School Readiness Project SRP: 200708 Results

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School Readiness Project (SRP) 2007-08 Results

• Gayle M. Stuber, Ph.D.
• KSDE
• 785-296-5352

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Kansas Vision for School Readiness

• The School Readiness Framework provides the
  conceptual basis for the KECCS plan.
• School readiness occurs when families, schools
  and communities support and serve children
  effectively so that all children have the ability
  to succeed in various learning environments.

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SRP Connections to KECCS

• 2.4 Increase the states ability to assess
  social-emotional readiness outcomes.
• 3.2 Increase the of EC programs that are
  available
• 3.3 Increase the of schools that provide high
  quality learning environments
• 3.4 Increase the quality of classroom learning
  environments

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SRP connections to KECCS

• 3.5 Strengthen relationships schools have with
  families and communities
• 4.1 Increase the number of programs that
  promote parent education on the school readiness
  domains
• 4.2 Increase the quality of parent education
  programs
• Goal 5 Family Supports

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We know that the best way to close the
achievement gap is for every child to enter
school ready to learn. To do that, we need to
provide opportunities for early learning, . . .
so that our children are able to start off
right.Gov. Kathleen Sebelius
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School Readiness Project

• 2005-06 first year of current data collection
  process
• 2006-07 second year of data collection
• 2007-08 third year of data collection
• Partners Kansas State Department of Education
  University of Kansas Kansas Health Institute

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Data Collection

• KSDE Data
• Child entry/exit skills (teacher observation)
• Teacher classroom practices
• Parent/home information
• KHI/KU Data
• Child entry skills (standardized assessments)

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KHI/KU Child data

• Test of Preschool Literacy
• Devereux Social Skills Rating Scale
• Peabody Picture Vocabulary TestIII
• Letter Word Identification
• Math Concepts
• Writing
• Social Studies

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KSDE Child Data

• Qualls Domains
• General knowledge
• Oral Communication
• Written Language
• Math Concepts
• Work Habits
• Attentive Behavior

• Kansas Domains
• Physical Health Development
• Social-Emotional Development
• Symbolic Development

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2005-07 Process

• Kindergarten teachers volunteered
• Teachers completed an observation on 10 children
  (randomly selected) in their classroom
• Observations were done in the fall and in the
  spring.
• Teachers completed classroom practices survey.
• Parents completed parent survey.

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2007-08 Process

• KU used a regional sampling to select
  kindergarten classrooms.
• Approximately 10 children in each class were
  assessed in the fall using standardized
  assessments.
• Teachers selected by KU were asked to complete
  the child observation on the same children.

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KSDE 2007-08 Process

• Parents were asked to complete survey on home
  practices (KU KSDE).
• Teachers complete survey on classroom practices.
• Sample of teachers (full half day K) are
  observed using the CLASS, ELLCO.
• KU KSDE

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KSDE Child Information

• Demographics
• 1988 children

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Child Demographics
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Child Demographics
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Child Outcomes KSDE

• KELI results

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Child Outcomes (KELI) Top 3 skill areas

• 2005-06
• Work habits, Oral communication, Attentive
  behavior
• 2006-07
• Oral communication, social emotional skills, work
  habits
• 2007-08
• Social emotional, oral communication, work habits

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KSDE 2007-08

• Children are entering kindergarten with good oral
  language skills
• Ask and answer questions
• Voluntarily shares ideas and information
• Describes the content of a picture
• Recalls facts from a story read aloud
• Retells or dramatizes simple stories after
  listening to them more than once

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KSDE 2007-08

• Children have adequate social skills--skills that
  let them function in a group
• Follows simple oral instructions
• Stays on task
• Asks for help as needed
• Sustains efforts in an activity despite difficulty

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General Results Qualls

• More children enter K with Developed/Developing
  skill levels in Oral Communication.
• The percentage of children with IEPs in the
  Delayed skill level was double that of the
  general education population.
• Written Language had the most children in the
  Delayed skill level.

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Are there differences in skill level at
Kindergarten entry?

• Children from low-income families, those who
  speak English as a second language, and those
  with IEPs do not have as high a level of skills
  in all domains of learning.
• The order of skill level results in the eight
  KELI domains is the same for children who have an
  IEP as for those who do not have an IEP. For
  example, all children exhibit their highest
  skills level in the areas of work habits
  (highest) social development, and oral
  communication, no matter if the child had an IEP
  or not.

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KSDE 2007-08

• Parent Survey Information
• NOTE Questions differed across years

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KSDE 2007-08

• Parents and Families make a difference!
• A total of 66.5 of parents reported that they
  read to their children at home every day and
  close to 30 reported reading to them weekly.
• Children whose parents read to them on a daily
  basis had higher reading scores and scored higher
  on all measures of academic achievement.

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Parent responses 2007-08

• 36.9 said their child was not in child care the
  year before kindergarten.
• 24.4 said their child was in family child care.
• 49.1 said their child was in preschool.
• 13.3 said their child was in center-based child
  care.

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Preschool Experiences definitions of
children

• Formal (33.3)
• Center-based
• Preschool (including Head Start)
• Informal (19.3)
• Family Child care
• Relative Care
• Mixed (24.5)
• Both Formal and Informal
• No Experiences in child care (22.8)

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Preschool Experiences

• Children attending preschool or childcare
  (Formal) for greater number of years prior to
  Kindergarten tended to score higher on Math,
  Written Language, and General Knowledge.
• Children attending fewer number of years of
  Formal preschool tended to score higher on the
  Attentive Behavior scale.

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• For parents who did have child care outside the
  home, the majority had their child in childcare
  in the previous year (92.9), and a significant
  proportion of those who found it somewhat or very
  difficult to find quality childcare had their
  children placed in formal or mixed forms of
  childcare (36)

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Finding Child care 2007-08

• 33.5 said it was somewhat or very difficult to
  find quality child care
• 19.7 said child care was barely affordable or
  they needed outside help to pay for it

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Preschool Experiences

• Parents As Teachers (27.2) No significant
  difference on KELI scores.
• In past years, more than one year in PAT made a
  significant difference in some areas, but one
  year did not.
• Early Head Start (23) Significant differences
  on all scale scores on all KELI domains.

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Home Practices
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Health care

• The majority of children have seen their regular
  doctor 96.9 within the year before
  Kindergarten. Those with a regular physician tend
  to have more visits than those who do not.

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Health care

• 95.8 said their kindergarten child has a regular
  doctor.
• 82.7 said their kindergarten child has a regular
  dentist.
• Of those with the regular dentist, 39.8 had one
  or NO checkups in the year before K.
• Those with a regular dentist averaged more
  checkups than those children who do not have a
  regular dentist.

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Health

• 53.7 rated their kindergarten childs health as
  excellent.
• 93.6 have health insurance for their
  kindergarten child.
• 82 have health insurance for the adults in the
  family.
• 21.4 said that paying for health insurance was a
  big challenge.
• 25.2 said that it as a big challenge to pay
  health care bills.

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KSDE 2007-08

• Transition and Kindergarten Practices

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Transition into Kindergarten

• Parents spent a lot of effort helping their child
  transition to Kindergarten.
• 55.4 contacted the school to get the teachers
  name
• 70.4 met with the teacher
• 66.9 took their child to school for a visit
• 94.7 talked to their child about K

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2005-07 K Classroom Results

• Kindergarten teachers teach skills and knowledge!
  
• All children improve over the year, but the gap
  between those who come in with lower skills and
  those with higher levels of skills, while
  narrowing, does not disappear.

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What do all these results mean?

• Families make a difference in childrens success
  
• Community makes a difference in childrens
  success
• Teachers and schools make a difference in
  childrens success
• All environments are learning environments!

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BUILDING THE FOUNDATION FOR SUCCESSFUL CHILDREN

• Kansas Early Learning
• Document

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Update on KSELD

• Editing of current document is almost complete.
• Draft versions of how to use sections almost
  complete.
• Review of two sections completed by end of June.
• To printers by end of July, 2008.

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For further information

• Gayle M. Stuber
• 785-296-5352
• gstuber_at_ksde.org