoring and supervision to develop
strategies to support families who
may be dealing with challenging
circumstances.
Staff initiates and sustains a
“community of practice” as they
exchange information and insights
with staff from other agencies that
provide family support. They meet
regularly as ‘peer experts’ to share
questions and expertise to enhance
PFCE practices and relationships with

individual families.
Family
engagement
strategies are
taught and
incorporated
into everyday
practices.
All staff participates in training about
what they as individuals can do and say
in their daily interactions to promote
PFCE. Training helps all staff begin to
understand that “family engagement is
everyone’s business.”
Staff participates in training on specific
PFCE strategies to promote progress
on family outcomes with individual
families. Staff is familiar with, discusses
and uses research on parent, family,
and community engagement to
enhance daily practice.
Program-wide professional
development supports staff to work
together across program areas to
promote family and community
engagement. It also promotes the

use of data to inform decisions about
program services and interactions with
individual families over time.
Ongoing
support
promotes
PFCE-related
skills.
Program supervisors provide feedback
and coaching on PFCE-related
practices at each staff member’s
annual evaluation.
Staff who work most closely with
families participate in ongoing
individualized mentoring and support
on effective goal-oriented PFCE
practices.
All staff participates in PFCE-related
training, mentoring and support.
Community partners are invited to take
part whenever feasible.

41
Cross-service Area Teams
STARTING POINT:
PROGRESSING:
INNOVATING:
All staff work
together to
engage family
and community
partners.
Cross-program staff teams participate
in training about working together to
implement PFCE practices (e.g., home
visits, parent-teacher conferences, the
family partnership agreement process,
and parent engagement in IFSP/IEP
procedures).
Cross-program staff members gain
knowledge and develop skills as
they work together (e.g., to design
PFCE strategies, address challenges,
conduct a self-assessment of progress
towards PFCE goals, and celebrate

successes).
Team members share and study
information about children’s and
families’ progress. They use this
information to expand and improve
PFCE efforts (e.g., consulting with
community partners and specialists
such as mental health consultants).
42
Career Pathways and Recognition
STARTING POINT:
PROGRESSING:
INNOVATING:
Career
development
options for
staff expand.
Leadership provides opportunities for

staff to gain skills and experience that
can help lead to career advancement
in the area of parent, family, and
community engagement.
Effective staff members are groomed
for and promoted into other positions
(e.g., family advocate, family services
coordinator, supervisor, manager) as
they become available. They receive
ongoing support as they transition into
their new roles.
Leadership works with higher
education and other community
partners to identify career
opportunities for staff. Together they
create processes for staff to gain
career-advancement credentials in
child and family fields (e.g., social
work, education, and health).
Parent
volunteers’
growing
commitment
and
contributions
can lead to
expanded

career
development
options.
Leadership and staff invite all family
members to visit and observe. They
are also invited to volunteer to support
learning in classrooms as well as to try
follow-up activities with their children
at home.
Staff documents family interests and
talents. Together with families, they
co-create opportunities for parents
to contribute to curriculum planning,
learning opportunities and ongoing
child assessment on-site and at home.
Staff encourages increased levels
of responsibility for parents to work
with groups of children in tandem
with staff members. Programs go
beyond documenting volunteers
as non-federal share resources to
tracking their contributions to other
families’ progress on PFCE outcomes.
Leadership and staff encourage
interested parents to apply to work
in the program and/or community to
support children and families

43
Career Pathways and Recognition (continued)
STARTING POINT:
PROGRESSING:
INNOVATING:
Effective efforts
to promote
PFCE are
honored.
Leaders recognize staff and parent
volunteers for their job performance in
the area of PFCE.
Leaders recognize the
accomplishments of cross-service area
teams in enhancing PFCE.
Together with community partners,
leaders recognize collaborations

between all staff and parents to
promote children’s and families’ well-
being in the program and throughout
the community.
44
45
Program Environment
Families feel welcomed, valued, and respected by
program staff. Program leadership supports all staff to
build strong relationships, both with each other and
with families and communities. Staff and families work
together to set expectations and support family goals
and children’s learning and development in culturally and
linguistically responsive ways. Two-way communication

and relationship-building with families are adapted to
meet changing family and community circumstances. In
addition, opportunities are provided for family support
and development through the family partnership process
and through intentional parent/family peer groups within
the program and community.
46
Welcoming and Inviting Setting
STARTING POINT:
PROGRESSING:
INNOVATING:
The space
supports
interactions
and
relationships.
Physical space is calm, clean, safe and
accessible. It reflects respect for the

language and culture of children and
their families (e.g., documentation of
projects, artwork, and family photos).
Culturally and linguistically appropriate
information is available.
In a dedicated, welcoming, and
comfortable space for adults, parents
can drop-in and connect with staff and
peers.
Staff and families use feedback from
families as they work together to
make public areas more welcoming
and conducive to social interactions.
The program shares space with the
community in order to enhance
connections between community
agencies and families.
47
Cultural and Linguistic Responsiveness
STARTING POINT:
PROGRESSING:

INNOVATING:
Understanding
of families’
cultures
deepens,
builds trust
and promotes
engagement.
Leadership and staff talk with and learn
from families about their home cultures
(e.g., family structure, preferred child-
rearing practices). This information
is used to affirm families’ culture and
history in program policies, resources,
activities and in staff professional
development.
They use new information and insights
gained about families’ cultures, and
their own, as conversations continue
and trust grows. Leadership and staff
continually tailor services and systems
to be more culturally and linguistically
responsive.
Leadership, staff, and community

agencies discuss conflicting
assumptions, complex feelings and
challenging issues. Together with
families, they design, implement
and evaluate activities that remove
cultural and linguistic barriers to
family engagement and strengthen
relationships with families of different
cultures and backgrounds.
Materials and
resources
increasingly
reflect families’
cultures and
languages.
Staff supports families as lifelong
educators by offering learning
materials (books, games and other
learning media) for children and
parents that reflect families’ cultures.
Staff regularly invites families to
provide feedback about culturally
appropriate books and other learning
materials and to suggest additional
ones for children and parents.
Families and staff create culturally

appropriate and relevant learning
materials together. These extend
beyond foods and holidays to include
a broad range of activities. This
process, and the materials that result,
strengthen family engagement with
the program, and parent engagement
with their children. They also expand
parent and child learning.
48
System of Regular Communication with Families
STARTING POINT:
PROGRESSING:
INNOVATING:
Communication
becomes
increasingly
family-centered
and responsive.
Leadership and staff create clear
communication channels to promote

regular dialog with families about child
progress and program matters in ways
that deepen trust and relationships.
Families each have a designated
contact person. The use of technology
is tailored to different families and
ages of family members. Interpreters
are available as needed.
Leadership and staff are proactive in
communicating with families. They
regularly ask families for feedback
and suggestions about additional
information they need.
Staff and parents talk together
regularly about how to improve
communication between them.
Professional
ethics guide
interactions
with and about
families.
Leadership models professional
ethics when interacting with staff
and families. Staff does not share
confidential information about a child
or family with other families or with

staff who do not also work with that
child/family.
Leadership provides ongoing training
to staff and provides support in the
area of professional ethics (e.g.,
confidentiality, boundaries).
Leadership models professional
ethics when working with community
partners. They take an active
stance against negativity and
unprofessionalism when talking about
families. This remains true even when
challenging issues are addressed and
emotions run high. Codes of ethics
from NAEYC and other organizations
supporting families and young children
are shared.
49

50
51
Family Partnership
Families work with staff to identify and achieve their
goals and aspirations. To strengthen family partnerships,
staff and families build ongoing, respectful, and goal -
oriented relationships. They identify and act on family
and child goals and aspirations. To promote progress,
staff and families use program and community supports
and resources.
52
Respectful, Trusting Relationships between Staff and Parents
STARTING POINT:
PROGRESSING:
INNOVATING:

Leadership
supports
relationships
between staff
and families
through
professional
development,
technology,
and their own
relationships
with staff.
Leadership develops trusting
relationships with staff that are models
for the relationships staff builds with
families. Respect, caring, commitment,
and flexibility characterize these
relationships.
Leadership expands staff development
to tailor training, coaching and
reflective supervision to help staff
build trusting relationships with all
types of families, from all cultures and
backgrounds, including those who are
vulnerable and severely stressed.
Leadership creates an easy-to-use

system that documents the quality
of relationships between staff and
parents. It includes feedback from
families, documentation of reflective
supervision efforts, and perspectives
from community partners that are
skilled in providing family support
and mental health. Staff use this
information to enhance their
relationships with individual parents.
Peer Support
and Learning
opportunities
are enhanced.
Leadership and staff provide informal
opportunities for parents to form
connections with peers.
Leadership and staff provide
opportunities for peer networking,
support and learning opportunities
among parents.
Parents work with each other and with
leadership to design and enhance
opportunities for peer-to-peer
networking and support.

53
Families are Partners in Developing and Achieving thei r Goals
STARTING POINT:
PROGRESSING:
INNOVATING:
Staff
partnerships
with families
grow and
deepen.
When families consent, Partnership
Plans/Agreements are developed
to help staff identify and use family
strengths as the foundation of
their relationship with them. A
family’s decision not to create a
plan is respected. Staff finds other
opportunities to learn about the
family’s strengths, needs, and goals as
an entry to this relationship.

Staff and families meet regularly
to update and expand Plans/
Agreements. These changes reflect
their joint efforts, progress, and new
circumstances and opportunities. Staff
also regularly meets with families who
choose not to create plans, to learn
more about families’ circumstances
and goals. Staff uses these meetings
for conversations about their children
and to strengthen relationships with
family members.
Together, staff and families decide
on the data they will use to monitor
trends in family strengths, needs and
goals. They use data to track their
joint efforts and progress in reaching
family outcomes. Learning to use
data contributes to families’ success
in supporting children’s development
and learning. Using data together also
strengthens parent-staff relationships.
Staff help
family
members
recognize
their own
contributions
to their

progress.
Staff provides ongoing information and
support to families in using program
services and community resources
(education, career development,
health) to achieve family goals and
promote the well-being of children.
Staff helps individual families see
how their use of services leads to
progress. They help families overcome
challenges in achieving their goals.
Families and staff affirm the vital roles
that families play in nurturing their
children’s learning and development.
Together, they acknowledge and
celebrate family members’ growing
knowledge and skills, and build upon
these in their work together to support
children.
54
Families are Partners in Developing and Achieving their Goals
(continued)

STARTING POINT:
PROGRESSING:
INNOVATING:
Family
partnerships
open the door
to families’ use
of resources
and services.
Staff develops trusting relationships
with families that make for responsive
family referrals and effective
information-sharing about program
and community services and resources.
Staff uses knowledge of families to
tailor referrals to services based on
the strengths, needs, and styles of
individual family members.
Staff-family partnerships empower
families to independently seek and use
community services that are tailored to
their strengths, needs and cultures.

Parents receive
training and
support for
transitions.
Programs provide families with
information, training and connections
to future early care and educational
settings to help facilitate the transition
process for parents and children.
Programs ensure that families have
the skills to communicate with other
early childhood programs and schools
about their child’s accomplishments,
interests and needs and can refer to
child assessment data to support their
observations.
Programs provide opportunities for
parents to create relationships with
other families and to participate in
parent groups in schools to which
children will transition.

55
56
57
Teaching and Learning
Families are engaged as equal partners in their children’s
learning and development. Staff and families work
together as equal partners to build strong relationships
that support information-sharing with each other about
children’s learning and developmental progress. Programs
ensure that families have access to information about
their child and that the information is understandable and
meaningful. Parents share their knowledge about their
child’s progress at home. Together, staff and families use
this information to set and work toward goals for the child

in the program, home and community.
58
Families Grow into their Role as Educators at Home
STARTING POINT:
PROGRESSING:
INNOVATING:
Supporting
Families
as Lifelong
Educators for
their children.
Staff works to develop relationships
with families that allow them to
effectively address children’s learning
needs and support families in the
vital role they play in their children’s
learning and development.
Staff models specific learning
strategies for families to help them

promote children’s learning during
daily routines and play time. Staff
sustains families’ interest in learning
new strategies by reflecting with them
on children’s progress over time.
Together, families and staff identify
new opportunities for families
to support children’s healthy
development and learning. Families
recognize that they are children’s
“forever” teachers.
Staff and
families
promote
children’s
development
and learning
in increasingly
collaborative
ways.
Staff welcomes families to participate
in program activities. Staff provides
basic information about children’s
learning and development during
home visits, daily conversations, on
bulletin boards and in e-mails.

Staff invites families to partner in
planning activities in the program
or at home to promote children’s
development and learning.
Staff and families engage each other
as partners in planning classroom or
home activities that promote children’s
development and learning.
Both have a clear understanding
of what each contributes and what
each can expect in their exchange
of information. They use what they
learn from each other to plan and
implement learning activities for
children at home or in the program.
59
Families’ Use of Child Assessment Information
Promotes Children’s Learning and Development
STARTING POINT:
PROGRESSING:
INNOVATING:

Parents are
informed about
the purpose
of assessment.
Staff has
scheduled
meetings/
parent-teacher
conferences
to share
assessment
data with
families.
Staff seeks input from families in
developing goals for children and
assessing children’s progress. This
includes families with young children
with disabilities as they participate in
IFSP and IEP planning and progress
monitoring.
Staff and families regularly share
information and observations about
how curriculum activities lead to the
development outcomes outlined in the
Head Start Child Development and
Early Learning Framework.
Staff invites parents to be part of the
assessment process and explains that

their input leads to a more complete,
accurate picture of their child. Staff
shares child assessment data with
families and requests their impressions
regularly.
Staff uses child assessments to engage
parents in determining how they can
contribute to fostering their children’s
progress. Staff support and monitor
those efforts and work with families
to adjust and tailor goals for their
children during the year.
Together with families, staff regularly
discusses formal assessments and
share child-related questions, concerns
and successes in order to create a
picture of the child as a whole. Both
home and program observations and
assessments are used. Staff, families
and community partners regularly
use this data to decide how best
to support children’s learning and
development in the program and in
the community.
Staff works with families to develop
long-term goals for all of their
children and family members, chart
clear pathways towards those goals
and prepare parents to continue to
advocate for collaborative decision-
making as they transition from HS/EHS

to kindergarten.
60
Supporting Positive Parent-Child Relationships
STARTING POINT:
PROGRESSING:
INNOVATING:
Shared
observations
of family
strengths and
child behavior
open the door
to positive
change in child
outcomes.
Staff focuses on family and child
strengths as an entry into relationships
and conversations about children.

In the home and program, parents
see that staff interact with each child
as an individual, and with respect and
authentic caring. As a result, trust
deepens and communication about
each child’s strengths and needs
becomes more open.
Staff and parents observe and learn
from each other’s interactions with
the child. Staff and parents use their
observations about the child’s behavior
as data. This guides the decisions they
make together about their roles as the
child’s educators.
Staff strengthen
their
partnership
with families
to address
challenging
child behaviors
together in
positive ways.
Staff tries to understand what children
might be thinking/feeling when they
behave in challenging ways. They
use this information to decide how
to discourage such behavior while
promoting children’s self-control. Staff

takes steps to prevent challenging
behavior whenever possible.
Staff discusses challenging behaviors
with families in ways that demonstrate
and strengthen the trust and respect
between them. In their discussions,
staff supports families to keep the
child’s best interests in the forefront
even when strong feelings arise.
Staff and parents work together
to prevent challenging behaviors
and address them in positive ways
when they occur. This supports the
child’s healthy development and
social competence and the families’
engagement with the child and
program.
61
Supporting Positive Parent-Child Relationships (continued)
STARTING POINT:
PROGRESSING:

INNOVATING:
Child
assessment
data informs
work with
community
partners.
Programs develop school-readiness
goals that are in line with those of
their community. Programs participate
in or provide training on transitions .
This strengthens the relationships
with other early care and educational
settings and promotes the use of child
assessment data during transitions
from birth through age 8.
Programs share school-readiness goals
and related data with community
partners. Their relationships and
collaborations continue to develop.
Programs extend relationships with
community partners beyond sharing
assessment data. Data is used to
drive decisions intended to improve

transitions. Together they work to
implement their shared commitment
to ambitious school-readiness goals.
62
63
Community Partnership
Communities support families’ interests and needs and
encourage parent and family engagement in children’s
learning. Staff and families collaborate with community,
health, mental health, social service, and school partners
to build peer networks, to link families and children to
needed services, and to support successful transitions for
children and families.

64
Commitment to Social Support Systems within Program and
with Larger Community
STARTING POINT:
PROGRESSING:
INNOVATING:
Growing
support for
families as
educators in
communities.
Staff provides information about
community resources (e.g., family
literacy programs, and parenting
workshops) to families. Representatives
of trusted community organizations
meet and present their offerings to
families (e.g., at a parent meeting, and
a community resource fair).
Together with families, staff provides
feedback to community partners about
services that are most easily accessed

and effectively used as well as about
barriers and service gaps.
Families, staff and community
partners use information from families’
experiences to decide how best
to get the word out about existing
community services, and to determine
how to enhance them, remove
barriers, and fill in service gaps.
Family
engagement
moves into the
community.
Staff links families to program/
community opportunities for peer
networking, volunteer activities,
internships and other experiences that
expand their personal and professional
interests.
Parents form relationships with parent-
to-parent organizations or K-12
parent groups to facilitate their child’s
transition to community programs.

Parents serve as mentors for one
another and connect each other
with alumni parents/families,
elders and professionals in the
community to promote advocacy,
leadership development and families’
engagement in the community.
65
Collaborative Relationships to Support Family Well Being
STARTING POINT:
PROGRESSING:
INNOVATING:
Staff and
families
participate
in service
development.
Leadership, staff and families
collaborate to enhance program
services to families. They address
obstacles to families’ awareness and

use of services to meet their needs
and goals.
collaborate with community partners.
The PFCE Framework guides their
work together to help families receive
the services they need to reach their
goals.
represent the program in inter-agency
coalitions with community partners
who serve the same families. Together
they address obstacles to services and
help ensure families receive needed
services to reach family outcomes.
Support for Transitions
STARTING POINT:
PROGRESSING:
INNOVATING:

Program
leadership
provides
support for
transitions.
Leaders establish and maintain
procedures and supports for successful
transitions of all enrolled children and
families.
Leaders build relationships among
community partners so that transition
efforts are mutual, (e.g. Head Start,
early care and school staff and
managers are all equally engaged in
classroom observations, home visits,
outreach to families and ongoing
communication).
Leaders model effective, family
and child-centered transitions for
community programs. They share
insights and lessons learned from
the program’s transition efforts with
community partners.
66

CONGRATULATIONS!
You have completed your self-assessment
69
PLAN 3PLAN3
71
Step 3: Create a PFCE Action Plan
Once you have completed a cycle of self-assessment, it
is time to create a PFCE Action Plan. This written plan
can be used to inform your multi-year long and short
range goals (i.e. Continuous Quality Improvement Plan,
and Strategic Plan) in addition to helping you identify
the PFCE challenges to be addressed. It will be your
guide and focus your program’s efforts to enhance PFCE
practices throughout your program.

Creating an Action Plan provides an opportunity to:
• create a realistic roadmap for change by organizing
your ideas into concrete steps;
• track your progress;
• identify goals and then evaluate if and when they are
met;
• adapt plans and goals in light of unexpected
opportunities or obstacles;
• affirm existing PFCE skills encouraging leadership and
staff to build on strengths as they develop new skills;
• continue positive change over time; and
• promote commitment to improvement in the area of
PFCE by bringing parents and community partners
together with staff and leadership. Together they can
create a shared vision and specific near-term and longer
term goals for improvement.
Challenges and Strategies to Overcome Them
• Change can be exciting. For many of us, change is also
unsettling. For this reason, creating an Action Plan can
pose challenges. For example, it may be a challenge to:
• find time for busy team members to meet;
• come to consensus on areas to prioritize;
• decide on realistic goals;

• identify steps;
• agree on a realistic time frame; and
• acknowledge signs of progress.
To overcome challenges, it can be helpful to:
• create a shared vision of the benefits of engagement
for children, families, the community, and program staff
and leadership;
• build trust and promote a sense of collaboration among
family members, community partners, and program
staff and leadership;
• keep communication flowing so that decisions are
recorded and partners who may miss a meeting can
stay informed; and
• return regularly to the vision and its benefits to keep
challenges in perspective.
72
Components of a PFCE Action Plan
The components of a PFCE Action Plan will vary from
program to program, because each program has a unique
set of resources, demands, participants, partners, and
needs. We have developed a template you can use to

personalize your plan and a sample showing how it might
be used (see next page).
As you will see, this template is similar to program
planning forms found in the Self-Assessment Toolkit and
used by many programs around the country. You can use
this Action Plan format to enhance your current multi-year
long and short-range program planning efforts. What
might be even more exciting is that you can use this form
to connect with the 7 Family Engagement Outcomes
to frame all of your required strategic planning efforts.
Just as family engagement is everyone’s business, and
family engagement is integrated throughout all program
operations.
This form provides a place for you to identify:
• Desired family engagement outcomes
• Your Goal(s)
• Element(s) from the PFCE Framework
• The PFCE indicators you are focusing on currently
• Action step(s)
• Resources available
• Person(s) responsible
• Time frame(s)
• Measure(s) of success

73
A Sample Template of a PFCE Action Plan
74
Getting Started on Your Action Plan
• Begin with the end in mind. What do you want to
accomplish? Identify the desired Family Engagement
Outcome you want to enhance or end-result you
want to obtain. (In the sample Action Plan below, the
Desired Family Engagement Outcome is Family Well-
Being.)
• Identify a goal(s) to strengthen PFCE and improve
outcomes for children and families. To choose, you may
want to ask:
» Is there a goal within reach that will give you an
early success on which you can build toward more
challenging ones? (This may sound similar to your
work with families – start with an early success and
build from there.)
» Is there a goal that with focused effort could be
moved from Starting Point to Innovating to build
interest and excitement about additional change?
(In the sample, you might have chosen a different goal to

enhance Family Well-Being. For example, if your focus was
on safety your goal might be: Offer opportunities for every
parent to be trained on first aid or CPR.)
• Identify the elements (Program Foundations and
Program Impact Areas) that you will focus on to
meet the goal. Most goals will require work in more
than one element (for example, in the sample below,
professional development and family partnerships are
both involved) and coordination of your work across
elements.
• Identify the indicator(s) that you will focus on to
meet the goal. Again, many goals will involve more
than one indicator. Consider how they link together.
Efforts on one indicator can reinforce efforts on another.
• Define the specific, concrete action steps you will
use to make progress in each element.
• Identify the people and any other resources you
want to engage in order to support change or
enhancement in this priority area.
• Select a point person(s) from the team who will be
responsible for seeing that the next steps toward
implementing these strategies are taken, and for
reporting setbacks if they arise.
• Set a time frame for accomplishing tasks. Your time
frame should include check-in times. These are times
to check in on progress being made on specific tasks
and the Action Plan itself. Keep in mind that your Action
Plan is your plan. It is a road map, a way of tracking
progress that you can adapt as needed.

• Identify a measure of success that will indicate your
goal has been met. If a goal is to be of any value, there
must be a way to accurately define and measure it.
For example, see the Action Plan below. Success
is measured in a variety of ways which include: a)
staff and families are able to describe asset-building
practices and related benefits; b) ongoing monitoring
documentation that confirms all staff members are
assisting families with asset-building strategies; c) a
specific percentage of families incorporating asset-
building strategies into their family partnership
agreement; and d) resources in the community are
observed to be established, available, and used to
support families in obtaining their asset-building goals.
75
A Sample PFCE Action Plan
DESIRED FAMILY ENGAGEMENT OUTCOME(S):
Family Well-being: Parents and families are safe, healthy, and
have increased financial security.
GOAL(S):
Offer increased opportunities for families to learn about and
enhance asset-building strategies.
ELEMENT INDICATOR ACTION STEP RESOURCE(S)
PERSON(S)
RESPONSIBLE
TIME

FRAME(S)
MEASURE(S)
OF SUCCESS
Program
Leadership
Ambitious Goals Expand program
policies,
procedures,
goals, and
opportunities
to encompass
asset-building
strategies
for staff and
families.
ECLKC,
National Center
on Program
Management,
and Fiscal
Operations
(NCPMFO)
material,
Community
Partners
Management
Team, Board,
and Policy
Council/
Committee

Begin during
summer
planning phase
and implement
in the fall.
Staff and
families are
knowledgeable
about asset-
building
strategies and
can describe
the associated
benefits.
Professional
Development
High Quality
Training for All
Staff
Insert asset-
building
strategies as
a standing
agenda topic
during monthly
staff meetings
to familiarize
all staff with
the concept,
strategies, and
opportunities for
families.

ECLKC,
NCPFCE
materials,
Community
partners
Management
Team
Begin with
pre-service
training sessions
and continue
monthly.
Ongoing
monitoring
reports indicate
staff members
across all
content areas
are able to assist
families with
asset-building
strategies as
part of their
routine practice.
As you will see in this Action
Plan, program foundation
and program impact area
elements are connected. Each
contributes to Family Well-
Being through asset-building
strategies. Program Leadership,

that includes parents, creates
a foundation of policies and
procedures that are incorporated
into Professional Development
opportunities for all staff.
This, in turn, provides staff
with information they need to
strengthen Family Partnerships
as they work with families to
individualize opportunities for
asset-building strategies in the
community. As families and staff
move forward in exploring asset-
building strategies, together
they strengthen Community
Partnerships as they work with
community partners to identify
and use relevant community
resources.
76
A Sample PFCE Action Plan (continued)
PERSON(S)
RESPONSIBLE
TIME
FRAME(S)

MEASURE(S)
OF SUCCESS
Family
Partnerships
Families are
partners in
developing and
achieving the
goals in their
family partnership
agreements.
Staff and families
collaborate to
identify and
share information
related to
asset building
opportunities in
the community.
Financial
education
Savings and
Individual
Development
Accounts,
Getting banked
Managing credit
and debt,
Tax credits
and tax filing
assistance

Management
Team and
Policy Council/
Committee
Begin in early fall
with the intention
of sharing with
all families by
the first weeks of
October.
Of the families
who choose to
develop family
partnership goals,
10% explore
and/or adopt
goals around
asset-building
strategies.
Community
Partnerships
Collaborative
relationships for
comprehensive
services.
Staff, families,
and communities
participate in
collaborations
that respond to
family goals and

needs around
asset-building
strategies.
Board Members
Local banks
Local tax (EITC)
entities
Local housing
(savings programs)
authorities
Management
Team and
Policy Council/
Committee
Begin in late fall
after assessing
family asset-
building
strategies and
implement any
new opportunities
by January.
Resources relating
to goals parents
set in family
partnership plan
are established,
available, and
used.

77
Your Parent, Family, and Community Engagement Action Plan
Your Vision for PFCE in Your Program As you conduct your
self-
assessments and plan your next
steps, it will be helpful to keep
in focus the shared vision that
your program has developed
for the children, families, and
community you all serve. What
is your vision of the future as
parents and families become
more engaged in their children’s
development and learning?
(Briefly describe or draw your
picture of how the lives of
children and families, and your
program will be changed as you
enhance PFCE practices.)
78
Your Parent, Family, and Community Engagement Action Plan
(continued)
DESIRED FAMILY ENGAGEMENT OUTCOME(S):

GOAL(S):
PERSON(S)
RESPONSIBLE
TIME FRAME(S)
MEASURE(S)
OF SUCCESS
79
A Closing Thought
This guide was created to help you take a step
back and learn about your program, then decide
how to collaborate and move forward in the best
interests of the children and families you serve.
We invite you to be open – to your successes as
well as areas that need improvement – and take
advantage of this opportunity to enhance parent,
family, and community engagement and the lives
of the children and families you serve.
Acknowledgments

was developed by the National Center
on Parent, Family, and Community Engagement for the Office
of Head Start. This Center is a partnership of the Brazelton
Touchpoints Center, Children’s
Hospital Boston, the Harvard Family Research Project, the
Council of Chief State School Officers, Save the Children and
the National PTA. Key contributors
to this work include Catherine Ayoub, Elena Lopez, Thomas
Schultz, and Joshua Sparrow; as well as staff members
including Lisa Desrochers, Amy Dombro,
Sue Heilman, Deborah Stark and Brandi Black Thacker. Our
thanks also to Kiersten Beigel, Office of Head Start; the
National Center on Cultural and Linguistic
Responsiveness; the National Center on Quality Teaching and
Learning, and over 20 leadership members of Head Start and
Early Head Start programs
around the country for their thoughtful reviews of this work.
November, 2011.
80
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Walk”: Listening to Early Head Start parents on
school-readiness as a matter of child, family, and
community health. American Journal of Public

Health, 95, 617–625.
Fantuzzo, J. et al. (2004). Multiple dimensions
of family involvement and their relations to
behavioral and learning competencies for urban,
low-income children. School Psychology Review,
33, 467–480.
[email protected]
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family
mailto:?subject=Markers%20of%20Progress
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/familyDear
Members of the Head Start Community,ForewordUsing this
Guide in Your ProgramStep 1: Build a PFCE Self-Assessment
Team Step 2: Use the Assessment ToolStep 3: Create a PFCE
Action PlanYour Parent, Family, and Community Engagement
Action PlanResearch and Best Practices References
MEASURING WHAT
MATTERS: EXERCISES IN
DATA MANAGEMENT
EXERCISE 2: COLLECT
Revised
This document was originally developed with funds from Grant
#90HC0003 and modified with funds from
Grant #90HC0014 for the U.S. Department of Health and

Human Services, Administration for Children and Families,
Office of Head Start, and Office of Child Care, by the National
Center on Parent, Family, and Community Engagement.
This resource may be duplicated for noncommercial uses
without permission.
For more information about this resource,
please contact us: [email protected] | 1-866-763-6481
Acknowledgments
The National Center on Parent, Family, and Community
Engagement would like to acknowledge
the leadership of the Harvard Family Research Project, with
support from the Brazelton Touchpoints
Center, in developing this resource. These organizations
represent diverse roles, expertise, and
perspectives; their input and feedback were essential in creating
this resource. We recognize and
value the role of parents and programs in making a difference
for children, families, and communities.
Suggested citation: U.S. Department of Health and Human
Services,
Administration for Children and Families, Office of Head Start,
National Center on Parent, Family,
and Community Engagement. (2020, Revised). Measuring What
Matters: Exercises in Data
Management—Exercise 2: Collect.
Mailto:[email protected]

Measuring What Matters: Exercises in Data Management—
Exercise 2: Collect 1
Measuring What Matters
Exercise 2: Collect
The exercises in this series are organized to follow the Four
Data
Activities. Each of these exercises focuses on a specific
activity:
• Prepare: Get ready for data collection by thinking about the
program
goals, objectives, services, and expected outcomes that you
need to
show the reach and impact of your work.
• Collect: Identify how to gather data that are useful and easy to
interpret.
• Aggregate and Analyze: Learn ways to look at data to
examine
progress for families and your program.
• Use and Share: Understand the importance of sharing accurate
data
in appealing and accessible ways and how data can inform
various
aspects of programming.
Begin with the Prepare exercise and follow with Collect,
Aggregate
and Analyze, and Use and Share. There may be times when it is
useful
to revisit one of the Four Data Activities as you learn more
about your

program’s data and progress.
CollectPrepare
Use
and
Share
Aggregate
and
Analyze
The Four Data Activities to Support Family
Progress Toward Positive Family Outcomes
Exercise 2 is about collecting data. Data collection requires
thoughtful planning. This exercise highlights how programs can
prepare for data collection, choose data-collection methods, and
develop systems to gather data effectively.
In this exercise, you will follow a scenario about a fictional
Head Start
program that collects data related to the Family Well-being
Outcome
of the Head Start Parent, Family, and Community Engagement
(PFCE)
Framework.
You can use this exercise to:
• Understand the importance of data collection.
• Create a data-collection plan that applies to the baseline and
continuing grant application process.

• Guide data collection to measure both the efforts and effects
of
your program’s services and activities.
How to Use Exercise 2:
On Your Own
• Read the scenario, Collecting Family Outcomes Data.
• Reflect on similarities with your program’s PFCE work.
• Review the instructions for completing Tables 5, 6, and 7.
• Complete Tables 5, 6, and 7 using information from your
program.
With a Group
• Share your answers to the prompts in the tables.
• Work together to create a plan for applying the data concepts
to
your program.
1
Exercise 2: Collect2
Introduction
The Head Start PFCE Framework is an organizatio nal guide for
collaboration among families and Head
Start and Early Head Start programs, staff, and community
service providers to promote positive, enduring
outcomes for children and families. The Framework identifies
equity, inclusiveness, cultural and linguistic

responsiveness, and positive goal-oriented relationships as
important drivers for these outcomes.
The PFCE Framework shows how family engagement strategies
can be systemic, integrated, and
comprehensive across services and systems in line wi th the
Head Start Program Performance Standards.
PROGRAM
FOUNDATIONS
PROGRAM
IMPACT
AREAS
CHILD
OUTCOMES
Program
Leadership
Professional
Development
Continuous
Learning and
Quality
Improvement
Program
Environment
Family
Partnerships
Teaching and

Learning
Community
Partnerships
Access and
Continuity
Family Well-being
Positive
Parent-Child
Relationships
Families as Lifelong
Educators
Families as
Learners
Family Engagement
in Transitions
Family Connections
to Peers and
Community
Families as
Advocates and
Leaders
Children are:
Safe
Healthy and

well
Learning and
developing
Engaged in
positive
relationships
with family
members,
caregivers, and
other children
Ready for
school
Successful in
school and life
FAMILY
OUTCOMES
Equity, Inclusiveness, Cultural and Linguistic Responsiveness
Positive & Goal-Oriented Relationships
Parent and Family
In this resource, “parent” and
“family” refer to all adults who
interact with early childhood
systems in support of their child,

including biological, adoptive
and foster parents, pregnant
women and expectant families,
grandparents, legal and informal
guardians, and adult siblings.
Head Start Parent, Family, and
Community Engagement Framework
You can use data to engage families and support progress
toward one or more of the seven Family
Outcomes of the PFCE Framework. You can also use data to
track progress as your program sets goals
and develops and implements plans within the five-year project
period.
2
Learning Objectives
• Identify measures of effort and
measures of effect to track
progress related to expected
Family Outcomes.
• Help your program staff align their
goals, objectives, and services with

related Family Outcomes.
• Identify methods to collect data
about progress toward expected
Family Outcomes.
Garden Street Head Start Program Scenario:
Collecting Family Outcomes Data
Preparing for Data Collection: Creating Goals and Objectives
for the Continuing Grant
Application
Garden Street Head Start is preparing its continuing grant
application for the next five-year project period.
Amelia Posada, the Family Services Manager, and the program
planning team are working together to
collect data and develop program goals and objectives.
First, they conducted a community needs assessment and a
program-wide self-assessment. They learned
the following:
• Garden Street’s county ranked last in their state on quality-of-
life measures. Eighty-three percent of the
child and adult population in the program’s census track were in
poor physical health.
• Nearly 65 percent of the children at Garden Street Head Start
had a body mass index (BMI) above the
recommended range, indicating an increase in child obesity.
• Families wanted more opportunities to connect with each
other.
Results from a short health survey completed by families during
the family partnership process revealed
other worrisome patterns (see Figures 1, 2, and 3).

• More than 70 percent of families reported not having access to
healthy food choices.
• Eighty-one percent of families reported not having time to
prepare healthy meals.
• Ninety percent of families reported getting less than 5 minutes
of exercise a day.
Figure 1. Family Access to Healthy Food Choices
Do you feel that you and
your family have access to
healthy food choices?
3
Figure 2. Family Time to Prepare Healthy Meals
Figure 3. Family Exercise
Do you have time to prepare
healthy meals for you and
your family?
How much exercise do you get each day?
4

Based on this information, Garden Street Head Start decided to
focus on Family Well-being, specifically
family health, as a major program goal for the next 5 years.
Amelia Posada and other family services
managers knew that they would need to collaborate with
community partners and families to work toward
this goal.
Garden Street entered into a partnership with Healthy Clinic,
one of the local community health centers.
Several staff from the clinic joined the Garden Street’s health
advisory committee. They decided to:
• Include members of the Latino and Spanish-speaking
community to ensure that efforts are helpful and
services are accessible to families.
• Create the Growing Healthy Together Team involving staff
and families from both programs.
• Develop a Memorandum of Understanding (MOU) that
outlined both agencies’ roles and
responsibilities.
• Provide a variety of health-related services, including a
workshop series for Garden Street families.
Table 1 shows the goal, objective, services (actions), and
expected Family Outcomes that the planning team
proposed in its application. The table identifies the measures of
effort and measures of effect that align
with the program’s expected outcomes related to Family Well -
being. The team outlines these measures to
guide the types of data to collect.

Measures of Effort and
Measures of Effect
Measures of effort and effect can be
used to track progress.
Measures of effort count what and
how much family programming is
offered. They describe whether and to
what extent activities were carried out
as planned. For example, a measure
of effort is a count of the number of
parent education workshops or the
number of families who participated
in them. These measures show what
was done, but do not tell you about the
results of your services and activities.
Measures of effect record changes in
knowledge or behavior as a result of
the activity. They track whether your
activities have made a difference. For
example, a measure of effect shows
how reading routines change in the
home after (or as a result of) a family
literacy intervention.
Both types of measures are important
to help you understand whether
your program is making progress
partnering with families and reaching
program goals or objectives that
relate to Family Outcomes.
5

Table 1.
Garden Street Head Start’s Baseline Application Information for
the Growing Healthy Together Initiative
Goal Objective Services (Actions) Expected Outcome Measures
What program goal does
our program want to
accomplish?
What are we planning to do to
reach our program goal?
What actions are we
going to take?
Which expected outcomes relate to
our goals, objectives, and services
(actions)?
Which PFCE Family Outcome does
this represent?
Measures of Effort: How much
programming are we offering? Are
we carrying out services (actions) as
planned? Which expected outcomes
relate to our goals, objectives, and
services (actions)?

Measures of Effect: What difference
is our program making? What are
the changes in knowledge and
behavior?
Garden Street Head
Start, in collaboration
with Healthy Clinic, will
enhance the health and
well-being of children
and families.
Increase families’ knowledge
and skills to promote health
and well-being for the entire
family by encouraging family
participation in at least 6 of
the 12 activities led by Healthy
Clinic from Year 2 through
Year 5.
Recruit and encourage
families to participate
in Healthy Clinic events
and activities, and
support Healthy Clinic
in planning and leading
events.
Families have the information, skills,
and knowledge to promote their
children’s and their own health and
well-being.
(Family Well-being)

Effort: Number of Healthy Clinic
events offered and the number of
parents who attend the events.
Effect: Parents report having access
to healthier foods, cooking healthier
meals, and getting more exercise.
6
Garden Valley Data Collection: Year 1
Phase 1 Action Items (September through November)
Focusing on goals, objectives, services (actions), expected
outcomes, and measures
Garden Street Head Start chose the first half of Year 1 in the
five-year project period to plan for its focus
on family health and well-being. The Growing Healthy Together
Team needed time to plan the events and
activities that would support their goal and objective. As part of
the planning process, the team reached
out to local promotoras (Hispanic and Latino community
members who specialize in health education) who
could consult on relevant health issues and identify available
resources in the community.
After several weekly meetings, the Growing Healthy Together
Team developed a 12-week workshop series
based on their goal and objective. The series would be offered
over 6 months each program year. It would
include 1) presentations by experts, 2) cooking courses, 3)

family dance classes, and 4) group trips to local
grocers. Activities informed by the traditions of participating
families would be delivered in Spanish and
English.
Based on feedback from parents on the planning team, the team
decided to add an extra component to
the program. Any family member who attended at least eight
events, took an additional training course,
and passed a test could become a certified community health
advocate. This additional train-the-trainer
component would help sustain the program after the project
with Healthy Clinic ended. These community
health advocates could then play a variety of roles, including:
1. Leading workshops in the community to complement the
events conducted by Healthy Clinic
2. Consulting with small groups of families on health topics
during support group meetings
3. Connecting with local restaurants and shops to encourage
more healthy food choices
Amelia Posada was excited about the community health
advocate certification. This model would help
Garden Street Head Start address other Family Outcomes in
addition to Family Well-being. (See Tips
for Thinking about Family Outcomes to the right.) The Growing
Healthy Together Team added two new
objectives related to the new health advocate component. (See
Objectives 2 and 3 in Table 2.)
Tips for Thinking About Family
Outcomes

Often you will find that your objective(s)
will lead to more than one expected
Family Outcome. For example, by
becoming community health advocates
and participating in health support
groups and workshops, families at
Green Street Head Start were able to:
• Improve their own health (Family
Well-being)
• Further their education and skills
(Families as Learners)
• Develop the competencies
needed to be leaders (Families as
Advocates and Leaders)
• Broaden their social networks
and develop friendships with
other families in the community
(Family Connections to Peers and
Community)
7
Table 2.
Revised Goals, Objectives, Services, Expected Outcomes, and
Measures for Garden Street Head Start

Goal Objectives Services (Actions) Expected Outcomes
Measures
What program
goal does our
program want to
accomplish?
What are we planning to do to reach
our program goal?
What actions are we going to take? Which expected outcomes
relate to our goals, objectives,
and services (actions)?
(Which Family Outcome does
this represent?)
Measures of Effort: How much programming
are we offering? Are we carrying out services
(actions) as planned?
Measures of Effect: What difference is our
program making? What are the changes in
knowledge and behavior?
Garden Street
Head Start, in
collaboration with
Healthy Clinic,
will enhance the
health and well-
being of children
and families.
1. Increase families’ knowledge

and skills to promote health and
well-being for the entire family by
encouraging family participation in
at least 6 of the 12 activities led by
Healthy Clinic from Year 2 through
Year 5.
Recruit and encourage families to
participate in Healthy Clinic events
and activities, and support Healthy
Clinic in planning and leading
events.
Families have the information,
skills, and knowledge to
promote their children’s and
their own health and well-
being.
(Family Well-being)
Effort: Number of Healthy Clinic events offered
and the number of parents who attend the
events.
Effect: Parents report having access to
healthier foods, cooking healthier meals, and
getting more exercise.
2. Assist families to become certified
community health advocates by
supporting them in completing a
5-hour training course and passing a
certification exam, with a percentage
of families becoming certified each
year.

Recruit parents who have
participated in at least 8 of the
above sessions to participate in
a 5-hour training course led by
Healthy Clinic and specifically
designed to give parents additional
skills to lead health workshops and
support groups for other families.
Families become certified
community health advocates.
(Family Well-being and
Families as Learners)
Effort: Number of parents becoming certified
trainers through a train-the-trainer model.
Effect: Parents who participate in the training
course report increased health awareness and
confidence in their abilities.
3. Support health advocates in
leading at least 3 workshops in the
community each year and in leading
at least 5 health support groups each
year in Years 3, 4, and 5.
Encourage parents to participate
in 1) community-based workshops
led by health advocates, and 2)
support groups led by health
advocates.
Support health advocates by

providing resources, supervision,
and encouragement as needed.
Families who participate in
health advocate workshops
and support groups build
support systems to meet their
goals and build connections to
others in the community.
(Family Connection to Peers
and Community)
Health advocates improve
their parent leadership skills.
(Families as Advocates and
Leaders)
Effort: Number of health advocate workshops
offered and the number of parents who attend
parent-led workshops and support groups.
Effect: Parents report an increase in the
number of social contacts they have as a result
of attending health advocacy workshops and
support groups.
Effect: Health advocates demonstrate
enhanced leadership skills by promoting
collaboration among families during respectful
and productive workshops and support
groups.
8

Phase 2 Action Items (December through March)
Choosing Data-Collection Methods
Next, the Growing Healthy Together Team focused on ways to
collect data to show its progress toward
Family Outcomes for the five-year project period. The program
team needed to link data-collection
instruments, such as surveys and observations, with their
measures of effort and effect. Amelia took the
lead in this process. She guided the group by focusing on four
main points:
1. There are many different ways to collect data, and there are
benefits and limitations to each.
2. We already collect a lot of data, and it is helpful to link new
data collection to existing efforts.
3. It is useful to be creative and try different approaches.
4. Informal observations can yield valuable information.
1. There are many different ways to collect data, and there are
benefits and limitations to each.
Amelia shared a handout she developed about different ways to
collect data. She grouped data-collection
methods into four categories: 1) surveys and questionnaires, 2)
interviews and focus groups,
3) observations, and 4) tests and assessments.
The group discussed the advantages and disadvantages of each

method. For example, one of the biggest
advantages of surveys is getting answers from large groups of
people. Surveys also provide a general
sense of how these groups perceive or feel about an issue. One
disadvantage is that the information tends
to lack detail.
Surveys and questionnaires also miss the reasons why people
answered questions in the way they did. In
contrast, interviews and focus groups help explain people’s
experiences in detail. However, they require
more time to conduct and analyze.
The group discussed the value of reviewing documents the
program already has (e.g., counting the
number of certificates completed). They also considered the
benefits and drawbacks of collecting different
health indicators (e.g., cholesterol levels, weight, blood
pressure, etc.). Amelia also talked more generally
about the Four R Approach to support family progress. This
approach includes using data responsibly and
respectfully and making sure that data are relevant and
relationship-based.
Measures of Effort and
Measures of Effect
Measures of effort and effect can be
used to track progress.
Measures of effort count what and
how much family programming is
offered. They describe whether and to
what extent activities were carried out
as planned. For example, a measure

of effort is a count of the number of
parent education workshops or the
number of families who participate in
them. These measures show what was
done, but do not tell you about the
results of your services and activities.
Measures of effect record changes in
knowledge or behavior as a result of
the activity. They track whether your
activities have made a difference. For
example, a measure of effect shows
how reading routines change in the
home after (or as a result of) a family
literacy intervention.
Both types of measures are important
to help you understand whether
your program is making progress
partnering with families and reaching
program goals or objectives that
relate to Family Outcomes.
9
No matter what data-collection method the team adopted, it
would be important to use this approach to
guide their work. For Amelia and her team, this meant
translating all data-collection tools into Spanish, the
predominant home language of families in the program. The
team wanted to make sure that questions

were culturally appropriate and kept the same meaning during
the translation process. (For more ideas on
how to engage families in the Four R Approach, see the sidebar
on the left: How can you engage families
in the data-planning and collection process?)
2. We already collect a lot of data, and it is helpful to link new
data collection to existing efforts.
Garden Street already collects a great deal of information about
the children and families in the program.
The team might need to develop some new data-collection tools,
but they should be able to connect most
of their new efforts to existing data-collection activities.
Using Table 3, the team documented what data was currently
being collected. For each objective, the team
counted the number of events, workshops, or support groups
offered and how many families attended
them (measures of effort).
The team members noted that they had several resources to
build on. The team could adapt generic sign-
in sheets from other family workshops offered throughout the
year (e.g., family literacy workshops, parent
meetings, etc.) and use them for new data collection. The
program’s database system already had a field to
track individual family attendance at events. Amelia could work
with the software developer to customize
fields specifically for the new events.
How can you engage families in
the data-planning and collection
process?

• Give families opportunities to be part of
the data-collection processes.
• Ask families to write down their child’s
interactions with books, toys, and
materials in the home or classroom; and
share these observations with teachers.
Provide families with reflection journals,
checklists, or guiding questions to capture
this information.
• Include families in family, program, and
community-wide data-collection activities
whenever possible. Consider inviting
families to lead parent focus groups,
or train families in using classroom
observation measures.
• When deciding what types of data to
collect, encourage families to share what
they would like to know about children,
families, staff, relationships, classroom and
home visitation, and community partners.
• Invite families to share what they like and
don’t like about different data-collection
methods.
• Explore new ways to collect data with
families (e.g., storytelling, scrapbooking,
photographing, videotaping) that will
complement surveys and Program
Information Reports (PIRs).
• Ask a small group of parents to help
develop and translate surveys, interviews,

and focus group questions.
10
Table 3.
Aligning Current and Additional Data-Collection Methods to
Goals, Objectives, and Measures
Goal Objectives Measure
Current Data-Collection
Methods
Additional
Data-Collection
Methods Needed
What program
goal does our
program want to
accomplish?
What are we planning to do to
reach our program goal?
Measures of Effort: How much programming are we
offering? Are we carrying out services (actions) as
planned?

Measures of Effect: What difference is our program
making? What are the changes in knowledge and
behavior?
What data does our program currently
collect related to the goal and
objectives? How do we collect the data?
What additional data-
collection methods can
our program use?
Garden Street
Head Start, in
collaboration
with Healthy
Clinic, will
enhance the
health and well-
being of children
and families.
1. Increase families’ knowledge
and skills to promote health
and well-being for the entire
family by encouraging family
participation in at least 6 of
the 12 activities led by Healthy
Clinic from Year 2 through
Year 5.
Effort: Number of Healthy Clinic events offered and
the number of parents who attend the events.
Sign-in sheets (entered into family
workshop portal in the database

management system).
N/A
Effect: Parents report having access to healthier foods,
cooking healthier meals, and getting more exercise.
Family Partnership Agreement survey
items related to accessing healthy foods,
cooking healthy meals, and making time
to exercise. Data is entered into a data
management system.
Parent focus groups during self-
assessment.
Family food and
exercise diaries
2. Assist families to become
certified community health
advocates by supporting
them in completing a 5-hour
training course and passing
a certification exam, with
a percentage of families
becoming certified each year.
Effort: Number of parents becoming certified trainers
through a train-the-trainer model.
management system).
Certificates earned

(Document review)
Effect: Parents who participate in the training course
report increased health awareness and confidence in
their abilities.
N/A Post-session evaluation
survey with items
related to confidence
3. Support health advocates in
leading at least 3 workshops
in the community each year
and in leading at least 5 health
support groups each year in
Years 3, 4, and 5.
Effort: Number of health advocate workshops offered
and the number of parents who attend parent-led
workshops and support groups.
management system).
N/A
Effect: Parents report an increase in the number of
social contacts they have as a result of attending health
advocacy workshops and support groups.
Effect: Health advocates demonstrate enhanced
leadership skills by promoting collaboration among
families during respectful and productive workshops
and support groups.

List of social contacts generated during
community mapping exercise on initial
home visit.
Observation tool to
assess group dynamics
11
Turning Informal Observations
Into Structured Data Collection
The observations that Head Start and Early
Head Start staff make every day can be a
source of data if collected systematically.
For example, a director whose office was
near the center’s entrance noticed that,
over the year, the discussions during arrival
times among families increased. She felt
this was evidence of the effectiveness of
some of the program’s strategies.
To help make your daily observations more
systematic:
• Begin by observing families. What
patterns do you notice about how they
talk, act, or behave?
• Plan to record your observations

regularly (a few minutes each day at
the same time and place, for example).
• Review your recorded observations
regularly (e.g., weekly, monthly).
• Reflect on your observations and
summarize them.
• Use the summaries in your
program reports and in planning for
strengthening your work with families.
3. It is useful to be creative and try different approaches.
Using multiple data-collection methods would help paint a
complete picture of Garden Street’s progress
and areas for improvement. Amelia also stressed that by using
more than one data-collection method the
team could be more confident about their results. For example,
families already responded to a series
of questions about their access to healthy food and their
exercise routines. The team could use that
information as baseline data to track whether families were
increasing their access to healthier foods,
cooking healthier meals, and getting more exercise. (See Tables
1, 2, and 3.)
Amelia encouraged the team to think about additional data to
help show progress. The group felt that
it would be important to understand how families were changing
their eating and exercise habits. They
decided to ask families to keep a food and exercise journal at
the beginning and end of the project. In
return, the families would receive a basket of healthy food from
a local grocery chain. The team members
thought focus groups at the end of the series would help give

them insight into the ways the activities and
events changed families’ health routines.
4. Informal observations can yield valuable information.
Sometimes even informal observations, if put together in an
orderly way, can yield valuable information.
For example, the group thought that families who participated
in health advocate workshops and support
groups would increase their social networks.
One parent suggested they use the data collected at home visits
about families’ social networks. At the
start of the year, during the initial home visit, classroom
teachers completed a short community-mapping
exercise with the family. After spending time learning more
about families’ contacts and connections to the
community, teachers asked families whom they rely on in times
of an emergency (e.g., help with carpooling,
needing a babysitter, etc.).
The same parent suggested that the teachers could reframe the
question slightly by asking for a list of
the names of people they would be comfortable calling in case
of an emergency. This question would be
repeated a year later. In this very informal way, they would be
able to determine whether the number of
contacts increased based on participation in a support group.
12
Phase 3 Action Items (April through June)

Developing a Data-Collection Plan
After choosing data-collection methods, it was time for the
Growing Healthy Together Team to start
organizing the data-collection effort. They created a Data-
Collection Plan (see Table 4) to address key data
management issues, such as:
1. Responsibilities: Everyone had a role in data collection.
Families and staff had different responsibilities
related to collecting and entering data explained in the plan.
2. Schedule: It was important that everyone involved in the
project knew when data would be collected.
The plan included when and how often data would be collected
and who would do it.
3. Training: Data collectors needed training. The team outlined
when data collectors would be trained
and noted who would do the training. Training involved
guidance about how to collect information and
how to enter data into the data-management system. Training
also included a reminder on keeping
information confidential and following with the program’s
privacy guidelines.
4. Monitoring: Amelia would supervise the data-collection
process. The team added a column to identify
how and when she would monitor the data-collection efforts,
including record keeping and reporting.
13

Goal Objectives Data-Collection Methods Staff Responsible
Data-Collection Schedule Training Monitoring
What program
goal does our
program want
to accomplish?
What are we planning to
do to reach our program
goal?
What data-collection tools will we use
for the project?
How and where will data be kept?
Who will collect and
enter the data?
When and how often will the
data be collected?
When will they
be trained and
by whom?
How often will the
Family Services
Manager monitor
the data-collection
effort?
Garden Street

Head Start, in
collaboration
with Healthy
Clinic, will
enhance the
health and
well-being of
children and
families.
Increase families’
knowledge and skills to
promote health and well-
being for the entire family
by encouraging family
participation in at least 6
of the 12 activities led by
Healthy Clinic from Year 2
through Year 5.
Sign-in sheets (hard copy saved in
training binder and data entered into a
data management system)
Family Services
Worker
October through April (after each
event)
August by Family
Services
Manager
Bi-weekly during the
12-week series

Family Partnership Agreement survey items
related to accessing healthy foods, cooking
healthy meals, and making time to exercise
(data entered into data management system)
Family Services
Worker
September/October (during family
partnership process)
April/May (as a short follow-up on
identified health items)
August and
March by Family
Services
Manager
Weekly during data
collection
assessment (taped and transcribed;
transcription saved on the program’s
server)
Parent Policy Council
Leaders (data entered
by an intern)
April (during self-assessment) March by
Garden Street
Head Start Team
May

Family food and exercise journals (data
entered into an Excel worksheet on the
program’s server)
Healthy Clinic Trainers
(data entered by an
intern)
October (1 week) and March
(1 week)
September by
Garden Street
Head Start Team
Daily during diary
collection
Assist families to become
them in completing a
5-hour training course
and passing a certification
exam, with a percentage
of families becoming
certified each year.
Family Services
Worker

May (after training course) August by Family
Services Man-
ager
After training
Certificates (collected, counted, and
entered into a data management
system)
Family Services
Manager
May/June (after tests complete) April by Family
Services
Manager
After training
Post-session evaluation survey with items
related to confidence (entered into Excel
and saved on the program’s server)
Healthy Clinic Trainer May (after training course) April by
Family
Services
Manager
After training
Support health advocates
in leading at least 3 work-
shops in the community
each year and in leading
at least 5 health support
groups each year in Years

3, 4, and 5.
Sign-in sheets (hard copy saved in health
advocate binder)
Health Advocate After each session Record keeping
is part of a
training course
Quarterly during
review of records
Count of social connections (kept with
home visit folder in a child’s portfolio;
entered into a data management system)
Teachers August (during initial home visits) June by
Garden Street
Head Start Team
During the file audit
after home visits
Observation tool to assess group dynamics
(entered into an Excel worksheet)
Family Services
Manager (data entered
by an intern)
Twice each year for each health
advocate
Family Services
Manager will
attend training

Quarterly
(by Director)
Table 4.
Year 2 Data-Collection Plan
14
What program
goal does our
program want
to accomplish?
goal?
What data-collection tools will we use
for the project?
enter the data?
data be collected?

When will they
be trained and
by whom?
How often will the
Family Services
Manager monitor
the data-collection
effort?
Garden Street
Head Start, in
collaboration
with Healthy
Clinic, will
enhance the
health and
well-being of
children and
families.
Increase families’
knowledge and skills to
promote health and well-
being for the entire family
by encouraging family
participation in at least 6
of the 12 activities led by
Healthy Clinic from Year 2
through Year 5.

Family Services
Worker
October through April (after each
event)
August by Family
Services
Manager
Bi-weekly during the
12-week series
Family Partnership Agreement survey items
related to accessing healthy foods, cooking
healthy meals, and making time to exercise
(data entered into data management system)
Family Services
Worker
September/October (during family
partnership process)
April/May (as a short follow-up on
identified health items)
August and
March by Family
Services
Manager
Weekly during data
collection
assessment (taped and transcribed;

transcription saved on the program’s
server)
Parent Policy Council
Leaders (data entered
by an intern)
April (during self-assessment) March by
Garden Street
Head Start Team
May
Family food and exercise journals (data
entered into an Excel worksheet on the
program’s server)
Healthy Clinic Trainers
(data entered by an
intern)
October (1 week) and March
(1 week)
September by
Garden Street
Head Start Team
Daily during diary
collection
Assist families to become
them in completing a
5-hour training course

and passing a certification
exam, with a percentage
of families becoming
certified each year.
Family Services
Worker
May (after training course) August by Family
Services Man-
ager
After training
Certificates (collected, counted, and
entered into a data management
system)
Family Services
Manager
May/June (after tests complete) April by Family
Services
Manager
After training
Post-session evaluation survey with items
related to confidence (entered into Excel
and saved on the program’s server)
Healthy Clinic Trainer May (after training course) April by

Family
Services
Manager
After training
Support health advocates
in leading at least 3 work-
shops in the community
each year and in leading
at least 5 health support
groups each year in Years
3, 4, and 5.
Sign-in sheets (hard copy saved in health
advocate binder)
Health Advocate After each session Record keeping
is part of a
training course
Quarterly during
review of records
Count of social connections (kept with
home visit folder in a child’s portfolio;
entered into a data management system)
Teachers August (during initial home visits) June by
Garden Street
Head Start Team
During the file audit
after home visits
Observation tool to assess group dynamics

(entered into an Excel worksheet)
Family Services
Manager (data entered
by an intern)
Twice each year for each health
advocate
Family Services
Manager will
attend training
Quarterly
(by Director)
Implementing Data-Collection Plan: Year 2
After six months of planning, the group was ready to begin the
data-collection process. The Healthy Clinic
events started in October and were met with great enthusiasm
and high participation rates. As data were
collected, Amelia focused on monitoring the data-collection
efforts and entering data when necessary.
1. Monitoring data collection. Amelia tried out a few different
ways to monitor the data until she found a
strategy that worked best for her. First, she hung a large
calendar on the wall of her office. The calendar
had the months of the project written across the top and all of
the data-collection tasks in columns on the
side. She color-coded the different data-collection methods so
that she would be able to see them easily
every day (e.g., the family partnership survey items were coded
in red, the focus group in blue, etc. See
Figure 4).

Amelia entered important deadlines into her email calendar. She
set reminders when data-collection or
monitoring deadlines were approaching. She worked with her
program’s database developer to create a
screen that would allow her to quickly see how many famili es
had participated in events.
Data Collection For Year 2
September October November December January February
March April May
W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4
W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4
W1 W2 W3 W4
Objective 1
Sign-in sheets from events X X X X X X X X X X X X
Family Partnership Assessment survey
items X X X X X X X X X X
Journals completed X X X X
Focus groups X
Objective 2
Sign-in sheets X
Certificates collected X X
Health advocate evaluation sheets X
Figure 4. Data-Collection Timeline

15
2. Entering data. Most of the data were entered into the database
management system by those who
collected the information. But there were a few items that
needed to be coded and entered into Excel
spreadsheets. A graduate intern from Healthy Clinic entered
data from 1) hand-written surveys that came in
from the health advocacy training, and 2) information from
families’ food and exercise journals.
Amelia reminded the intern about the program’s confidentiality
policies. The intern entered the data into
an Excel spreadsheet. Amelia double-checked what was on the
spreadsheet with the paper journals. The
intern also transcribed the recording of the parent focus group
at the end of the year.
Amelia and the Growing Healthy Together Team felt proud of
the work they had done to collect data. They
reflected on their process and the following strategies:
• Using the Four R’s as a guide for honoring all families in
data-collection, data use, and data storage
• Linking new data-collection to existing data-collection
activities
• Choosing a mix of data-collection methods to paint a more
complete picture of progress

• Creating a detailed data-collection plan
The team would spend the remainder of Year 2 aggregating and
analyzing data. During that process, they
would consider whether they needed to make adjustments to the
program and whether additional data
was needed to inform their decisions about ways to change.
16
Suggestions for Developing
Program Goals and Objectives
Program goals for the provision of
services for families and children
describe what a program intends to
accomplish in its work with and in
support of families.
Program goals should be BROAD:
Bold, Responsive, Organization-wide,
Aspirational, and Dynamic.
An objective expands on a goal.
It describes what the program is
intending to do to reach the goal.
Objectives should be SMART: Specific,
Measurable, Attainable, Realistic, and

Timely.
See the revised Foundations for
Excellence: A Guide for Five-
Year Planning and Continuous
Improvement, 2nd Edition on the
Head Start Early Childhood Learning
and Knowledge Center (ECLKC)
website for more information about
goals, objectives, and expected
outcomes.
Your Turn
Now that you have read about Garden Street’s data-collection
efforts, you can take the first steps in thinking
about collecting data for your program.
Table 5 gives you an opportunity to develop goals, objectives,
services (actions), expected outcomes, and
measures of effort and effect for your work.
1. Review Table 5.
2. Identify one or more BROAD goals and SMART objectives
related to expected program outcomes for
families and children. Use the PFCE Framework to guide you.
3. Identify the services and strategies that align with or can be
effective in reaching your objectives.
4. Relate your goals, objectives, and services (actions) to the
expected outcomes.
5. Write ways that you will measure your program’s efforts
and your program’s effects. Refer to the Garden Street
Head Start’s Table 1 and Table 2 for inspiration.

Table 6 provides an opportunity for you to brainstorm your
program’s current data-collection methods
related to goals and objectives. It also includes space for you to
write about additional data-collection
methods you might adopt.
1. Review Table 6.
2. Copy your goals, objectives, and measures of effort and
measures of effect over to Table 6.
3. Think about what current data-collection methods you have
in place related to goals, objectives, expected
outcomes, and measures. How are they collected? Refer to
Garden Street Head Start’s Table 3 for
guidance.
4. Reflect on your chart. Think about what additional data-
collection methods you might need.
5. Consider how you will ensure quality in the data you
collect. (See the text box titled Quality Control on
Page 21).
Table 7 is the outline of a data-collection plan.
1. Review Table 7.
2. Copy your goals and objectives from Table 6 into Table 7,
and write your chosen data-collection methods
into the data-collection column.
3. Write the names of the staff who will be responsible for
each point of data collection.
4. Think about your timeline and schedule for data collection.
How often will the data be collected?

5. Consider how and when responsible staff will be trained.
Who will train them?
6. Finally, decide how the effort will be monitored. How often
will data-collection efforts be supervised, and
how?
17
Table 5.
Revised Goals, Objectives, Services, Expected Outcomes, and
Measures
Goal Objective(s) Services (Actions) Expected Outcome(s)
Measures
What program
goal does our
program want to
accomplish?
goal?
What actions are we
going to take?
Which expected outcomes relate to
our goals, objectives, and services
(actions)?

Which Family Outcome does this
represent?
Measures of Effort: How much programming are we offering?
Are we carrying out services (actions) as planned?
Measures of Effect: What difference is our program making?
What are the changes in knowledge and behavior?
18
Table 6.
Aligning Current and Additional Data-Collection Methods to
Goals, Objectives, and Measures
Goal Objectives Measures Current Data-Collection Methods
Additional Data-Collection
Methods Needed
What program
goal does our
program want to
accomplish?
What are we planning
to do to reach our
program goal?
Measures of Effort: How much programming are we
offering? Are we carrying out services (actions) as planned?

Measures of Effect: What difference is our program
making? What are the changes in knowledge and
behavior?
What data does our program
currently collect related to
the goal and objectives?
How do we collect the data?
What additional data-collection
methods can our program use?
19
What program
goal does our
program want
to accomplish?
to do to reach our
program goal?
What data-collection tools will we
use for the project?

enter the data?
data be collected?
When will staff
be trained in
data collection
and by whom?
How often will the
data-collection
efforts be
monitored?
Table 7.
Year 2 Data-Collection Plan
20
What program
goal does our
program want
to accomplish?
to do to reach our
program goal?

What data-collection tools will we
use for the project?
enter the data?
data be collected?
When will staff
be trained in
data collection
and by whom?
How often will the
data-collection
efforts be
monitored?
QUALITY CONTROL: GOOD DATA COLLECTION MEANS
FINDINGS YOU CAN TRUST
Here are some tips to consider to collect high-quality data:
1. Think of the group you want to learn about (your sample).
Depending on your goal(s), you might want to narrow or expand
your group. For example,
you can decide to direct a survey to caregivers in general
(parents, grandparents, and other relatives who provide care), or
you can survey parents only.
Consider these key questions: What information do you want to
get? Who do you want to get the information from? What group
do you want to learn
about?

2. The more the merrier. Regardless of the method you decide
to use, keep in mind that you are aiming for as many responses
as possible. This is
particularly true for surveys and questionnaires. For example, if
you are surveying parents, count the total number of parents,
and then decide how
many surveys you need to collect. A general rule of thumb is
that a response rate below 30 percent may limit your ability to
trust your findings. If using
interviews or observations, this percentage is more flexible, but
make sure that your sample represents the diversity of families
in your program. A
representative sample will allow you to understand how
different groups are experiencing the issue you are exploring.
3. Incentives and follow-up. The higher your response rate, the
better your results. You might want to think about how to
reward the people who take the
time to fill out the survey or attend the interview or focus group
session. Small prizes, public recognition, or any other way you
can recognize their effort
is helpful. Also, follow-up calls or notes and regular reminders
are effective ways to increase your number of responses.
Follow-up efforts can increase
your response rates significantly.
4. Think of reliability. Reliability means that the method you
use measures the same thing, every time, with every group you
want to study. It is essential
that what you are trying to learn about, or measure, is captured
consistently. In real life, this is often difficult. The variety of
settings or data collectors can
alter the consistency of the method or instrument used. You
want to collect your data as consistently as possible. If
surveying, make sure that surveys

look the same for everyone and that they are all administered in
the same setting (e.g., house, classroom, office). Make sure that
the instructions are
identical, as well. Similarly, if conducting interviews or focus
groups, develop a protocol of questions ahead of time so the
interviewer can stick to them.
Training your data collectors is one of the best ways to ensure
reliability. This will help avoid biases and distortions in your
findings.
5. Consider how data-collection measures fit with the
languages spoken by families in your program. You can only
collect high-quality data if all families
can participate fully.
21
Exercise 2: CollectMeasuring What Matters: Exercises in Data
Management—Exercise 2: Collect22
Closing Thoughts
The second activity in data management is data collection. Data
collection includes:
• Getting clear about the goals, objectives, and expected
outcomes of your work.
• Developing measures of effort and measures of effect to track
information and know what data to
collect.
• Choosing different data-collection methods and tools.

Data collection means developing a plan for who will collect
and enter data, when it will be collected, when
data collectors will be trained, and how the effort will be
monitored. Above all, data collection is about
gathering information in respectful and responsible ways.
Now that you have completed the steps in this exercise you can
proceed to Exercise 3, Aggregate and
Analyze. In this exercise, you will learn how to combine
(aggregate) and separate (disaggregate) data across
sites, services, and expected Family Outcomes related to the
PFCE Framework. You will also explore how to
examine data across time.
Are You Interested in Learning More About Using Data to
Support Family Progress?
Explore other Measuring What Matters Resources on the Head
Start Early Childhood Learning and
Knowledge Center (ECLKC) website:
• Overview
• Exercises in Data Management Series
• Resource Guide
Related Resources
Foundations for Excellence: A Guide for Five-Year Planning
and Continuous Improvement,
2nd Edition
Integrating Strategies for Program Progress

Strategies for Implementing the Head Start Parent, Family, and
Community Engagement
Framework
22
MEASURING WHAT MATTERS: EXERCISES IN DATA
MANAGEMENTAcknowledgmentsMeasuring What Matters
Exercise 2: CollectHow to Use Exercise 2:The Four Data
Activities to Support Family Progress Toward Positive Family
OutcomesIntroductionGarden Street Head Start Program
Scenario: Collecting Family Outcomes DataMeasures of Effort
and Measures of EffectGarden Valley Data Collection: Year
1Phase 1 Action Items (September through November) Focusing
on goals, objectives, services (actions), expected outcomes, and
measuresTips for Thinking About Family OutcomesPhase 2
Action Items (December through March) Choosing Data-
Collection Methods1. There are many different ways to collect
data, and there are benefits and limitations to each.Measures of
Effort and Measures of EffectHow can you engage families in
the data-planning and collection process?2. We already collect a
lot of data, and it is helpful to link new data collection to
existing efforts.Turning Informal Observations Into Structured
Data Collection3. It is useful to be creative and try different
approaches.4. Informal observations can yield valuable
information.Phase 3 Action Items (April through June)
Developing a Data-Collection PlanImplementing Data-
Collection Plan: Year 2Your TurnTable 5 gives you an
opportunity to develop goals, objectives, services (actions),
expected outcomes, and measures of effort and effect for your
work.Table 6 provides an opportunity for you to brainstorm
your program’s current data-collection methods related to goals
and objectives. It also includes space for you to write about
additional data-collection methods you might adopt.Table 7 is
the outline of a data-collection plan.Suggestions for Developing

Program Goals and ObjectivesQUALITY CONTROL: GOOD
DATA COLLECTION MEANS FINDINGS YOU CAN
TRUSTHere are some tips to consider to collect high-quality
data:Closing ThoughtsAre You Interested in Learning More
About Using Data to Support Family Progress?
table5_goal_1: obj_1: service_action_1: expected_outcome_1:
measures_1: obj_2: service_action_2: expected_outcome_2:
measures_2: obj_3: service_action_3: expected_outcome_3:
measures_3: measures_4: measures_5: measures_6:
table6_goal_1: objectives_1: table6_measures_1:
current_methods_1: additional_methods_1: objectives_2:
table6_measures_2: current_methods_2: additional_methods_2:
objectives_3: table6_measures_3: current_methods_3:
additional_methods_3: table6_measures_4: current_methods_4:
additional_methods_6: table7_goal_1: table7_obj_1:
collection_method_1: staff_responsible_1:
collection_schedule_1: training_1: monitoring_1: table7_obj_2:
table7_obj_3: collection_method_2: staff_responsible_2:
collection_schedule_2: training_2: monitoring_2:

EDDD 8084/7084: Evaluating and Supporting Early Childhood
Programs
Major Findings
Program: Connor Street Early Childhood Program
Program Profile: Connor Street Early Childhood Program is a
private child care center serving working class and low -income
families. Over the past several years, more Hispanic families
have been served and their children now constitute about 20
percent of the total. Two Asian children and three from the
Caribbean are also in the program. There are four classrooms of
4-year-olds with a lead teacher and an assistant teacher in each
classroom. All but three of the children are at the center for
about 7–9 hours; most of their parents work outside the home.
Connor Street is seeking NAEYC Accreditation for the first
time. In preparation, the program conducted evaluations 1–4,
identified in the tables below. Latoya, the program’s director,
then selected major findings from each of these evaluations for
which she wanted the evaluation team to focus.
As the program underwent the initial stages of NAYEC
Accreditation, Connor Street then participated in evaluations 5–
7. Latoya then distributed major findings from evaluation 5, as
well as cumulative totals for both evaluation 6 and 7.
Getting Started:
Starting in Module 2, you and your evaluation team will begin
to analyze the data. Using the major findings, you will work to
determine the program’s quality, strengths, and opportunities
for improvement. You will also consider how to share this
information with the stakeholders at Connor Street, such as
Sabrina, a first-year teacher whom you will be introduced to in
the online classroom.

Evaluation 1: The Peabody Picture Vocabulary Test, 4th Edition
(PPVT-IV)
Evaluation Background: The PPVT-IV is a widely used, reliable
test which assesses children’s language and literacy. Available
in both English and Spanish, the PPVT-IV tests children’s
receptive vocabulary, which has been found to be a strong
predictor of kindergarten readiness.
Evaluation Results:
· As a group, the Connor Street 4-year-olds scored in the 62nd
percentile.
Demographic breakdown:
· Low-income children averaged in the 41st percentile
· Middle-income children averaged in the 76th percentile
· Children from Spanish-speaking families averaged below the
mean across all children in the national sample.
Evaluation 2: Teacher Rating of Oral Language and Literacy
(TROLL)
Evaluation Background: The Teacher Rating of Oral Language
and Literacy (TROLL) assesses skills identified as critical in
speaking and listening. In 5–10 minutes and without prior
training, teachers can assess an individual child on skills that
research has identified as critical for literacy acquisition. Skills
assessed include language, reading, and writing abilities. The
instrument is reliable and has strong internal consistency, and it
correlates significantly with scores on the Peabody Picture
Vocabulary Test. Children’s scores on TROLL can help in
planning a systematic language and literacy program for a class.

Evaluation Results:
· Dual language learners (DLL) had significantly lower levels of
oral interaction than their English-speaking peers, who scored
in the average range in oral language.
· As a group, DLL’s scores increased significantly over the
course of the year.
Evaluation 3: Classroom Assessment Scoring System (CLASS)
Evaluation Background: The CLASS is a widely assessment
which evaluates teachers based upon their interactions with
students. The CLASS evaluates interactions in three domains:
emotional support, classroom organization, and instructional
support.
Evaluation Results:
· On the Emotional Support subscale, all four prekindergarten
teachers were observed to “create a positive classroom climate”
and be “responsive to children’s needs and abilities.”
· On the Instructional Support subscale, the observation ratings
on two of the four teachers had ratings below 3.0, which is the
level that has been found to foster learning and language skills.
· One of these teachers had her lowest rating on Quality of
Feedback. Later observation by the director indicated that this
teacher frequently corrected low-income and dual language
learners on their English usage, which has been proven to
inhibit language development.
· The other teacher, who scored low on Language Modeling,
was found to do most of the talking in small and large groups
rather than encouraging the children to talk.
· On the Classroom Organization subscale, three teachers were
rated above 5.0 on Behavior Management, and one, the newest
teacher, was rated 3.9.

Evaluation 4: Program Administration Scale (PAS)
Evaluation Background: The PAS assesses the leadership and
management practices of early childhood programs and provides
directors with information about the quality of their
administrative practices. The assessment consists of
documentation submitted by the director and a PAS observation
which is then evaluated on a 7-point scale across 25 items
clustered into 10 subscales.
Evaluation Results:
· The program received overall positive ratings on the PAS.
· Two subscales received below-average ratings:
· Subscale: Staff Qualifications – Teachers had begun work on
their PAS, but had made little progress over the last three years.
· Subscale: Program Planning and Evaluation – Documentation
and observations indicated the program had participated in little
strategic planning over the past two years.
Evaluation 5: NAEYC Accreditation Decision Report
Evaluation Background: The NAEYC Accreditation Decision
Report is sent three months after an on-site accreditation visit.
The report summarizes the program’s scores in each of the 10
NAEYC Early Childhood Program Standards. It also assigns a
percent to each of the observed criteria and offers suggestions
for ongoing improvement based upon data collected during the
site visit.
Evaluation Results:

· Standard: Families Score: 93%
· To meet this standard, a program must create reciprocal
relationships with families, treating parents as real partners.
· Area for Improvement: Having resources available and ability
to help families obtain services which are needed for the child
and the family to thrive.
Evaluation 6: NAEYC Self-Assessment Teaching Staff Survey
Evaluation Background: Each program getting ready to go
through accreditation by the National Association for the
Education of Young Children conducts the Teaching Staff
Survey as part of its self-assessment. The survey was developed
by NAEYC.
Please see the end of this document to review assessment
results.
Evaluation 7: NAEYC Self-Assessment Family Survey
Evaluation Background: Each program preparing to go through
accreditation by the National Association for the Education of
Young Children conducts the Family Survey as part of its self-
assessment. The survey was developed by NAEYC.
Please see the end of this document to review assessment
results.

Final Submission
In Weeks 8 and 9, you and your evaluation team will use the
major findings and the insights and decisions made within your
Group Discussion Boards to create a data story. To create your
data story, you will combine a compelling narrative, with clear
visuals and accurate data to motivate stakeholders towards
positive programmatic change.
Requirements
Create a data story in the form of PowerPoint presentation that
is 20–25 slides in length. The PowerPoint presentation must
meet the following requirements:
· Create a narrative that carries throughout the presentation. A
compelling narrative follows the following guidelines:
· Be accessible. What does the data represent? What do the
scores mean for the evaluation?
· Be audience specific. What audience is the data meant for?
Who are you trying to explain the data to?
· Be appealing. Why is the data important? Why should the
stakeholders care about the data?
· Be insightful. What does the data mean for the young children
at this program? How will this data be used to both continue
effective practices and improve where needed?
Note: The answers to these questions should be woven through

your narrative and not directly answered in a question and
answer style. The narrative, which would normally be given
while speaking to an audience, should be captured using the
“Notes” feature in the PowerPoint.
· Create at least three graphs which can be used to visually
portray the major findings data. Each graph must be linked to a
different evaluation.
· You must have at least one circle graph and one bar graph
within your presentation.
· One graph must compare Connor Street’s data to either an
average score within your region/nation OR to the desired
goal/highest score for the evaluation.
· Synthesize the collaborative responses and insights from the
Group Discussion Boards. Then, integrate the response to each
question into your PowerPoint as it fits with your data story.
· Introduce at least three of the evaluations which your group
relied on when determining the quality of Connor Street.
· Provide at least one resource per evaluation that the
stakeholders for which your presentation is aimed can visit to
learn more.
· Explain at least two comparisons and trends that existed
among the major findings.
· Explain at least one major finding that impacted (either
positively or negatively) the successfulness of another data set
and why.
· Describe the quality of the program.
· Explain whether Connor Street is effectively responding to the
needs of children and families and why.
· Explain how the quality of the program impacts the
stakeholders for which your presentation is aimed.
· Explain the greatest strength of the program.
· In addition, explain at least three areas in which Connor Street
is proficient.
· Explain the most important area for which the program needs
to improve and why.
· Describe one short-term goal and one long-term goal which

should be implemented to address this area.
· Explain why each goal would address this need.
· Explain how each goal could be integrated into Connor
Street’s program.
Evaluation 6: NAEYC Self-Assessment Teaching Staff Survey
#
NAEYC Category:
Relationships
Yes
No
DK
(Don’t Know)
NA
(Not Applicable)
1
When children have serious, challenging behavior, the
teacher(s) works with the family as a team to develop an
individual plan to support the child’s inclusion and success.
(1.E.01)
8
2
When children have serious, challenging behavior, the
teacher(s) has access to professionals who help us work
successfully with the child and his or her family. (1.E.01)
6
1
1

#
NAEYC Category:
Curriculum
Yes
No
DK
(Don’t Know)
NA
(Not Applicable)
1
The curriculum is implemented in a manner that is responsive to
the home values, beliefs, experiences, and language of
children’s families. (2.A.08)
8
Not an option.
2
We take into account the home language of the child when
working on literacy and provide children opportunities to learn
in a language they are comfortable with. (2.D.01, 2.D.02)
8
3
We limit the use of passive media such as television, videos,
and tapes to developmentally appropriate programming.
(2.H.01)
8
Not an option

#
NAEYC Category:
Teaching
Yes
No
DK
(Don’t Know)
NA
(Not Applicable)
1
I work with other program and teaching staff as a team to
implement daily teaching and learning activities. (3.A.01)
8
Not an option.
2
For teaching staff working with infants only: The teachers talk
to families of infants about how they meet their child’s needs at
home, and use the information in planning opportunities and
materials. (3.G.06)
8
#
NAEYC Category:
Assessment
Yes
No
DK
(Don’t Know)
NA
(Not Applicable)
1

Teachers assess the developmental progress of each child across
all developmental areas. (8.C.02)
8
Not an option.
2
Teachers refer to the curriculum goals when interpreting
assessment data and then use the results to make decisions
about curriculum content, teaching approaches, and interactions
with children. (8.C.03, 8.D.01, 8.D.03, 8.D.08)
8
Not an option.
3
Teaching staff understand the purpose, value, and uses of
assessment in the program and can explain these to others.
(8.B.06)
8
Not an option.
4
Families have ongoing opportunities to share the results of
observations from home to contribute to the assessment process.
(8.E.01)
8
Not an option.
5
Teachers have the time and knowledge to talk to each family
about their child’s development at home and school. (8.E.03)
8

Not an option.
6
All children receive a complete developmental screening within
3 months of entering the program. (8.C.01; Emerging Practice)
8
Not an option.
7
Teachers regularly assess children in the following areas of
development and content:
7a
Social-emotional
8
Not an option.
7b
Physical
8
Not an option.
7c
Language
8
Not an option.
7d
Cognitive
8
Not an option.

7e
Literacy
8
Not an option.
7f
Math
8
Not an option.
7g
Science
6
2
Not an option.
7h
Technology
2
4
2
7i
Social studies
5
3
7j
Creative expression—music, art, dance
8

7k
Health and safety (8.C.02)
8
8
Teachers are capable in using the following assessment tools:
8a
Checklists
8
Not an option.
8b
Anecdotal notes
8
Not an option.
8c
Individual child portfolios
8
Not an option.
8d
Other (8.B.06; 8.C.02)
7
1
9
Teaching staff meet regularly to discuss assessment results and
to decide how we need to change our teaching practices to meet
children’s needs. (8.D.02)

4
4
10
Teachers use interactions with children to inform curriculum
development and individualize teaching. (8.D.03)
8
Not an option.
11
Family members are provided information about the child’s
development and learning in written reports at least two times a
year. (8.E.02)
8
Not an option.
12
Program staff attempt to work with the child’s family on all
aspects of the child’s assessment plan, including explanation of
all the measures used by our program and purposes of each.
(8.E.08; 8.E.06)
6
2
Not an option.
13
Communication with families about their child’s assessments
take into account their cultural values and the home language.
(8.E.05)
8

18
Families are provided with detailed information about the
confidentiality of assessment results and the limits of such
confidentiality. (8.E.07; Emerging Practice)
8
Not an option.
#
NAEYC Category:
Health
Yes
No
DK
(Don’t Know)
NA
(Not Applicable)
1
I feel comfortable that I can meet children’s health needs.
1a
I am aware of at least one staff member who is always present
with each group of children who has been trained in pediatric
first aid and CPR. (5.A.03)
8
1b
I know when and how to exclude an ill child from the rest of the
group. (5.A.08)
8
1c

If I am asked to administer medication, I know how to safely
administer and store medications. If not asked to administer
medication, mark NA. (5.A.11)
8
2
The children have daily opportunities to play outside unless
conditions pose a health risk. When it is necessary to play
inside, equipment is available indoors to provide safe
opportunities for large-motor activity. (5.A.06)
8
3
Liquids and foods hotter than 110 degrees Fahrenheit are kept
out of children’s reach. (5.B.07)
8
Not an option.
4
Our program is supportive of breastfeeding moms, and we try
and accommodate their needs by storing and handling milk
properly and providing comfortable space for breastfeeding.
(5.B.09)
8
5
For teaching staff working with infants only: We are instructed
on and follow specific feeding procedures and strict guidelines
to ensure freshness. (5.B.10)

8
#
NAEYC Category:
Teachers
Yes
No
DK
(Don’t Know)
NA
(Not Applicable)
1
My orientation included information on:
1a
the program philosophy, values, and goals;
8
Not an option.
1b
expectations for ethical conduct;
8
Not an option.
1c
health, safety, and emergency procedures;
8
Not an option.
1d
accepted guidance and classroom management techniques; daily

activities and routines of the program
8
Not an option.
1e
program curriculum;
8
Not an option.
1f
child abuse and neglect reporting procedures;
8
Not an option.
1g
program policies and procedures;
8
Not an option.
1h
NAEYC Early Childhood Program Standards;
4
4
Not an option.
1i
regulatory requirements. (6.A.03)
8
Not an option.
2

I have a plan in place to inform my continuous professional
development. (6.B.01)
8
3
I work to improve the conditions of children and families within
our program as well as in our community and beyond. (6.B.02;
Emerging Practice)
8
Not an option.
#
NAEYC Category:
Families
Yes
No
DK
(Don’t Know)
NA
(Not Applicable)
1
I have participated in events in the community outside of my
teaching responsibilities that help me understand the family
lives of the children I work with. (7.A.08; Emerging Practice)
7
1
Not an option.
2
Program staff know about community resources and help
families get the services they need, including transitions for
their child to other programs, schools, etc. (7.C.07)

6
2
Not an option.
3
Before information is shared with other agencies, we obtain
written consent from the families. (Mark NA if you are not in a
position to share information with other agencies.) (7.C.08)
8
4
Teaching staff informally share information with parents about
their child at least once a week. (7.B.06)
8
Not an option.
5
For teaching staff of infants and toddlers only: we informally
share information with parents on a daily basis. (7.B.05)
8
6
If problems arise in our interactions with families, staff are
encouraged to use a variety of techniques to work through
conflicts and ensure resolution in a language that the family
understands and can communicate in. (7.C.08)
8

#
NAEYC Category:
Community Relationships
Yes
No
DK
(Don’t Know)
NA
(Not Applicable)
1
Program staff are encouraged and given the opportunity to
participate in community or statewide interagency councils or
service integration efforts. (8.C.05)
8
#
NAEYC Category:
Leadership and Management
Yes
No
DK
(Don’t Know)
NA
(Not Applicable)
1
The program administrator provides leadership to program staff
to implement the program mission. (10.A.05)
8
Not an option.
2
The program administrator responds proactively to changing

conditions to enhance program quality. (10.A.06)
8
Not an option.
3
The program administrator systematically supports an
organizational climate that fosters trust, collaboration, and
inclusion. (10.A.07)
8
Not an option.
4
Teaching staff informally share information with parents about
their child at least once a week. (7.B.06)
8
Not an option.
5
Our program minimizes the number of group, teaching staff, and
classroom transitions experienced by a child during the day and
program year. (10.B.13)
8
Not an option.
6
When transitions do occur, they are well planned for. (10.B.13,
10.B.18)
8
Not an option.
7

If I work directly with children for more than 8 hours, I am
provided a break of at least 15 minutes in each 8 hour period.
(10.E.07)
8
8
The program has written policies that detail the personnel
policies, including the benefits package and job descriptions.
(10.E.01, 10.E.06)
8
Not an option.
9
I receive an evaluation from my supervisor annually. (10.E.09)
8
Not an option.
10
Program staff are involved in a comprehensive program
evaluation that measures progress toward the program’s goals
and objective. (10.E.11, 10.E.12, 10.F.01)
6
2
Not an option.
11
When the annual evaluation is completed, program staff are
given a report of the findings. (10.F.02)
7
1
Not an option.

12
The program has a professional development plan to improve
staff credentials and competencies. (10.E.11)
6
2
Not an option.
13
Trainings that are relevant to the needs of staff are offered
through the professional development plan. (10.E.12)
6
1
1
Not an option.
14
I have opportunities to contribute to feedback and decision
making related to program improvement. (10.A.07, 10.F.01,
10.F.08)
7
1
0
Not an option.
Totals
495
29
4
42
Evaluation 7: NAEYC Self-Assessment Family Survey
#
NAEYC Survey Question
Yes

No
DK
(Don’t Know)
NA
(Not Applicable)
1
I have a good relationship with my child’s teacher and other
staff.
29
0
0
0
2
The teacher takes good care of my child, helps my child learn to
get along with others, and is a good teacher.
29
0
0
0
3
The teacher often shares information about things happening in
the program and wants to know about things my child is doing
at home.
29
0
0
0
4
I talk with a teacher about my child at least once a week (or
every day if my child is a baby).
24
5
0
0
5
I have received information at enrollment and/or throughout the

year about the program and my child’s classroom, including
information about:
5a
Program mission and philosophy
29
0
0
0
5b
Rules and expectations
29
0
0
0
5c
Procedures for drop-off and pickup and handling emergencies
29
0
0
0
6
I receive this information in a language that I understand.
26
3
0
0
7
The teacher asks about things that are important to our family
and uses this information to help my child grow and learn.
25
4
0
0
8
For families who speak a language other than English at home:
The teacher and I discuss the language used to teach my child

7
1
0
21
9
I am invited to take part in classroom activities and events.
29
0
0
0
10
When I disagree with how a teacher works with my child, I feel
comfortable letting the teacher know and working together to
find a solution that works for both of us.
19
2
0
8
11
I am comfortable with what my child is learning and how my
child’s progress is measured. I have the opportunity to discuss
what is learned and how it is measured.
24
2
3
0
12
I know how the program makes sure that information about my
child and his or her progress is kept confidential.
24
5
0
0
13
I receive written reports about my child at least twice a year.
29

0
0
0
14
I am told about my child’s progress in language I understand
and in ways that are respectful to me and my family.
26
3
0
0
15
The teacher and program work with me to meet my child’s
individual or special needs and help me get other resources
within the community when needed.
12
6
0
11
16
The program helps me get to know other families in the program
and encourages us to support each other.
25
4
0
0
17
I am always welcome at the program and am invited to
participate by helping to plan events, being involved in
decisions about the program, and taking on leadership roles.
23
5
1
0
18
I am provided a translator when needed.
4

3
0
22
19
The program staff helps me learn about community events and
resources that can help my child and family.
23
5
1
0
20
The program gives me information to help my child make a
smooth transition to kindergarten or first grade.
13
3
1
12
21
When program evaluations are completed, I receive information
about the findings
3
2
4
20
22
I generally feel respected by the program staff and that my
contributions are valued.
29
0
0
0
23
For families with babies only: The program supports
breastfeeding by providing space, storing milk, instructing staff
on handling procedures, etc.
0

0
0
29
24
For families with babies or children with special nutritional
needs: Staff work with me to meet my child’s nutritional needs
and document for me what my child eats each day.
5
1
0
23
Totals:
561
54
10
146
Overview of Learning Outcomes Project 4: Becoming a Data
Story Teller and Change Leader
Individual Component/MA
Submit all parts as one paper for Assignment 2 in Module 6 and
as your LOP.
Part 1
Individual Data Story Narrative
In an APA-formatted narrative, please address each element
completely and clearly. Be specific and include examples.
· Revisit and summarize your individual work for the group
project. Include all of the elements and present your individual
data story.
· Remember to identify the stakeholders you wish to address
specifically and indicate how you might modify your story for

other audiences.
Review the rubric for the MA and the information within this
document to make sure you address the appropriate elements.
Part 2
Individual reflection on learning and goals
· What did you learn about program evaluation in this course?
· How do the experiences you had in the course in general, and
in the group project specifically, inform your plans for
continued growth as a change leader?
· Identify your plans and make sure they are clear and specific
to the course, your leadership goals, and positive social change.
Identify potential resources and challenges you might
encounter.
Part 3
Reflection and feedback on group work
Please address each of these questions completely and clearly;
be specific and include examples.
· What did you do to maximize learning for yourself and for
others in your group?
· What did you do to maximize learning for the members of
other groups?
· What strengths did each group member (names, please,
including yours) bring? Be specific about the behaviors and
such.
· What weaknesses did each group member bring (names,

please, including yours)? Be specific.
· What worked well?
· What did not?
· What would you change for next time?
· What did you learn about working in groups and how will that
inform your work in the future? Include reflections here about
being a group member and being a group leader, please.
Overview of Group Project: Becoming a Data Storyteller
and how it relates to individual work
This course includes a Project in which you work alongside a
group of your colleagues to analyze the evaluation findings of a
fictitious early childhood program. Working as an evaluation
team, you participate in the actual steps professional
stakeholders take when determining program quality and
effectiveness. You also explore why evaluation is not a solo
endeavor, discovering the powerful advantage of diverse views
on not only the evaluation process but the data that are
collected. Through this project, you will become a data
consumer and storyteller, connecting the data points to the
young children, families, and staff they represent. By the close
of this course, you should understand how data support
programmatic decisions. Furthermore, you should appreciate
evaluations as a prominent tool for programs. The evaluation
project starts in Module 2 and ends with the submission and
discussion of group presentations in Module 6.
Working alongside a group of your colleagues, you will act as
part of an evaluation team, participating in the four data
activities, which support progress towards positive family
outcomes:

· Step 1: Prepare
· Step 2: Collect
· Step 3: Analyze and Aggregate
· Step 4: Share and Use
Using the steps as a guide, you and your group members will
first review the Project scope and deliverables. You will then
analyze the data collected from Connor Street, a fictional early
childhood program. You will aggregate the data, looking for
trends, causal relationships, and systemic issues. Next, you will
use the insights gained to draw data-driven conclusions about
the program’s quality, strengths, and opportunities for
improvement. Last, you will create a group presentation that is
20-to-25 slides in length to communicate these findings to the
stakeholders at Connor Street. As group members and
individuals, in the final discussion of the course, you will
respond to the presentations of the other groups and to any
questions course members have related to your presentation.
In addition, you will submit your individual data story,
summary, and reflections related to the presentation and to the
work of the group. You will convey the learning gained from all
of the course experiences to inform your plans as a change
leader. These pieces comprise your Learning Outcomes Project
for the course. Your final individual submission is due to your
instructor on Day 1 of Week 11.
Planner
The Planner below allows you to examine the scope of your
project. Follow the online classroom for specific submission
requirements.
Module
Week
Assignment Title & Submission Content
2
3

Group Discussion Board: Introductions
4
Group Discussion Board: Step 1: Preparing for Group Work
3
5
Group Discussion Board: Step 2: Collect the Data
6
Group Discussion Board: Step 2: Collect the Data
4
7
Group Discussion Board: Step 3: Aggregate the Data
5
8
Group Work: Step 4: Share and Use
9
Group Work: Step 4: Share and Use
6
10
Submitting Group Presentation: Becoming a Data Story Teller
11
Submitting Individual Assignment/MA 4: Becoming a Data
Storyteller and Change Leader (Due Day 1 of final week in
course)
Discussion: Sharing your Data Story
Introductions and Preparing for Group Work
Your instructor will post an Announcement with the group
members listed. Make time to get to know your group members
and to set group expectations. Look ahead to Project
deliverables, set individual and group deadlines, and identify

exact dates and times when your group will meet.
Reviewing the “Major Findings” document. Then divide each of
the five evaluations among group members:
1. Evaluation 1: The Peabody Picture Vocabulary Test, 4th
Edition (PPVT-IV)
2. Evaluation 2: Teacher Rating of Oral Language and Literacy
(TROLL)
3. Evaluation 3: Classroom Assessment Scoring System
(CLASS)
4. Evaluation 4: Program Administration Scale (PAS)
5. Evaluation 5: NAEYC Accreditation Decision Report
Note: Every group member will review and discuss Evaluation
6: NAEYC Self-Assessment Teaching Staff Survey and
Evaluation 7: NAEYC Self-Assessment Family Survey.
By Day 5 of Week 4 Each member will identify and post the
evaluation that he or she would like to investigate further.
Members need to ask questions and get clarifications needed
before beginning individual analyses.
Remember to save your individual work for use in your final
paper.
Step 2: Collect the Data
Review the Head Start resources presented in this module. As
you explore the interactive content and videos, reflect on best
practices early childhood leaders use to collect data. Then,
revisit the evaluation you selected in Week 4, conducting
additional research to learn more about this evaluation. Last,
begin a review of your evaluation data and the data that are
presented in evaluations 6 and 7.
Identify and explain at least two aspects of or details about the
chosen evaluation that were not included in the Major Findings
document. Locate pertinent websites about the chosen

evaluation. Summarize this work for your group post.
Remember to document your research about the evaluation for
your final paper.
Analyze the data
For your individual paper/MA, you will need to explain how
you processed the data you were given. Describe the findings
and identify the stakeholders for whom the data were focused
(or obtained). Summarize this work for your group post.
From your work with your data and with the information in
evaluation 6 and 7, describe what you perceive to be program
strengths, opportunities for improvement, and the effectiveness
of the program. Support your analyses with specific references
to the evaluation materials and any course or other resources
available to you. Summarize this work for your group post.
Step 3: Aggregate the Data
Using your review of your work and the work shared by
members of your group, identify comparisons, trends, and
relationships. Also consider how different stakeholders might
perceive this information.
Examine the Measuring What Matters article, which details Step
3: aggregating data. Then, revisit the Week 5 and 6 Group
Discussion boards in which each group member detailed his or
her initial analysis. As you review each analysis, reflect on the
key findings and insights that are both similar to and different
from your own ideas.
You will do the following for your individual paper and for
your group discussion:
· Explain comparisons and trends that might exist among the
key findings.
· Explain which key findings might be in contrast with each

other and why.
· Explain how and/or why one key finding might be impacting
(either positively or negatively) the successfulness of another
data set.
· Explain what might be the greatest strength of the program, as
well as what might be the most important area for which the
program needs to improve and why.
· Explain how these major findings might be perceived across
stakeholder groups and why.
Remember to support your discussion in the MA paper with
resources from the data sets, the course materials, and other
works you have used.
Step 4: Share and Use
Examine the Measuring What Matters article, which details Step
4: use and share evaluation data. Then, revisit the Week 7
Group Discussion Board, in which your group aggregated
evaluation findings. Integrate your group’s aggregated data into
visuals within a descriptive presentation. This becomes your
group presentation.
By Day 5 ofWeek 10One group member will post the
presentation to the Module Discussion, and each group member
will submit the group presentation to the instructor as
Assignment 1 for Module 6.
As you create your individual data story, keep your audience in
mind. To which group of stakeholders will your group present?
For which group(s) of stakeholders will you create your
individual data story narrative? How you can apply the art of
data storytelling to motivate stakeholders towards program
goals and improvements?
By Day 1 ofWeek 11, you will submit your individual data

story, summary, and reflections related to the presentation and
to the work of the group. You will convey the learning gained
from all of your course experiences that inform your plans as a
change leader. These pieces comprise your Learning Outcomes
Project for the course and Assignment 2 for Module 6.
The assessment instructions and rubric provide detailed
information about what is needed to score at the Proficient or
Advanced levels. This information will be posted in the Course
Information, too.
By Day 1 ofWeek 11, you will also submit this individual
assignment as your LOP 4: Becoming a Data Storyteller and
Change Leader.
ACC 307 Final Project Scenario I
Scenario for adjusting entries: Year end is December 31, 2017.
Peyton Baking Company uses the
following accounting practices:
o Baking supplies: $27,850 ending inventory
o Mixing machine: $5,000 initial cost, $500 salvage value, 3rd
year of use of 7 total
($642.86 per year)
o Ovens: $8,000 initial cost, $1,000 salvage value, 3rd year of

use of 7 total ($1,000 per
year)
o Other depreciable equipment: $4,000 initial cost, $0 salvage
value, 1st year of use of 4
total ($1,000 per year)
o Bakery Leasehold Improvements: $10,000, 2nd year of use
($2,000 per year)
o Trademark for company name: Initial cost, $2,300, 3rd year of
use
27.
o 60 employees with a daily pay of $5,700. All receive pay
through December 31.
o 6% interest note payable was made on January 31, 2017, and
is due February 1, 2019.
o 5-year loan was made on June 1, 2017. Terms are 7.5% annual
rate, interest only until
due date.
February, covering March 2017–
February 2018. No monthly adjustments have been made.
Other information: An employee slipped and fell in the baking
area and has filed a lawsuit. The company
lawyer indicates that it is probable that the company will be
found liable. No additional information is
available.

Chart of AccountsAsset AccountsLiability AccountsEquity
AccountsAcct #Acct #Acct #Cash101Notes Payable201Common
Stock301Baking Supplies102Accounts
Payable202Dividends302Prepaid Rent103Wages
Payable203Prepaid Insurance104Interest Payable 204Baking
Equipment105Loans Payable205Office Supplies106Accounts
Receivable107 Accumulated
Depreciation108Trademark109Leasehold Improvements110
Accumulated Amortization111Revenue AccountsThis chart of
accounts should help you identify the appropriate accounts to
record to as you are analyzing and journaling transactions for
this workbook. There is nothing to complete on this page; this is
simply a resource for you.Acct #Bakery Sales401Merchandise
Sales402Expense AccountsAcct #Baking Cost of Goods
Sold501Merchandise Cost of Goods Sold (FIFO)502Rent
Expense503Insurance Expense504Misc. Expense505Business
License Expense506Advertising Expense507Wages
Expense508Telephone Expense509Interest
Expense510Depreciation Expense511Amortiza tion
Expense512Office Supplies Expense513
WorksheetPeyton ApprovedTrial Balance2017Unadjusted trial
balanceAdjusting entriesAdjusted trial
balanceAccountDebitCreditDebitCreditDebitCreditCash64,713.7
264,713.72Baking Supplies165,250.00165,250.00Merchandise
Inventory (FIFO)25,750.0025,750.00Prepaid
Rent7,500.007,500.00Prepaid Insurance2,400.002,400.00Baking
Equipment17,000.0017,000.00Accumulated
Depreciation3,285.723,285.72Leasehold
Improvements10,000.0010,000.00Accumulated
Amortization2,000.002,000.00Trademar k2,300.002,300.00Offic
e Supplies1,600.001,600.00Accounts
Receivable30,401.0030,401.00Notes
Payable10,000.0010,000.00Interest Payable- 0Accounts
Payable27,325.0027,325.00Wages Payable- 0Loans

Payable21,000.0021,000.00Common
Stock30,000.0030,000.00Dividends20,000.0020,000.00Bakery
Sales335,675.00335,675.00Merchandise
Sales35,200.0035,200.00Baking Cost of Goods Sold- 0Rent
Expense90,000.0090,000.00Interest Expense- 0Insurance
Expense- 0Depreciation Expense- 0Amortization Expense-
0Misc. Expense2,780.002,780.00Office Supplies Expense-
0Business License Expense375.00375.00Advertising
Expense5,200.005,200.00Wages Expense- 0Telephone
Expense3,456.003,456.00Merchandise COGS
(FIFO)15,760.0015,760.00Total464,485.72464,485.72- 0-
0464,485.72464,485.72
Adjusting EntriesPeyton ApprovedAdjusting Journal Entries
2017DateAccountsDebitCredit31-DecDepreciation
Expense3,285.72 Accumulated depreciation3,285.7231-
DecAmortization Expense2,000.00 Accumulated
Amortization2,000.0031-DecInterest Expense- 0 Interest
Payable- 031-DecInsurance Expense2,400.00 Prepaid
Insurance 2,400.0031-DecBaking Cost of Goods Sold165,250.00
Baking Supplies165,250.0031-DecOffice Supplies
Expense1,600.00 Office Supplies1,600.0031-DecWages
Expense0 Wages Payable0174,535.72174,535.72
Income StatementPeyton ApprovedIncome StatementFor Year
Ending 12/31/2017Bakery Sales$ 335,675.00Merchandise
Sales$ 35,200.00 Total Revenues370,875.00Merchandise
Cost of Goods Sold (FIFO)15,760.00Baking Cost of Goods
Sold- 0Gross Profit355,115.00Operating Expenses:Rent
Expense97,500.00Interest Expense- 0Insurance
Expense2,400.00Depreciation Expense3,285.72Amortization
Expense2,000.00Misc. Expense2,780.00Office Supplies
Expense1,600.00Business License Expense375.00Advertising
Expense5,200.00Wages Expense- 0Telephone
Expense3,456.00Total Operating Expenses:118,596.72Net
Income236,518.28
Closing EntriesPeyton ApprovedClosing Entries For Year
Ending 12/31/2017DateAccountsDebitCredit31-DecBakery

Sales335,675.00Merchandise Sales35,200.00 Income
Summary370,875.0031-DecIncome Summary370,875.00Baking
Cost of Goods Sold- 0Rent Expense90,000.00Interest Expense-
0Insurance Expense2,400.00Depreciation
Expense3,285.72Amortization Expense2,000.00Misc.
Expense2,780.00Office Supplies Expense1,600.00Business
License Expense375.00Advertising Expense5,200.00Wages
Expense- 0Telephone Expense3,456.00Merchandise Cost of
Goods Sold (FIFO)15,760.0031-DecIncome
Summary370,875.00 Retained Earnings370,875.0031-
DecRetained Earnings370,875.00
Dividends20,000.001,259,481.721,112,625.00
Statement of Retained EarningsPeyton ApprovedStatement of
Retained EarningsFor Year Ending 12/31/2017Beginning
Balance: plus Net Income 236,518.28less
Dividends:20,000.00Ending Balance:216,518.28
Balance SheetPeyton ApprovedBalance SheetAs of December
31, 2017AssetsLiabilities and Owners' EquityCurrent
Assets:Current Liabilities:Cash64,713.72Accounts
Payable27,325.00Baking Supplies165,250.00Wages Payable-
0Merchandise Inventory (FIFO)25,750.00Interest Payable-
0Prepaid Rent7,500.00Total Current
Liabilities27,325.00Prepaid Insurance2,400.00Office
Supplies1,600.00Long Term Liabilities:Accounts
Receivable30,401.00Notes Payable10,000.00Total Current
Assets297,614.72Loans Payable21,000.00Total Long Term
Liabilities:31,000.00Total Liabilities:58,325.00Long
Term/Fixed Assets:Baking Equipment17,000.00Common
Stock30,000.00 Accumulated Depreciation3,285.72Retained
Earnings 216,518.2813,714.28Leasehold
Improvements10,000.00Total Equity 246,518.28
Accumulated Amortization10,000.00Trademark2,300.00Total
Assets:321,329.00Total Liabilities & Equity 304,843.28
Financial Analysis201720162015Industry StandardQuick
Ratio3.482.22.81.75Gross Margin0.960.550.70.7Net
Margin0.640.220.320.24Return on Equity0.960.90.780.8

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