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

Community Result: Young children enter kindergarten physically, emotionally, socially and cognitively ready to succeed

Strategy Description Performance Measure(s) Possible Evaluation Method(s)

Increase the age Services that increase
appropriate appropriate parenting skills in
developmental skills parents/caregivers and support
of children ages 0-5 active parental involvement in
through effective, the child’s development and
involved parenting education and/or services that
and/or quality early provide children with care and
care and education a variety of learning
services. experiences in community
settings.
• Children increase developmental skills
associated with age appropriate
development and kindergarten
readiness
• Parents/caregivers increase/strengthen
appropriate parenting skills and
behaviors that promote the child’s
optimal growth and development.
1. Early Learning Accomplishment Profile
(E-LAP), Learning Accomplishment
Profile (LAP-3), Creative Curriculum
Developmental Continuum Assessment
System, Galileo, Brigance, Bayley Scales
of Infant Development, Minnesota Infant
Development Inventory, Child
Development Inventory
2. Home Observations for the Measurement
of the Environment (HOME), Parental
Discipline Methods Interview, Preschool
and Kindergarten Behavior Scales, The
Knowledge of Environment Influences on
Development Scale, High Scope
Knowledge of Early Infant Development
Scale, Family Adaptation and Cohesion
Evaluation Scales (FACES III), Family
Environment Scale, Parental Attitudes
Toward Child Rearing, Parent Behavior
Checklist
3. Parent-Child Relationship Inventory,
Swanson Child-Parent Relationship
Scale, some of other tools listed in # 2
may also be appropriate
Increase the early Services that identify children’s
detection of developmental delays and
developmental delays special needs and link children
and special needs in and families with appropriate
children ages 0-5. services.
Increase early Services that address specific
intervention and special needs in the child
treatment services for and/or address family
young children and/or conditions/needs that may
families with adversely affect the child’s
identified needs. growth and development and
readiness to succeed in
kindergarten.
• Children with developmental delays
and/or special needs are identified and
referred for services.
• Children increase social, physical,
emotional, and/or developmental skills
associated with age appropriate
development.
• Parent/caregiver behaviors and/or
family functioning which supports the
child’s growth and development are
strengthened.
1. Functional Communication Measure,
HOME, Social, Emotional and
Behavioral Abilities Scale, Early
Learning Accomplishment Profile (E-
LAP), Learning Accomplishment Profile
(LAP-3), Creative Curriculum
Developmental Continuum Assessment
System, Galileo, Brigance, Bayley Scales
of Infant Development, Minnesota Infant
Development Inventory, Child
Development Inventory, Denver
Developmental
1. Early Learning Accomplishment Profile
(E-LAP), Learning Accomplishment
Profile (LAP-3), Creative Curriculum
Developmental Continuum Assessment
System, Galileo, Brigance, Bayley
Scales of Infant Development,
Minnesota Infant Development
Inventory, Child Development Inventory
2. Home Observations for the Measurement
of the Environment (HOME), Parental
Discipline Methods Interview, Preschool
and Kindergarten Behavior Scales, The
Knowledge of Environment Influences on
Development Scale, High Scope
Knowledge of Early Infant Development
Scale, Family Adaptation and Cohesion
Evaluation Scales (FACES III), Family
Environment Scale, Parental Attitudes
Toward Child Rearing, Parent Behavior
Checklist
 Strategy Description Performance Measure(s) Possible Evaluation Method(s)

Increase the quality of Services that improve the
early care and quality of early care and
education centers and education settings and/or
family child care enhance the knowledge and
homes. skills of early care and
education professionals.
Increase the access of Services that increase
children ages 0-5 and parent/caregiver knowledge
their families to and awareness of quality early
quality early care and care and education services and
education. increase the number of quality
early care and education spaces
where gaps exist.
• Early care and education professionals Many national organizations have
will increase their knowledge and skills. accreditation- see listing of National
• Early care and education centers and Organizations in Appendix
family care homes will achieve national
accreditation or meet other quality
rating standards.
• Early care and education professionals
will obtain recognized credentials.
• Parents/caregivers will increase their Tracking sheet
knowledge about quality early care and
education services in the community.
• The number of quality early care and
education spaces for targeted
populations, where gaps exist, will
increase in early care and education
centers and/or family care homes.

Increase children’s Services that support children • Partnerships among families, schools,
successful transition and families with transition to early care and education providers, and
to kindergarten from kindergarten. communities that foster the positive
home and early transition to kindergarten will increase
learning environments or strengthen.
in the community. • Parental involvement with schools will
increase.