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Program Goals & Objectives
GHC Leadership develops strategic long-term goals for ensuring that all CSD programs remain responsive to the community served and meet the developmental needs of children and families. Specific, measurable, attainable, relevant, and timely (SMART) objectives must be tied to each goal.
Program goals are cultivated through a collaborative process by agency leadership, staff, the Governing Body, and Parent Policy Committee. GHC aims to create program goals that address the following:
High-quality and comprehensive early child development care and health services that support school readiness goals and child outcomes.
Strong and effective family and community partnerships and engagement that supports family outcomes, including the enhancement of family literacy.
Effective program management and continuous quality systems.
Services to children and families with differing abilities and diverse linguistic backgrounds.
Program options that meet the need of families from diverse economic levels.
Aggregation, analysis, and use of program data, including but not limited to child and family outcomes data, to improve services
Goal Setting & Review
The needs of the communities served, including annual community assessments and parent surveys.
PIR information.
Child outcomes and family needs.
After SMART goals are developed, objectives must be identified for each goal, and action plans must be determined for each objective.
Systems of goal and objective monitoring and tracking are used to evaluate the progress.
The outcomes of successful goals should be recognized, and unmet goals must be analyzed and revisited for improvement.
Goals and objectives should be included in the HS/EHS/CCP GHC ’ annual grant applications according to baseline and/or continuation guidelines.
Data & Continuous Improvement
GHC leadership and designated staff meet regularly to analyze data and track progress on program goals and objectives and other quality indicators. This includes tracking and analyzing data/reports from CARES. and Early Bird, Teaching Strategies GOLD, CLASS, and 5Es, and using it to inform program planning and track program improvement Continuous improvement of program quality and performance involves the following:
GHC develops school readiness goals, objectives, and expected program outcomes while also monitoring and evaluating progress toward current program goals. Decisions to implement new programs begin with conducting a Community Needs Assessment, current program data, and the organization's current Strategic Plan. Existing programs are evaluated through the annual Self-Assessment, current Community Needs Assessment data, ongoing monitoring data, and five-year program goals and outcomes. Goals are supported and further defined by short-term objectives linked to expected outcomes. An annual action plan is developed which is a defined set of steps that outline what the agency will do to accomplish goals and objectives defined during the evaluation process. The action plan is supported by a budget that is aligned with the goals and objectives. As the GHC leadership implements the plan, it collects data through its record-keeping and reporting system. GHC continually evaluates progress toward its goals and objectives by reviewing data gathered through ongoing monitoring, data tracking. and analysis. Effective monitoring enables agencies to track progress toward their goals and objectives and ensure quality and compliance.
GHC uses data to identify program strengths and needs, develop and implement plans that address program needs, and continually evaluate progress toward achieving program goals and outcomes, as well as compliance. Data is aggregated, analyzed, and compared in such a way that it assists GHC and its partner agencies in identifying risks and informs strategies for continuous improvement in all program service areas.
GHC aggregate and analyze child-level data from Teaching Strategies GOLD at least three times a year for all children. This data is used in combination with other program information, including ongoing monitoring and self-assessment, teaching practices, and family data to direct continuous improvement related to curriculum and implementation, teaching practices, professional development, program design, and identification of program needs, development of action plans, and other program-related decisions.
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