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Grants Committee Report 2007 – 2008 PRELIMINARY FINDINGS

Grants Committee Report 2007 – 2008 PRELIMINARY FINDINGS. October 14, 2008. Overview of Today’s Agenda. 2007-2008 Program Year Stats Classroom Progress During Program Year Children’s Progress During Program Year 5 Year Measurements and Observations Next Steps. Evaluation Questions.

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Grants Committee Report 2007 – 2008 PRELIMINARY FINDINGS

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  1. Grants Committee Report2007 – 2008 PRELIMINARY FINDINGS October 14, 2008

  2. Overview of Today’s Agenda • 2007-2008 Program Year Stats • Classroom Progress During Program Year • Children’s Progress During Program Year • 5 Year Measurements and Observations • Next Steps

  3. Evaluation Questions • ANNUALLY • What is the effect in classrooms? • What is the result among children in SB6? • 3-YEAR PILOT PROGRAM – 2003-2006 • Was it successful? YES • IMPLEMENTATION • What can be learned from 5 years of program development and implementation? • How can the program be improved each year?

  4. SB6 stayed at 17 total classes from ‘06-’07 to ‘07-’08. IMPLEMENTATION PILOT PROGRAM • Types of centers and number of classrooms: 2007-2008 • 7 Commercial/For-Profit • 5 Faith Based • 3 Public School • 2 Head Start

  5. The number of children remained steady in 2007-2008. • 308 children in SB6 program • All 5 UWCA counties: • Blount: 57 • Jefferson: 88 • Shelby: 42 • St. Clair: 36 • Walker: 85 Children in SB6 Program

  6. Screenings were conducted in all classes for the 308 children. • Screenings • 610 screenings were conducted with the children • Referrals • 119 referrals for follow-up were made based on screening

  7. The SB6 Year 2007-2008 School Starts School Ends ELLCO: Classroom Pre-Measurement ELLCO: Classroom Post-Measurement ESP: Child Pre-Test ESP: Child Post-Test CHILDREN Screening and Referral Goal: Ready for Kindergarten and Reading Success by Six Program 2007-2008 Appropriate Age Equivalence to Learn 4 year old level (48 months) 4 year / 8 months level (56 months) 5 year old level (60 months)

  8. Classroom Progress 2007-2008

  9. As in the past, Literacy Environment shows most improvement. ELLCO: Average % Change in all Classrooms 2007-2008 Classroom book area, book selection, book use, writing materials, writing around the room General classroom environment, language, literacy, curriculum Book reading and writing

  10. Classrooms added in 2007-2008 showed most improvement as measured by ELLCO. • 5 new classrooms in 2007-2008 • Wide variations in beginning and ending ELLCO scores • Most improvement shown in new classrooms • 12 repeated classrooms • All began and ended 2007-2008 year with average to high scores

  11. Literacy Environment Scores by Years in Program Classroom book area, book selection, book use, writing materials, writing around the room Biggest increase in Year 1 in program Gains generally sustained / recovered Average Score for New Classes in 2007-2008 Average Score for 2nd Year Classes in 2007-2008 Average Score for 3rd Year Classes in 2007-2008

  12. Classroom Observation Scores by Years in Program General classroom environment, language, literacy, curriculum Positive cumulative effect; some catch up each year from previous year Biggest increase in Year 1 in program Average Score for New Classes in 2007-2008 Average Score for 2nd Year Classes in 2007-2008 Average Score for 3rd Year Classes in 2007-2008

  13. Literacy Activity Scores by Years in Program Book reading, writing Biggest increase in Year 1 in program Positive cumulative effect Average Score for New Classes in 2007-2008 Average Score for 2nd Year Classes in 2007-2008 Average Score for 3rd Year Classes in 2007-2008

  14. Children’s Progress 2007 -2008

  15. Children’s progress was measured in months age equivalency. • The Early Screening Profile (ESP) of the American Guidance Service measures initial readiness and change during year: • Pre-test in Fall of 2007: 207 children • 40 Head Start children are not given developmental screening by SB6 • 207 of 268 (77%) of other children were given Fall AGS • Post-test in Spring 2008: 150 children • Children with both scores: 148 children • 71% of children given the fall pre-test were also given the spring post-test • ESP provides raw score, from which the age equivalence in months is determined

  16. Information on 148 children provided several ways to look at the data. Age Equivalence in Months: A measure of the level at which the child is performing, used to determine the child’s readiness to learn relative to his/her own age and the level needed to begin 5-year-old Kindergarten ready to learn • The children’s situation and progress were evaluated in many ways: • The child’s equivalent age in months compared to his/her chronological age in months. • Months age equivalence gained or “caught up” during the year compared to months in the program. • The child’s age equivalence category (compared to actual age) at the beginning of SB6 compared to their age equivalence category at the end

  17. Most children finished the year ready to learn in 5-year-old Kindergarten. • Looking at readiness to learn at the 5-year-old level: • In October, 2007, 58% of children (86 of 148) had been at least 50 months (4 years, 2 months) age equivalence – ready for 4-year-old learning. • In April, 2008, 80% of children (119 of 148) were at least 56 months (4 years, 8 months) age equivalency – heading toward 5-year-old (60 months) equivalency / readiness by August. • Looking at the child’s age equivalence compared to his or her own chronological age: • In the fall pre-test, 40% of children (59 of 148) had an age equivalence at or above their own chronological age. • In the spring post-test, 67% of children (98 of 148) had an age equivalence at or above their own chronological age.

  18. Kindergarten Readiness and Age Equivalency showed higher gains. Bigger increase Children with more need AT OR ABOVE GRADE LEVEL AT OR ABOVE CHRON AGE

  19. Observations by Class • In the Fall, in 10 of 15 classes, the average child was behind in reading readiness compared to his/her age; in the spring the average child was behind in only 3 classes. • Average child caught up between 0.9 and 7.6 months in 13 of 15 classes. • The projected average age equivalency of 60 months by August 2008 was achieved in all classes.

  20. Children who started with more of a gap in age equivalency gained more.

  21. So what affects the individual child’s progress? • As in the past, we looked at the factors that influence progress for the individual child. • The program activities offered through SB6 combined to create the progress for the children as a whole. • In 2007-2008, one factor was most correlated with the months progress the child made: Progress is directly related to how far the child is behind at the beginning of the SB6 program.

  22. Five-Year Observations 2003 - 2008

  23. Lessons over the 5 years of SB6 • Centers with the most involvement and cooperation are most successful with children. • Teachers who follow the program have good outcomes regardless of their level of education. • The program works well in any setting – urban/rural, commercial/ faith-based/ not-for-profit/ government. • Classroom gains are sustained / regained cumulatively. • The greatest improvement is experienced among children who begin the year most behind in reading readiness and age equivalency.

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