The Development Profiles

Reports 5 through 7 provide Development Profile summary data. The Development Profiles document children's learning with respect to all the capabilities assessed on a particular scale (e.g., Language and Literacy). Each assessment scale is comprised of empirically sequenced capabilities which are organized into Knowledge Areas (e.g., Listening and Understanding, Number and Operations, etc.) and are aligned with the Indicators in each Head Start Framework Domain Element. In Galileo, the DL score is used along with other information to compute the probability that a child will be able to perform each of the capabilities on a developmental path. For ease of interpretation, these probability estimates are converted to readiness levels that can be used to guide the planning of learning opportunities for children. When we know a child's ability as summarized by the DL score, we know the kinds of things that the child has already learned and the things that the child is ready to learn now and in the future. This information provides the basis for planning learning opportunities that are appropriate to the child's needs and interests.

Reports 5-7 display the April Development Profiles for Language and Literacy, Math, and Social and Emotional Development, respectively. Each Profile shows the number of children in the Portrait that have acquired each capability. In addition, it shows how many children are ready now, soon, or later to learn other capabilities in each Knowledge Area . In the case of all three scales, the children have accomplished many of the capabilities assessed within the 6 week period leading up to April 17th and are ready for new learning opportunities that build on their successes and promote learning in the months ahead.

Profile Highlights
Here are some selected examples from Reports 5-7. See each Report for more extensive information.

Report 5: Language and Literacy: Sample = 3260

2712 children are able to use a variety of writing tools and materials to communicate with others; 2430 children are able to identify the letters in their names; and 3023 children are able to use appropriate words or gestures to share information or experiences; 2820 children initiate reading activities on their own.

Report 6: Early Math: Sample = 3312

3087 children use one-to-one correspondence when counting objects; 2297 children can count to find out how many there are in a group up to 10; 2740 children can estimate which of two groups/amounts has more, less, or are the same; 2352 children understand object directionality concepts (right, left, up, down).

Report 7: Social and Emotional Development: Sample = 2496

2010 children talk about their interests and what they like to do; 2,246 children take turns when playing with a toy or object; 1971 children voluntarily help a peer; 1532 children recognize the impact of their actions on others' feeling; 1973 children carry out a classroom routine without prompts.