Data-Driven Family Engagement Tools for Head Start and State Preschools

Learning Genie is an app for ECE educators and family service workers for Distant Learning and Family Engagement including tracking in-kind. During the COVID-19 crisis, Learning Genie offers free tools till the end of 2020 under a grant (or in-kind) to support all ECE agencies for Distance Learning and track school readiness outcomes.


Learning Genie also provides a useful application for portfolio-building. The portfolio tracking and tagging systems could be readily applied to DRDP 2015, Florida VPK, Head Start (HS), Early Head Start (EHS), Montessori, and other state or private-backed assessment tools.

Topic #2 Practical Strategies in Authentic Evidence-Based

Practical Strategies in Authentic Evidence Base Assessment For The Whole Child.

Topic 2. Called my attention because it is related to using the DRDP, supported by Learning Genie and its components. As a Teacher and Home Visitor I believe that I, have the moral responsibility of teach and learn. 


The concept of Teaching and learning applies to Children, parents, and relatives living in the same household. 


I understand that the education is a two-way Ave. were the educator learns from children and families, and vice versa. 


I would like to share a little bit about my experience using practical strategies in authentic evidence base Page | 2 assessment for the whole child. My experience begins from the moment that a child is assigned to me, in general those children are Dual Learning Language, monolingual or have limited Spanish language because they speak a dialect which is known as “Mam”’ Worthy to mention that according to some of the families coming from Guatemala, there are different Mam, dialects, making difficult to find who can help with interpretation. And even dough they speak some Spanish it is difficult to get across some topics. 


My experience begins when a child is assigned to me for regular home visits. First establishing rapport is the beginning of a long and stable relationship, in which all together join efforts to cooperate with the development integral of the child Observations associated with the DRDP are required as a Page | 3 part of the integral education and development of the child. The activities to present to the child should be age appropriate but also attractive to the child and parents for them to actively participate. 


Taking in consideration the age of the child, time spend in the activities, interest, assimilation and response of the child. 


From there the observations take place, those observations helps to place the child on the appropriate DRDP level. Plus LG. have a camera and video that make it easy to record the observations at the very moment that the child’s action happens, then write a couple of lines, and finished them later on. 


Being a Home Visitor places me on both positions Teacher and home visitor. 


Since: Modeling and teaching empathy-concern for others Page | 4 feelings-is an important part of being an effective, culturally competent teacher. Retrieved from: Charis L. Wahman, Elizabeth A. Steed, Susan Friedman. Book: “Each & Every Child

The learning of two languages enriches the knowledge of the child, gives more opportunities for study, development and in the future better position within the society and community. A child with two languages has the opportunity to express his ideas clearly and precisely in two languages. And may have more mental quickness to learn, respond and solve problems. 

The picture down below shows how the children learn through visualization and repetition of the ABC letters, and numbers as well. Strategies used just to mention few: Is To observe the child interest, engagement, language capacity, gestures and focus in the activity.

The Focused attention is an important topic in the present study Is marked by sustained and active engagement with stimulus or tasks (as compared with mere looking or “casual” attention). It is during periods of focused attention that cognitive information processing occurs (I.e.learning occurs (Ruff & Lawson.1990; Ruff & Rothbart.1996). 


Our observations using Learning Genie tools also includes: Observations on children with mild disabilities, those children may suffer from mild mental retardation, behavior disorders and attention deficit- disorders. 


Our observations using Learning Genie tools also includes: Observations on children with mild disabilities, Those children may suffer from mild retardation, behavior disorders and attention deficit- hyperactivity as mentioned on Gresham, F. M., & MacMillan, D. L. (1997). Social Page | 7 Competence and Affective Characteristics of Students With Mild Disabilities. Review of Educational Research, 67(4), 377–415.

Mild-disability groups included children variously classified as having specific learning disabilities, mild mental retardation, behavior disorders, and attention deficit-hyperactivity disorder. Social competence was conceptualized as a multidimensional construct that included social skills, adaptive behavior, and peer relationship variables. Children with mild disabilities were shown to have difficulties in negotiating both peer-related and teacher-related adjustments in school settings.


Learning Genie tools give us the opportunity of keeping contact with parents, show back videos, where parents can see their children reactions, participations and interest in the activities presented by the Home Visitor, that later on those activities can be use as repetitive activities at home, in the meantime the Home Visitor can use the Learning Genie tools to communicate with parents, make observations, send books and , continuing keeping an open communication with them


Charis L. Wahman, Elizabeth A. Steed, Susan Friedman. Book: “Each and every child

Gresham, F. M., & MacMillan, D. L. (1997). Social Competence and Affective Characteristics of Students With Mild Disabilities. Review of Educational Research, 67(4), 377-415.

(Ruff & Lawson, 1990Ruff & Rothbart, 1996), Retrieved from Focus of Attention.

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