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Tulsa’s Kindergarten Readiness Assessment Pilot Project PROJECT OVERVIEW & year 1-2 results

Tulsa’s Kindergarten Readiness Assessment Pilot Project PROJECT OVERVIEW & year 1-2 results. Updated January 2013.

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Tulsa’s Kindergarten Readiness Assessment Pilot Project PROJECT OVERVIEW & year 1-2 results

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  1. Tulsa’s Kindergarten Readiness Assessment Pilot ProjectPROJECT OVERVIEW& year 1-2 results Updated January 2013

  2. “There’s an enormous brain drain being lost in our country. Children under 5 are not being empowered to reach their potential and it’s a huge loss to children, their parents, their community, and our society” --Neal Halfon, M.D., Director, UCLA Center for Healthier Children, Families & Communities “Young children are our last chance at prevention” --Nina Sazer O’Donnell, Vice President, Education, United Way Worldwide

  3. Project overview • Data--Early Development Instrument implementation • Complete EDI in all schools in partner districts in 3 years (2011-3)—approximately 5,000 children • Move EDI outside Tulsa area (2012-3) • Action--Using results for system improvement • Community response in selected neighborhoods (2012-3) • School-based responses

  4. The Early Development Instrument • Developed in Canada in 1998 and expanding across US since 2009 • Population-based (results for neighborhoods and schools but not individual children) • Teacher-administered (no child involvement or use of class time) • Kindergarten level (first comprehensive and comparable assessment under grade 3) • Multi-domain (not just “academics”) • Evaluations show high reliability, moderate validity, good predictive validity

  5. RESULTS

  6. EDI Tulsa Overall Results 3,100 children 2011-12

  7. EDI Sub-domains with High Vulnerability

  8. TULSA SUBGROUP RESULTS(2011 results only, approximately 1,500 children)

  9. Whether Attended Any Pre-K * Indicates significantly different from children who did not attend pre-K

  10. Whether Enrolled in CAP Age 4 *Indicates results differ significantly from children who were not in CAP at age 4. Children in CAP at 4 are also significantly less likely to have multiple challenges.

  11. % Vulnerable by Preschool

  12. % Developmentally Vulnerable by Domain—CAP Status

  13. EDI Maps

  14. EDI Maps • Show results by where children live, not where they go to school • Maps that are not included in this presentation also show domain vulnerability, socioeconomic status, community assets identified by CAP.

  15. % vulnerable on 2+ domains by neighborhood, central Tulsa

  16. % Vulnerable, Physical Health and Well-Being

  17. Next Steps

  18. Continue EDIs • In Tulsa • Complete 3rd year EDIs (January-March) • Review results (November) • 3 years combined • Can compare with other areas in state for first time • Outside Tulsa • Expanding in north and southeast Oklahoma this school year • Expecting to expand further in 2013-14.

  19. Using EDI results to change systems • Community continues response (CAP) • Share results with school boards, city leadership, business and community groups • Use results in ongoing neighborhood efforts (Kendall-Whittier and Eugene Field) • School-based presentations and discussions • Identifying community partners • Identifying local areas for response • School response (districts) • Review school-level and neighborhood-level results with faculty, parents, neighborhood groups and determine next steps (with CAP assistance if desired)

  20. For more information • Paul Shinn, Public Policy Analyst, CAP • pshinn@captc.org • (918)855-3638 • Caleb Gayle, Advocacy and Outreach Specialist, CAP • cgayle@captc.org • (918)629-7039 • TECCS national site (fact sheets, sample documents, evaluations, local community efforts, etc.)- http://teccs.net/

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