Table Of ContentH
L T H E N A T I O N A L C E N T E R O N
Parent, Family, and
Community Engagement™
TCRA KI N G PROG RES IN
EY AR L CARE AND EDUCTA ION :
PROG R A M , TS , AF F A N D Y AM I L F
MESAU REMENT TOL S
Tracking Progress in Early Care and Education 1
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Tih s docuem nt aw s deev loep d yb teh aN tional Center on Parent , aF im ly , and Coum nity Engageem nt of r
CN PCF
TAbLE OF CONTENTS
nI troduction . �4
oH w to sU e Tih s eR source . �5
tA lG- A - ance Talb es . . �5
Prol� es . �5
Practical lpA ications . . �5
Part :1 eM asureem nt Tools : tA lG- A - ance Talb es . �7
Talb e :1 Tools and eR lated Parent , aF im ly , and Coum nity Engageem nt uO tcoem s . �8
Talb e :2 Tools and ahW t Teh y eM asure .. �1
Talb e :3 sU ing teh Tools . �51
Part :2 eM asureem nt Tools : Prol� es . �81
tS rengtsh aB- sed Practices nI ev ntory PBS( ;I )402 . �12
ParentC- aregiev r eR lationsih p cS ale P( C ;SR )7 91 . 32 �
aF im ly and Proiv derT/ eaceh r eR lationsih p uQ ality Parent eM asure PF( T ;QR ) 4 1 0 2 . �52
oH em iV sit aR ting cS alesdA- atp ed & Etx ended eV rsion 2 +A-SRV OH( ;2v )41 02 . 82 �
aF im ly aM p nI ev ntories )2102( . . 13 �
aF im ly nI ov lev em nt uQ estionnaireE- arly Cih ldoh od E-QIF( C ; )02 . �43
oH em sbO erav tion of r eM asureem nt o f teh Eniv ronem nt nI ev ntory EMOH( ; )3 02 . � 7 3
Parenting tS ress nI de ,™x oF urt h Edition P( ;4-™IS )21 02 . �04
Protectiev aF ctors uS rev y P( ;SF )802 .. �4
Cih ldP- arent eR lationsih p cS ale C( P ;SR )1 02 . �64
Center of r Eip deim ological tS udies eD rp ession cS ale , eR iv sed C( E ;R- D S ) 4 0 0 2 . �84
Edinub rg h Postnatal eD rp ession cS ale E( P ;SD )7 891 . �15
Parenting nI teractions iw t h Cih ldren : �
Ceh cklist o f sbO erav tion iL nked to uO tcoem s P( CI C ;O LO )31 02 . �45
Coni� ct Tactics cS ales , ParentC- ih ld C( TPS C ; )891 . � 7 5
Coni� ct Tactics cS aleeR- iv sed , Partner C( T ;2S ,691 ohS rt oF r ,m )402 . �06
eR ef rences . �3 6
lG ossary o f Tersm . �6
lA ahp eb tical nI de x o f eM asureem nt Tools . � 7 6
Tracking Progress in Early Care and Education 3
INTRODUCTION
eW are ev ry lp eased to rp esent you iw t h Tracking Progress in Early eW selected teh se tools ab sed on a reiv e w o f teh literature and
Care and Education: Program, Staff, and Family Measurement Tools ! tecnh ical am nuals of r teh em asures to identiyf toh se tah t ah ev a solid
eiv dence ab se and tah t are relialb e and av lid em asures o f key af im ly
aF im lies ohw are saef and eh altyh , iw t h strong relationsih sp and
outcoem s rf o m teh PCF E rF aem ow rk s( ee aF im ly uO tcoem s eb lo .)w
adeuq ate n� ancial resources are in a good op sition to eh l p teh ir
nI oteh r ow rds , researc h ah s soh nw tah t teh tools do em asure ahw t
young cih ldren learn and trh iev . iH g h uq a lity early care and education
teh y are intending to em asure and tah t teh y ow rk ew ll iw t h die� rent
rp ogra m sta , � including sta � rf o m eH ad tS art and Early eH ad tS art
op up lations s( ep cic� inof ram tion is rp oiv ded of r eac h tool in tih s
rp ograsm , kno w tih s and ow rk ah rd to ap rtner iw t h af im lies to am ke
coipm lation .) tO eh r em asures am y t� teh se criteria , ub t ew coh se to
rp ogress toaw rd teh ir goals yb deev loip ng op sitiev , goalo- riented
liim t teh em asureem nt tools included in tih s guide to toh se tah t ew
relationsih sp iw t h af im lies . tI is otf e n cah llenging , toh ug ,h of r
kno w are o f ap rticularly ih g h uq ality . Teh em asures included eh re ah ev
rp ograsm to track af im ly rp ogress and sta�s’ eo� rts to suop rt tah t
eb en ew llt- ested in teh e� ld o f early care and education , including eH ad
rp ogress . Tih s guide is of r youe— arly care and education stat—� o eh l p
tS art and Early eH ad tS art . eW also reaceh d out to teh deev loep rs
you coh ose teh rigth tools of r you , of r your sta , � of r your rp ogra ,m
o f teh em asures included in tih s coipm lation to rp oiv de you iw t h teh
and of r teh af im lies iw t h ohw m you ow rk .
om st ut-p od- ate researc h and inof ram tion on eac h o f teh tools .
Tih s is a coipm lation o f tf� een ih g h uq ality tools tah t you can use to
track af im ly rp ogress toaw rd teh ir goals and teh eo� rts o f early care
and education sta � to eh l p af im lies adav nce toaw rd toh se goals . oS em
are surev ys ihw le oteh rs are conducted yb osb erav tion or interiv e . w
lA l address one or om re o f teh outcoem s identie� d in teh c�O e
o f eH ad tS art )SHO ( Parent , aF im ly , and Coum nity Engageem nt
P( CF E ) rF aem ow rk .
Tih s resource is not a complete list of measurement tools (measures)
tah t you can use , and it is not em ant to tell you ihw c h em asureem nt
tools to use . aR teh r , teh tools in tih s coipm lation are eax lpm es o f
ih guq-h ality tools tah t ah ev eb en used successuf lly in eH ad tS art ,
Early eH ad tS art , and oteh r early care and education rp ograsm to
track af im lies ’ rp ogress toaw rd teh ir goals and to assess sta � caap city
to suop rt tah t rp ogress .
ihW le ew kno w rp ograsm deev lo p teh ir onw tools , teh re are clear
eb net� s to using eix sting researcab-h sed em asureem nt tools .
epS cic� ally , it is iopm rtant tah t a em asureem nt tool is deev loep d yb
content and em asureem nt eepx rts ohw can rigorously test teh tool
iw t h die� rent grousp o f ep olp e to eb sure it collects teh desired
inof ram tion accurately and ec� iently .
4 Tracking Progress in Early Care and Education
HOW TO USE THIS RESOURCE PRACTICAL APPLICATIONS
Tih s guide is organiez d into tow sections . Teh r� st section rp oiv des eW ah ev selected all o f teh em asureem nt tools to eh l p you ap rtner iw t h
you iw t h a series o f trh ee tA a- lG- ance Talb es to eh l p you identiyf toh se af im lies as teh y ow rk toaw rd teh ir goals . Prograsm c an use results to
tools tah t am y eb st suit your rp ogras’m needs . oF r eac h tool , teh identiyf op ssilb e suop rt seriv ces , am ke arp orp iate reef rrals , and set
talb es rp oiv de inof ram tion aob ut teh af im ly engageem nt outcoem s rp ogra m goals or oejb ctiev s .
addressed , ahw t is em asured , costs , and ehw teh r sta � need any
aM ny o f teh se em asureem nt tools am y also eh l p you em et your
training to use teh tool . tfA er you reiv e w teh tA a- lG- ance Talb es , teh
rp ogras’m lp anning and eav luation needs . Consider teh se tools in your
second section rp oiv des you iw t h userrf- iendly rp ol� es o f eac h tool
eo� rts to track your rp ogras’m rp ogress toaw rd your rp ogra m goals
to eh l p you n� d om re detailed inof ram tion aob ut toh se tools you are
and eepx cted outcoem s of r ap rtnering iw t h af im lies . oY u am y n� d teh
om st interested in .
data gateh red useuf l of r continuous rp ogra m irpm oev em nt . oF r om re
inof ram tion reef r to oF undations oF r Ecx ellence : Planning nI eH ad tS art .
AT-A-GLANCE TABLES
eB of re you use any em asureem nt tool in an early care and education
Trh ee tA a- lG- ance Talb es rp oiv de inof ram tion to eh l p you identiyf
setting , lp an careuf lly and consider teh ep olp e tah t you iw ll ask to
tools to consider om re careuf lly :
rp oiv de inof ram tion . nI ap rticular , before sta , � ap rents , and oteh r adult
✓✓ T able 1: Tools and Related Parent, Family, and Community
caregiev rs colpm ete a em asure , giev teh m all teh inof ram tion teh y
Engagement Outcomes
need to kno w aob ut teh rp ocess . oF r eax lpm e , teh y need to kno :w
Tih s talb e includes teh naem o f eac h em asureem nt tool and
• oH w you iw ll collect inof ram tion rf o m teh ? m
teh staff, parent, ando/ r family outcoem teh tool addresses ,
• ahW t you iw ll ask teh m to do to colpm ete teh em asure ?
according to teh PCF E rF aem ow rk .
• ah W t iw ll eb done iw t h teh inof ram tion once teh y ah ev colpm eted �
✓✓ T able 2: Tools and What They Measure
it a( nd oh w teh ir resop nses iw ll eb ketp secure ?) �
Tih s talb e contains key inof ram tion aob ut ahw t eac h tool
eN tx , ask of r teh ir ep rim ssion to ap rticiap te . Teh y um st of ram lly agree to
em asures , ohw you can use teh tool iw t ,h oh w am ny itesm or
ap rticiap te in teh rp ocess . eD ep nding on teh situation , rp ogra m op licies ,
uq estions it ah s , and ehw teh r or not it is aav ilalb e in apS nis .h
and ef deral reuq ireem nts , of ram l agreeem nt ap( rticiap nt consent ) am y
✓✓ Table 3: Using the Tools
eb rw itten or ev rab l , ub t it is alaw ys necessary . oN one soh uld ef el
Tih s talb e includes inof ram tion aob ut using and scoring teh
rp essured to ap rticiap te ehw n teh y really dont’ aw nt to .
tool , any training you am y need to use it , and cost .
Particiap nts also need to kno w tah t you iw ll rp otect teh ir cond� entiality ,
PROFILES so you need to elpx ain oh w you iw ll do tah t . fI you cant’ rp otect teh ir
cond� entiality of r soem reason , you um st let teh m kno w tah t , too . aH ev
Teh second section o f tih s resource oe� rs detailed rp ol� es of r eac h
a lp an to address suc h issues before collecting any data . Teh se lp ans
em asureem nt tool listed in teh tA a- lG- ance Talb es . Teh se userrf- iendly
soh uld eb ab sed on rp ogra ,m state , ef deral , and rp oef ssional standards
rp ol� es descrieb teh up rop se o f eac h tool . Eac h rp ol� e includes
and codes o f etih cs .
inof ram tion suc h as oh w to access teh tool , ahw t kind o f data collection
arp oac h it uses s( uc h as surev ys , interiv esw , or osb erav tions ,) teh eW also recoem nd teh ata- g- lance ev rsion o f tih s resource , Tracking
tyep s o f uq estions it addresses , cultural alp ications , scoring rp ocesses , Progress in Early Care and Education: Program, Staff, and Family
and any training aav ilalb e to learn oh w to use teh tool . Measurement Tools: At-A-Glance , of r a uq ick reef rence .
Tracking Progress in Early Care and Education 5
T SLO DNA ER TAL E D PERA TN , , Y LIMA DNA F CTINUMO Y EEG AGN EM TN TUO CEMO S
The following tables will help you explore commonly used tools for tracking progress on staf, parent, and family outcomes in line with the OHS
PFCE Framework.
FAMILY ENGAGEMENT OUTCOMES
The OHS PFCE Framework is a research-based approach SHO PCF E rF aem ow rk
to program change that shows how Head Start, Early Head
Positive & goal -oriented Relationships
Start, and other early care and education programs can
promote family outcomes that support children’s learning Family Well-being Children are
ready for school
and development. The purpose of this guide is to help Program Environment
Parent-Child and sustain
programs identify tools to measure family and staf progress Relationships development
Program Leadership
and learning gains
on positive & goal-oriented relationships and the seven family
Families as Lifelong through third grade
engagement outcomes identifed in the PFCE Framework: Family Partnerships Educators
Continuous Program
Families as Learners
✓✓ Family Well-being improvement
Teaching and Family Engagement in
✓✓ Positive Parent-Child Relationships Learning
Transitions
✓✓ Families as Lifelong Educators Professional Family Connections to
development
Peers and Community
✓✓ Families as Learners Community
Partnerships
Families as Advocates
and Leaders
✓✓ Family Engagement in Transitions
PRogRAm PRogRAm imPACT FAmiLy EngAgEmEnT ChiLd
✓✓ Family Connections to Peers and Community FoundATions AREAs ouTComEs ouTComEs
✓✓ Families as Advocates and Leaders
6 Tracking Progress in Early Care and Education
PTRA .1 EM ERUS A EM TN T :SL O O TA CNAL G - A - E TELBA �S
Tracking Progress in Early Care and Education 7
TELBA :1 T SLO DNA ER TAL E D PERA TN , , Y LIMA DNA F CTINUMO Y EEG AGN EM TN TUO CEMO S
Use this table to explore selected measurement tools that can be used together with families to track progress toward one or more of the PFCE
Framework Outcomes. This table describes the family engagement outcome(s) each tool helps to measure.
PCF E uO tcoem s
ParenttS- a f
oG al- Positiev aF im ly aF im ly
aF im lies aF im lies as
aN em o f em asure rO iented ParentC- ih ld aF im ly aF im lies as Engageem nt Connections
as iL ef long dA ov cates
eR lation� eR lation� eW lleB- ing eL arners in to Peers and
Educators and eL aders
sih sp sih sp Transitions Coum nity
Strengths-Based
Practices Inventory
(SBPI)
Parent-Caregiver
Relationship Scale
(PCRS)
Family and Provider/
Teacher Relationship
Quality
Parent Measure
(FPTRQ; Full and
Short Forms)
Home Visit Rating
Scales-Adapted and
Extended Version 2
(HOVRS-A+v2)
The Family Map
Inventories
Family Involvement
Questionnaire-Early
Childhood (FIQ-EC;
Full and Short Forms)
Home Observation
for Measurement
of the Environment
Inventory (HOME)
Infant-Toddler Version
(0-3) Early Childhood
Version (3-6)
8 Tracking Progress in Early Care and Education
TELBA :1 T SLO DNA ER TAL E D PERA TN , , Y LIMA DNA F CTINUMO Y EEG AGN EM TN TUO CEMO S - continued
PCF E uO tcoem s
ParenttS- a f
oG al- Positiev aF im ly aF im ly
aF im lies aF im lies as
aN em o f em asure rO iented ParentC- ih ld aF im ly aF im lies as Engageem nt Connections
as iL ef long dA ov cates
eR lation� eR lation� eW lleB- ing eL arners in to Peers and
Educators and eL aders
sih sp sih sp Transitions Coum nity
Parenting Stress
Index
(PSI-4 and PSI-4-SF)
Protective Factors
Survey (PFS)
Child-Parent
Relationship Scale
(CPRS)
Center for
Epidemiological
Studies Depression
Scale-Revised
(CESD-R)
Edinburgh Postnatal
Depression Scale
(EPDS)
Parenting
Interactions with
Children: Checklist of
Observation Linked
to Outcomes v.3
(PICCOLO)
Confict Tactics Scale
Parent-Child (CTSPC
and CTSPC-SF)
Confict Tactics Scale-
Revised, Partner
(CTS2 and CTS2-SF)
Tracking Progress in Early Care and Education 9
TOOLS AND WHAT THEY MEASURE
sU e teh of lloiw ng talb e to elpx ore coom nlyu- sed em asureem nt
tools tah t am y eh l p em et your rp ogras’m lp anning and eav luation
needs . Tih s talb e descrieb s ahw t teh tools em asure . nI soem case s ,
om re tah n one of r m o f teh tool is aav ilalb e e( g. ,. teh uf“ ll ” original tool
and a soh rt of r .)m
cI ons and nuebm rs rp oiv de uq ick and accessilb e inof ram tion aob ut
ap rticiap nts and teh nuebm r o f itesm . oF r den� itions o f tersm , see teh
lG ossary on ap ge .6
Categories in tih s talb e include :
CONSTRUCT MEASURED : Teh concetp or af im lyap / rent cah racteristic
tah t teh tool em asures . Eax lpm es include ap rental strengtsh ,
derp ession , and af im ly iv olence .
INTENDED PARTICIPANT(S) : Teh ep olp e ohw rp oiv de teh data tah t
is collected , suc h as om teh rs , af teh rs , cih ldren , af im ly , caregiev rs ,
guardians , rp ogra m sta , � or rp ogra m leaders .
Parents and aF im ly
oteh r caregiev rs i( ncluding cih ld)
Teaceh rss/ ta � oH em iv sitors
SUBSCALE(S) MEASURED : uS c-b ategories o f teh construct . oF r
eax lpm e , ap rental sensitiiv ty in ap rentc- ih ld interactions im gth eb a
susb cale o f ap renting .
NUMBER OF ITEMS : uN ebm r o f indiiv dual uq estions included in teh
em asure .
SPANISH AVAILABILITY : av A ilaib lity o f teh em asure in apS nis ,h eiteh r
rf o m teh deev loep r or an etx ernal source .
01 Tracking Progress in Early Care and Education
