Report based on the COR Advantage & VPK Assessment outcomes · 2015-12-15 · Report based on the...

Statewide Annual Report

Child Outcomes: 2014-2015

Report based on the COR Advantage &

VPK Assessment outcomes

RCMA Statewide Annual Report Outcomes 2014-2015

pg. 2

Introduction The purpose of this report is to share information and data about the children enrolled in RCMA

child development centers. The assessment reported here is COR Advantage for all children.

This 2014-2015 year is our second year using COR Advantage which is a research-based child

assessment. Available both online and in print, provides authentic, reliable assessment of key

areas of learning and development for young children from birth through kindergarten.

In this Annual Report we have highlighted outcomes for our Two Year-Olds, Three Year Olds

and Four Year Olds. However, we do have outcomes for all children birth through five, which

we use for curriculum and teacher training and for reporting to other funding sources such as

United Way, Suncoast, etc. Our Two Year-Olds are representative of our Infant and Toddler

Program, and our Three Year-Olds and Four Year-Olds are representative of our Preschool

Program.

The Florida Voluntary Prekindergarten (VPK) Assessment has been in use since 2011-2012,

when we began to use it voluntarily to show learning gains for 4 year olds enrolled in RCMA’s

VPK program. Since 2012-2013 it has been a mandatory tool for 4 year olds enrolled in VPK;

these results are also shared in this report.

The Lead Education Agency (LEA) and RCMA’s Head Start, Florida School Readiness funding,

Voluntary Pre-K funding along with local funding is partnered for high quality program and child

outcomes. RCMA School Readiness goals are met using this partnership.


pg. 3

Abbreviations and Codes

Funding Sources

EHS Early Head Start

HS Head Start

MSHS Migrant Seasonal Head Start

SR Florida’s School Readiness funding/subsidized child care

VPK Florida Voluntary Prekindergarten

Areas of Child Development for School Readiness Goals

PDH Physical Development & Health

APL Approaches to Learning

LLC Language and Literacy Development (communication)

SE Social and Emotional Development

MA Mathematics

SCI Science & Technology

ELL English Language Learners

Cognition and General

Knowledge


pg. 4

COR Advantage Assessment Tool

COR Advantage is a research-based child assessment that is the newest instrument in

Highscope’s Child Observation Record (COR) assessment system. COR is a HighScope Press

product. The instrument, available both online and in print, provides authentic, reliable

assessment of key areas of learning and development for young children from birth through

kindergarten.

COR Advantage features include:

A reliable, research-based assessment that creates a detailed profile of each child’s

development

Thirty-six COR items covering key concepts in nine content areas

An objective eight-level scoring scale (ranging from 0-7) that allows teachers to pinpoint

the developmental changes measured by each COR item

Meaningful, easy-to-understand results that serve as an ongoing resource for teachers

as they plan activities daily for children

A wide range of individual and group reporting options

Reports and content aligned with Florida’s state and national early learning standards

COR Advantage assesses early childhood development from infancy through kindergarten in

eight content areas:

Approaches to Learning

Social and Emotional Development

Physical Development and Health

Language, Literacy and Communication

Mathematics

Creative Arts

Science and Technology

Social Studies

A ninth area English Language Learning can also be used when appropriate (that is, with

children whose first language is other than English). This is reported by parent at enrollment

and recorded in PROMIS.


pg. 5

Each COR content area comprises items that address key concepts in early learning, for a total

of 34 items plus the 2 items for English language learners. Based on objective anecdotal notes

about the child, recorded over time by teacher, each COR Advantage item is scored using an

eight-level scale ranging from 0 (lowest) to 7 (highest). Anecdotal notes are written to record

what children say and do. We write what children say and do in both English and Spanish.

Teachers enter anecdotes into COR website, this data is then analyzed three times a year for:

Child individualization

Teacher Planning

Planning for groups of children based on their common level:

o Early

o Middle

o Later

Professional Development

Classroom Environment

Program Improvement


pg. 6

COR Advantage Levels of Development

COR Advantage offers a continuous look at children’s development, we can look at levels higher

or lower than the general range as needed.

Typically:

Infants and toddlers – Look first at levels 0-3

Preschool – Look first at levels 2-5

Kindergarten – Look first at levels 4-7

COR Advantage Levels

Level 0

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

Level 7

Infants and Toddlers

Preschool

Kindergarten


pg. 7

RCMA School Readiness Goals

These are our School Readiness Goals which are aligned with our COR Advantage Categories,

Head Start Early Learning Framework, Florida Early Learning Standards for Four Year Olds, and

Florida Early Standards for Birth through three.

RCMA School Readiness Goals are:

Physical Well Being and Motor Development(PDH)

o Children will master basic mobility skills, children will become more coordinated

and gain muscle strength and stamina.

o Children will develop control of small muscles for self care, writing, and

manipulation.

o Children will become more competent at doing things for themselves.

Approaches to Learning(APL)

o Children will have a positive attitude towards learning and approach learning in

different ways.

o They will bring unique temperaments, habits, and preferences to how they

explore, discover, and draw conclusions about the world and the people in it.

Language and Literacy Development (LLC)

o Children will be motivated to master the diverse set of skills in these areas so

they can signal their needs; learn from the words and symbols that surround

them; and connect with others to exchange ideas, feelings, and friendship.

o Children who are Dual Language Learners (DLL) may demonstrate these

increasing abilities in their home language or in English.

Social and Emotional Development(SE)

o Children will begin to develop and demonstrate a positive sense of self,

competence, and an identity that is rooted in their family and culture.

o Children learn confidence in themselves and develop skills needed to build

relationships with other children and adults.

Cognition and General Knowledge(MA & SCI)

o Children will develop age appropriate skills and abilities in science and math

domains.

o Children will use math spontaneously throughout the program day, by counting

real things, creating patterns and problem solve.

o Children will experience science by observing and making sense of

the world.


pg. 8

TWO YEAR-OLDS

COR ADVANTAGE OUTCOMES

Two Year-Olds Demographics

There were a total of 858 Two Year-Olds included in this data. The following data will depict

the demographics and outcomes as it is aligned with our School Readiness Goals.

52%

48%

Gender Demographics

Female

Male

12%

82%

4%

2%

0%

Racial Demographics

Black, African Amercian

Hispanic/Latino

White non-Hispanic

Two or more races

Asian

There were slightly more

girls than boys for 2014-

2015.

Over 80% of Two Year-Olds

were identified as

Hispanic/Latino


pg. 9

Two Year-Olds all funding sources

PDH APL LLC SE MA SCI

EHS P1 2.52 2.18 2.11 2.19 2.05 2.17

EHS P3 3.31 2.91 2.70 2.92 2.70 2.81

MHS P1 2.49 2.09 1.94 2.10 1.89 2.08

MHS P3 3.34 3.00 2.79 3.01 2.82 2.89

SR P1 2.58 2.08 2.03 2.13 1.84 2.02

SR P3 3.38 2.79 2.60 2.86 2.55 2.73

0 0.5

1 1.5

2 2.5

3 3.5

4

Outcomes


EHS Gains 0.80 0.71 0.56 0.73 0.71 0.71

MHS Gains 0.86 0.91 0.85 0.91 0.94 0.81

SR Gains 0.79 0.72 0.59 0.73 0.65 0.64

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

GAINS


pg. 10

Analysis for Two Year-Olds all funding sources

Gains were noted throughout all funding sources, with the highest gains in the Migrant

Seasonal Head Start (MSHS) program throughout all domains.

Length of program year varies for each of the funding sources:

o Early Head Start is a 6 hour day program for 240 days a year.

o Head Start is a 6 hour day program for 160 days a year.

o Migrant Seasonal Head Start is a 10 hour day program for approximately 160

days a year. Length of MSHS program varies across the state.

o School Readiness is a 10 hour day program for 261 days a year.

Professional development are also influencing factors in our children’s outcomes, there

are a set amount of training days set aside for teachers. For Early Head Start, Head Start

and Migrant Seasonal Head Start there are at least 7 days set aside for training

purposes. There are no dollars set aside in the budget for in-service days for School

Readiness and VPK programs. RCMA teachers with School Readiness and/or VPK

funding attend in-service trainings when feasible, as well as giving them the opportunity

to attend trainings offered by the local coalitions. RCMA also develops individualized

training plans based on the teacher’s needs and topics of his/her interest. Early

Childhood Specialists and Mentor Teachers support each teacher’s individual

professional development plan.

Summary

o MSHS had the highest gains throughout all COR categories, with EHS and SR at

an average of .70 gains compared to .88 gains in MSHS.

o It is important to note that SR funding had the greater number of children

included in the “matched data”. “Matched-data” means that children had data

for Period 1 AND Period 3 during the said school year. Number of children

included in matched data does affect outcomes. Large number of children is a

good representation of gains. Small number of children could misrepresent

actual gains in child development.

o Two YO’s included in this data exited the program at “Age-Level” according to

COR. RCMA strives for Two YO’s to exit our program a level 2 or above.

o In Physical Development and Health all Two Year Olds across all funding sources

exited their program at level 3 or higher.


pg. 11

ANALYSIS for Two Year-Olds by funding source

Early Head Start

Areas of strengths:


Social Emotional


Opportunities for growth:

Math


Highest gains were in Physical Development and Health. Children exited the program having attained and average

of .70 gains from Period 1 compared to Period 3.

Migrant Seasonal Head Start

Areas of strengths:


Social Emotional


Opportunities for growth

Math


Language, Literacy and Communication.

Highest gains were in Approaches to Learning, Social Emotional and Math. Children exited the program having

attained and average of .88 gains from Period 1 compared to Period 3.

School Readiness

Areas of strengths:

Social Emotional



Math


Highest gains were in Physical Development and Health. Children exited the program having attained and average

of .69 gains from Period 1 compared to Period 3.


pg. 12

THREE YEAR-OLDS


Three Year-Olds Demographics

There were a total of 1,206 Three Year-Olds included in this data. The following data will

depict the demographics and outcomes as it is aligned with our School Readiness Goals.

50% 50%

Gender Demographics

Female

Male

16%

78%

4%

2% 0%

Racial Demographics


Hispanic/Latino

White non-Hispanic

Two or more races

Asian

There were equal amount

boys and girls for

2014/2015.

Over 75% of Three Year-

Olds were identified as

Hispanic/Latino


pg. 13

Three Year-Olds all funding sources


HS P1 3.18 2.74 2.42 2.72 2.48 2.65

HS P3 4.20 3.72 3.53 3.77 3.53 3.64

MHS P1 3.19 2.71 2.58 2.77 2.62 2.72

MHS P3 4.50 4.06 3.82 4.02 3.86 3.95

SR P1 3.34 2.94 2.77 2.96 2.78 3.00

SR P3 4.11 3.67 3.56 3.69 3.56 3.58

0 0.5

1 1.5

2 2.5

3 3.5

4 4.5

5

Outcomes


HS Gains 1.02 0.98 1.11 1.05 1.05 0.99

MHS Gains 1.31 1.35 1.24 1.25 1.23 1.24

SR Gains 0.76 0.72 0.80 0.73 0.77 0.59

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40

1.60

GAINS


pg. 14

English Language Learning 3 Year Olds

28%

59%

13%

English

Spanish

Other

3.99

5.35

3.48

4.89

3.85 4.83

0

2

4

6

ELL

ELL Outcomes

HS P1 HS P3 MHS P1 MHS P3 SR P1 SR P3


pg. 15

Analysis for Three Year-Olds all funding sources

Gains were noted throughout all funding sources, highest gains were in the Migrant Seasonal

Head Start Program.

All three funding sources entered our program at level 2 or higher, and exited at age level, with

the highest gains noted in our English Language Learning where children exited at a level 4 or

higher in all three funding sources. This is in part due to the fact that RCMA supports children

home language while at the same time developing the English Language. 72% of our three year

olds enrolled were English language learners.




o Migrant Seasonal Head Start is a 10 hour day program for approximately 160 days a

year. Length of MSHS program varies across the state.


Professional development are also influencing factors in our children’s outcomes, there are a

set amount of training days set aside for teachers. For Early Head Start, Head Start and Migrant

Seasonal Head Start there are at least 7 days set aside for training purposes. There are no

dollars set aside in the budget for in-service days for School Readiness and VPK programs.

RCMA teachers with School Readiness and/or VPK funding attend in-service trainings when

feasible, as well as giving them the opportunity to attend trainings offered by the local

coalitions. RCMA also develops individualized training plans based on the teacher’s needs and

topics of his/her interest. Early Childhood Specialists and Mentor Teachers support each

teacher’s individual professional development plan.

Summary

o MSHS had the highest gains throughout all COR categories.

o It is important to note that HS and SR had the greater number of children included in

the “matched data”. “Matched-data” means that children had data for Period 1 AND

Period 3 during the said school year. Number of children included in data does affect

outcomes. Large number of children is a good representation of gains. Small number of

children could misrepresent actual gains in child development.

o All Three Year Olds exited their program at level 3 or higher in Physical Development

and Health across all funding sources.

o All Three Year Olds exited RCMA programs at age level, which according to COR

preschoolers should typically begin at level 2 and go up to level 5. For Three Year Olds

it is typical to see them exit the program at a level 3 or above. All Three Year Olds

exited our program at Level 3 or higher.


pg. 16

ANALYSIS for Three Year-Olds by funding source

Head Start

Areas of Strengths:

English Language Learning



Math


Highest gains were in English Language Learning and Language, Literacy and Communication. Children exited the

program having attained an average of 1.08 gains across all COR categories including ELL, which is over one whole

level from Period 1 compared to Period 3.


Areas of Strengths:




Math


Highest gains were in English Language Learning, Approaches to Learning and Physical Development and Health.

Children exited the program having attained and average of 1.29 gains across all COR categories including ELL,

which is over one whole level from Period 1 compared to Period 3.

School Readiness

Areas of Strengths:




Math



Highest gains were in English Language Learning, Math, Language, Literacy and Communication. Children exited

the program having attained and average of .76 gains across all COR categories including ELL from Period 1

compared to Period 3.


pg. 17

FOUR YEAR-OLDS


Four Year-Olds Demographics

There were a total of 1138 Four Year-Olds included in this data. The following data will depict

the demographics and outcomes as it is aligned with our School Readiness Goals.

47%

53%

Gender Demographics

Female

Male

13%

78%

6%

2%

1%

0%

Racial Demographics


Hispanic/Latino

White non-Hispanic

Two or more races

Not specified

Asian

There were slightly higher

numbers of boys than girls

in 2014-2015.

Over 75% of Four Year-Olds

were identified as

Hispanic/Latino


pg. 18

Four Year-Olds all funding sources


HS P1 3.69 3.09 2.99 3.22 3.01 3.13

HS P3 5.20 4.55 4.42 4.66 4.47 4.50

MHS P1 3.78 3.33 3.25 3.34 3.17 3.24

MHS P3 5.35 4.91 4.76 4.83 4.81 4.76

SR P1 3.72 3.33 3.23 3.27 3.21 3.26

SR P3 4.98 4.46 4.47 4.47 4.49 4.42

VPK P1 3.72 3.24 3.14 3.25 3.13 3.19

VPK P3 5.21 4.65 4.58 4.67 4.64 4.56

0.00

1.00

2.00

3.00

4.00

5.00

6.00

Outcomes


HS Gains 1.51 1.45 1.43 1.44 1.46 1.36

MHS Gains 1.56 1.58 1.51 1.49 1.63 1.52

SR Gains 1.27 1.13 1.25 1.20 1.28 1.16

VPK Gains 1.50 1.41 1.44 1.42 1.51 1.36

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40

1.60

1.80

GAINS


pg. 19

English Language Learning 4 Year Olds

30%

57%

13%

English

Spanish

Other

4.87 6.14

4.33

5.85 4.54

5.61 4.57

5.83

0

2

4

6

8

ELL

ELL Outcomes

HS P1 HS P3 MHS P1 MHS P3 SR P1 SR P3 VPK P1 VPK P3


pg. 20

Analysis for Four Year-Olds all funding source

Gains were noted throughout all funding sources; with the highest gains in our Migrant Seasonal

Head Start program throughout all COR Categories.

Voluntary Pre-Kindergarten (VPK) and Head Start (HS) also made great strides in gain

throughout all COR Categories, with School Readiness (SR) slightly behind. Children enrolled in

our Voluntary Pre-Kindergarten program are also enrolled in one of the other funding sources as

an enhancement to their education, making their program day longer compared to the other

funding sources.




o Migrant Seasonal Head Start is a 10 hour day program for approximately 160 days a

year. Length of MSHS program varies across the state.


o Voluntary Prekindergarten is a 4 hour day program for 135 days a year.

All Four Year Olds exited RCMA programs at level 4 or higher across all COR Categories. For

children transitioning to kindergarten in the fall, school readiness is measured by an average

score of 3.75 in each category and an overall average score of level 4.0 or higher.

70% of four year olds enrolled in RCMA programs were English language learners.

Professional development are also influencing factors in our children’s outcomes, there are a set

amount of training days set aside for teachers. For Early Head Start, Head Start and Migrant

Seasonal Head Start there are at least 7 days set aside for training purposes. There are no

dollars set aside in the budget for in-service days for School Readiness and VPK programs.

RCMA teachers with School Readiness and/or VPK funding attend in-service trainings when

feasible, as well as giving them the opportunity to attend trainings offered by the local

coalitions. RCMA also develops individualized training plans based on the teacher’s needs and

topics of his/her interest. Early Childhood Specialists and Mentor Teachers support each

teacher’s individual professional development plan.

Summary

o MSHS had the highest gains throughout all COR categories. HS and VPK had an average

of 1.10 gains across all COR categories compared to MSHS which had 1.20 gains across

all COR categories.

o It is important to note that VPK (796) had the highest number of children included in the

“matched data”. MSHS (237) had the least amount of children included in the “matched

date”. “Matched-data” means that children had data for Period 1 AND Period 3 during

the said school year. Number of children included in data does affect outcomes. Large

number of children is a good representation of gains. Small number of children could

misrepresent actual gains in child development.


pg. 21

Analysis for Four Year-Olds all funding source

Head Start

Areas of Strengths:



Opportunities for Growth:

Math


Highest gains were in Math, Physical Development and Health. Children exited the program having

attained an average of 1.10 gains across all COR categories including ELL, which is over one whole level

from Period 1 compared to Period 3.


Areas of Strengths:






Highest gains were in Math, Approaches to Learning and Physical Development and Health. Children

exited the program having attained and average of 1.20 gains across all COR categories including ELL,

which is over one whole level from Period 1 compared to Period 3.

School Readiness

Areas of Strengths:






pg. 22


attained and average of .93 gains across all COR categories including ELL from Period 1 compared to

Period 3.

Voluntary Prekindergarten

Areas of Strengths:







attained an average of 1.10 gains across all COR categories including ELL, which is over one whole level

from Period 1 compared to Period 3.


pg. 23

VPK Assessment data:

Analysis The demographic population being served by RCMA has not changed. RCMA continues to monitor classrooms for strong teacher/child interaction using the CLASS tool and curriculum implementation using the Program Quality Assessment tool. The School Readiness Leadership team chooses that our curriculum focus for the 2014/2015 school year was “Cognition and General Knowledge Goal”. We have definitely seen a return on investment based on the VPK assessment results below compared to the previous year 2013/2014. The results of these vigorous training sessions are seen by the gains demonstrated in the Pre/Post VPK assessments for 2014/2015 school year.

In print knowledge 75% of our children exited our program either meeting expectations or above expectations compared to 63% the previous school year (2013/2014).

In phonological awareness 67 % of our children exited our program either meeting expectations or above expectations compared to 53% the previous school year (2013/2014).

In oral language and vocabulary 77% of our children exited our program either meeting expectations or above expectations compared to 62% the previous school year (2013/2014).

In math 72% of our children left our program either meeting expectations or above expectations compared to 57% the previous school year (2013/2014).

o Please note that these increases are in comparison to the Pre VPK assessment test.

There is an obvious contrast between the tools used – COR Advantage which is an authentic and researched based assessment versus the Pre/Post VPK Assessment test. 100% of our VPK children demonstrated significant learning gains in our ongoing COR Advantage assessment data. RCMA adhered to the VPK improvement plans for centers with Good Cause Exemptions approved by the Early Childhood Coalition. In addition to the improvement plan, RCMA also provided staff with additional opportunities for High Scope curriculum training.

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