ELCMDM School Readiness Child Assessment/Intervention Programs (2002-2007): Implications of Child Assessment Results for Childcare Centers Dr. Adam Winsler,

ELCMDM School Readiness Child ELCMDM School Readiness Child Assessment/Intervention Programs (2002-2007):Assessment/Intervention Programs (2002-2007):

Implications of Child Assessment Results Implications of Child Assessment Results for Childcare Centersfor Childcare Centers

Dr. Adam Winsler, George Mason UniversityDr. Adam Winsler, George Mason University

Dr. Charles Bleiker, Florida International UniversityDr. Charles Bleiker, Florida International University

Community Presentation Community Presentation

La Petite Academy - 4/14/08La Petite Academy - 4/14/08

PartnersPartners

Roni Bader-Tables, Mike Conte, Dr. Juanita De La Roni Bader-Tables, Mike Conte, Dr. Juanita De La Cruz, Betty Key, Dr. Clarence Jones, Dr. Jerome Cruz, Betty Key, Dr. Clarence Jones, Dr. Jerome Levitt, Nancy Musselwhite, Judith ParkerLevitt, Nancy Musselwhite, Judith Parker

Ana Pizano, Blythe Robinson, Bethany Sands, Ana Pizano, Blythe Robinson, Bethany Sands, Evelio Torres, Mary WilliamsEvelio Torres, Mary Williams

Dr. Chuck Bleiker, Evelyn Borrell, Dr. Wendy Cheyney, Dr. Chuck Bleiker, Evelyn Borrell, Dr. Wendy Cheyney, Dr. Gail Gregg, Beatriz Hernandez, Dr. Louis Manfra, Dr. Gail Gregg, Beatriz Hernandez, Dr. Louis Manfra, Walkiria Oliver, Linda Soden, Kathy Suarez-EspinosaWalkiria Oliver, Linda Soden, Kathy Suarez-Espinosa

Elif Bor, Kristin Cooper, Jennifer Crane, Mike Feder, Elif Bor, Kristin Cooper, Jennifer Crane, Mike Feder,

Sue Hartman, Lindsey Hutchison, Jessica Johnson, Sue Hartman, Lindsey Hutchison, Jessica Johnson, Yoon Kim, Amy Madigan, Amy Mattingly, Dr. Henry Yoon Kim, Amy Madigan, Amy Mattingly, Dr. Henry TranTran

Child Development Services - Iliana Acosta, Child Development Services - Iliana Acosta, Maria Binelo, Daisy Hensley, Edith Humes-Newbold, Maria Binelo, Daisy Hensley, Edith Humes-Newbold, Theo Jackson, Porta ThompsonTheo Jackson, Porta Thompson

Partners (Continued)Partners (Continued)

Douglas Blomberg, Laurie Citraro, Nikki Giroux, Douglas Blomberg, Laurie Citraro, Nikki Giroux, Kathy SnyderKathy Snyder

Ann de las Pozas, Karen Kluger, Lisa Fowler, Ann de las Pozas, Karen Kluger, Lisa Fowler, Rosalyn Laney, Olivia Moya, Diane SimmonsRosalyn Laney, Olivia Moya, Diane Simmons

What are Child AssessmentsWhat are Child Assessments??

Systematic ways of collecting/documenting information about a child’s developmental progress and their strengths/weaknesses in a variety of areas (i.e., cognitive, motor, social, language) for the purposes of identifying those in need of intervention, curriculum planning, and/or evaluation of programs/interventions.

Why Do Child Assessments?Why Do Child Assessments?

Parents like to get information about their children

Teachers can use the info for planning activities and determining which areas to target

Can increase parent-teacher communication/ collaboration

Useful for identifying individual children (or subgroups) in need of special services or intervention

Needed as evidence of the effectiveness of early childhood programs or interventions

Why Do Child Assessments? (Cont.)Why Do Child Assessments? (Cont.)

Center directors/agencies can use the info to determine professional development goals/needs

Helps answer teachers’ research questions - what is working and what is not working

Helps teachers become more reflective and aware of important domains of child development

Adds legitimacy/science to ECE - shows with data what you have been saying/knowing all along - that we are doing good things and helping the children

Five-Year Overview - Child Data - MiamiFive-Year Overview - Child Data - Miami

2002-2003Year 1 (“Cohort A”)(4s Completed K in 03-04)

Subsidized Care 4’s DECA & LAPD - PRE & POSTMDCPS Pre-K DECA & LAPD - MIDMDCPS Pre-K SPED 3-4’s Full Battery - PRE & POST

2003-2004

Year 2 (“Cohort B”)(4s Completed K in 04-05)

Subsidized Care 3’s DECA & LAPD - PRESubsidized Care 4’s DECA & LAPD - PRE & POSTMDCPS Pre-K DECA & LAPD - PRE & POST MDCPS Pre-K SPED 3-4’s Full Battery - PRE & POST

2004-2005

Year 3 (“Cohort C”)(4s Completed K in 05-06)

Same as Year 2

2005-2006

Year 4 (“Cohort D”) (4s Completed K in 06-07)

Subsidized Care 3’s DECA & LAPD screen - PRESubsidized Care 4’s DECA & LAPD - PRE & POST MDCPS Pre-K DECA & LAPD - POST MDCPS Pre-K SPED 3-4’s Full Battery - PRE & POST

2006-2007

Year 5 (“Cohort E”)(4s in K now)

Subsidized Care 1-5’s ASQ - POST Subsidized Care 3’s DECA PRE-POST, LAPD screen PRESubsidized Care 4’s DECA PRE-POST, LAPD screen PRE + Random Sample LAPD PRE & POSTMDCPS Pre-K DECA PRE-POST, LAPD screen PRE + Random Sample LAPD PRE & POST

Child AssessmentsChild Assessments

Learning Accomplishment Profile–Diagnostic (LAP-D; Learning Accomplishment Profile–Diagnostic (LAP-D; Nehring, Nehring,

Nehring, Bruni, & Randolph, 1992Nehring, Bruni, & Randolph, 1992))- - LanguageLanguage - - CognitiveCognitive ( (Thinking, counting, matchingThinking, counting, matching)) (Expressive/Receptive) (Expressive/Receptive)

- - Fine MotorFine Motor - - Gross MotorGross Motor ( (Body, balance, hopBody, balance, hop))((hands/pencilhands/pencil))

Devereux Early Childhood Assessment (DECA: Devereux Early Childhood Assessment (DECA: LeBuffe & LeBuffe &

Naglieri, 1999Naglieri, 1999) (Parent and Teacher Surveys)) (Parent and Teacher Surveys) InitiativeInitiative + Self-Control + Attachment/Adult Closeness + Self-Control + Attachment/Adult Closeness

= Total SocioEmotional Protective Factors= Total SocioEmotional Protective Factors Behavioral ConcernsBehavioral Concerns (lower numbers desired) (lower numbers desired)

(English or Spanish) (Pre and Post)(English or Spanish) (Pre and Post)(Web reports printed and distributed at the (Web reports printed and distributed at the child, classroom, center, and agency levels)child, classroom, center, and agency levels)

Child Assessments (Cont.)Child Assessments (Cont.)

• • Learning Accomplishment Profile–Diagnostic (LAP-D) Learning Accomplishment Profile–Diagnostic (LAP-D) 3-, 4-, 5-yr-old Screener3-, 4-, 5-yr-old Screener

• • Early Learning Accomplishment Profile (ELAP - Early Learning Accomplishment Profile (ELAP -

for children younger than age 3) MDCPS SPEDfor children younger than age 3) MDCPS SPED

• • Ages and Stages Questionnaire (ASQ; Ages and Stages Questionnaire (ASQ; Bricker & Squires, 1999Bricker & Squires, 1999))

- Teacher and parent complete one form together based on - Teacher and parent complete one form together based on child’s child’s

age on developmental milestones (communication, problem age on developmental milestones (communication, problem

solving, solving, gross motor, fine motor, personal/social)gross motor, fine motor, personal/social)

Questions Answered TodayQuestions Answered Today1) How are children in various types of early childhood education programs

doing at age 4 and are they making gains toward school readiness?

2) How are the children doing when they get to kindergarten, first, and second grade?

3) Are the assessments done at age 4 related to children’s later school readiness and performance in early elementary school?

4) Are interventions and quality curricula making a difference for children?

5) How important are children’s social skills and behavior for early school performance?

6) What does all of this mean for me as a parent, teacher, or center director?

Children in poverty receiving subsidies to attend Children in poverty receiving subsidies to attend community-based childcare are at some risk as community-based childcare are at some risk as preschoolers but they make excellent progress preschoolers but they make excellent progress toward school readiness during their 4-yr-old year in toward school readiness during their 4-yr-old year in childcare. childcare.

Language, behavior problems, and closeness with Language, behavior problems, and closeness with adults are relatively weaker areas and are thus adults are relatively weaker areas and are thus good targets for intervention. Parent support and good targets for intervention. Parent support and education are key.education are key.

How are children doing at age 4?

56

42 40

68

5147

34

59

0

20

40

60

80

100

Pre Post

Fine Motor

CognitiveLanguage

Gross Motor

National Percentile Scores

Average LAP-D Scores at PRE & POST for 4-Yr-Average LAP-D Scores at PRE & POST for 4-Yr-Old Children in Subsidized Care - Yr3 (2004-2005)Old Children in Subsidized Care - Yr3 (2004-2005)

Average Teacher-Reported DECA Scores Average Teacher-Reported DECA Scores at PRE & POST for 4-Yr-Olds at PRE & POST for 4-Yr-Olds

- Subsidized Care Yr5 (2006-2007)- Subsidized Care Yr5 (2006-2007)

53

58

52

6266

475152

0

20

40

60

80

100

Pre Post

Initiative

Self-Control

Attachment

BehavioralConcerns


Average Parent-Reported DECA Scores at PRE Average Parent-Reported DECA Scores at PRE & POST for 4-Yr-Olds - Subsidized Care & POST for 4-Yr-Olds - Subsidized Care

Yr5 (2006-2007)Yr5 (2006-2007)

6170

5249

63

3638

68

0

20

40

60

80

100

Pre Post

Initiative

Self-Control

Attachment

BehavioralConcerns


Sustainable improvements have been made over Sustainable improvements have been made over the years in terms of each cohort of 4-year-old the years in terms of each cohort of 4-year-old children starting and ending the year slightly higher children starting and ending the year slightly higher than the year before on cognitive, language, and than the year before on cognitive, language, and fine motor skills.fine motor skills.

Such improvements are likely due, at least in part, Such improvements are likely due, at least in part, to improvements made in the Miami community over to improvements made in the Miami community over the years in the quality of community-based the years in the quality of community-based childcare, and to increased teacher knowledge childcare, and to increased teacher knowledge gained from these assessments.gained from these assessments.

Are we making progress over the Are we making progress over the years as a community?years as a community?

46 4536

50

0

20

40

60

80

100

Pre Post

Year 1 (2002-2003)

Year 4 (2005-2006)

Yr 1 (2002-2003) PRE-POST compared to Yr 4 Yr 1 (2002-2003) PRE-POST compared to Yr 4 (2005-2006) PRE-POST - Subsidized Care - (2005-2006) PRE-POST - Subsidized Care -

LAPD CognitiveLAPD Cognitive


37 35

25

43

0

20

40

60

80

100

Pre Post

Year 1 2003-2003

Year 4 2005-2006


Yr 1 (2002-2003) PRE-POST compared to Yr 4 (2005-Yr 1 (2002-2003) PRE-POST compared to Yr 4 (2005-2006) PRE-POST - Subsidized Care - LAPD Language2006) PRE-POST - Subsidized Care - LAPD Language

5851

41

62

0

20

40

60

80

100

Pre Post

Year 1 2003-2003

Year 4 2005-2006

Yr 1 (2002-2003) PRE-POST compared to Yr 4 (2005-Yr 1 (2002-2003) PRE-POST compared to Yr 4 (2005-2006) PRE-POST - Subsidized Care - LAPD Fine Motor2006) PRE-POST - Subsidized Care - LAPD Fine Motor


Children who attend public school pre-k programs Children who attend public school pre-k programs also make excellent gains from the beginning to the also make excellent gains from the beginning to the end of their pre-k year in all domains.end of their pre-k year in all domains.

Children not in poverty who pay fees for their pre-k Children not in poverty who pay fees for their pre-k programs, as expected, start and end the year in programs, as expected, start and end the year in better shape than children in poverty.better shape than children in poverty.

Children in poverty who attend Title-1 supported Children in poverty who attend Title-1 supported MDCPS pre-k programs show greater gains in some MDCPS pre-k programs show greater gains in some areas than similarly low-income children attending areas than similarly low-income children attending center-based childcare in the community.center-based childcare in the community.

MDCPS Pre-K Programs Compared to ChildcareMDCPS Pre-K Programs Compared to Childcare[Title 1 (Poverty) vs. Fee-Supported]

LAP-D Cognitive TotalLAP-D Cognitive Total (2003-2004) (2003-2004)

62

70

4644

56

38

0

20

40

60

80

100

Pre Post

Title 1 Fee Supported AIP Center Based

(Same pattern for Language and Fine Motor)

Pe r

c ent

il e

DECA Teacher - Total Protective FactorsDECA Teacher - Total Protective Factors (2003-2004) (2003-2004)

61

49

70

57

5752

0

20

40

60

80

100

Pre Post


Pe r

c ent

il e

DECA Teacher - Behavioral ConcernsDECA Teacher - Behavioral Concerns (2003-2004) (2003-2004)

43

35

5244

39

54

0

20

40

60

80

100

Pre Post


Pe r

c ent

il e

Children with special needs enrolled in MDCPS pre-Children with special needs enrolled in MDCPS pre-k SPED programs are making impressive gains, k SPED programs are making impressive gains, even those with very serious developmental even those with very serious developmental disabilities.disabilities.

Typically developing “role-model” children enrolled Typically developing “role-model” children enrolled in MDCPS pre-k SPED programs are also making in MDCPS pre-k SPED programs are also making excellent progress and in terms of socio-emotional excellent progress and in terms of socio-emotional skills, they appear to be even stronger than typical skills, they appear to be even stronger than typical children in regular settings.children in regular settings.

What Progress are Children with Special Needs What Progress are Children with Special Needs in MDCPS SPED (ESE) Programs Making?in MDCPS SPED (ESE) Programs Making?

LAP-D Age Equivalent Scores for MDCPS SPED LAP-D Age Equivalent Scores for MDCPS SPED and Role Model Children (2005-2006)and Role Model Children (2005-2006)

ESE children

5152

4446

38

30

40

50

60

70

Fall 05 (Pre) Spring 06 (Post)

Fine Motor Cognitive

Language Gross Motor

Role Model children

6061

5251

62

55

30

40

50

60

70

Fall 05 (Pre) Spring 06 (Post)

Fine Motor Cognitive

Language Gross Motor

Ag e

Equ

i val

ent

(Mon

ths)

Teacher-DECA Percentile Scores for MDCPS Teacher-DECA Percentile Scores for MDCPS SPED and Role Model Children (2005-2006)SPED and Role Model Children (2005-2006)

ESE children

34

21

50

3427

69

76

0

20

40

60

80

100

Fall 05 (Pre) Spring 06(Post)

Initiative

Self Control

Attachment

BehavioralConcerns

Role Model children

827382

73

58

2727

0

20

40

60

80

100

Fall 05 (Pre) Spring 06(Post)

Initiative

Self Control

Attachment

BehavioralConcernsA

g e E

qui v

alen

t (M

onth

s)

Deviation from Chronological Age:Deviation from Chronological Age:LAP-D Cognitive - MDCPS SPED (2005-2006)LAP-D Cognitive - MDCPS SPED (2005-2006)

Cognitive matching

-2.89

-5.01

-10

-8

-6

-4

-2

0

Fall 05 Spring 06

Cognitive counting

-5.52

-7.59

-10

-8

-6

-4

-2

0

Fall 05 Spring 06

0 = Average for actual age

Score = Distance in actual child functioning from that expected by chronological age (in months)

Age

Equ

i val

ent

(Mon

ths)

Deviation from Chronological Age:Deviation from Chronological Age:ELAP Language and Cognitive (2005-2006)ELAP Language and Cognitive (2005-2006)

Lower Functioning ESELower Functioning ESE

Cognitive

-23.06

-27.05-30

-25

-20

-15

-10

-5

0

Fall 05 Spring 06

Language

-23.97

-27.65-30

-25

-20

-15

-10

-5

0

Fall 05 Spring 06

0 = Average for actual age

Score = Distance in actual child functioning from that expected by chronological age (in months)

Children in poverty in Miami receiving subsidies to Children in poverty in Miami receiving subsidies to attend community-based childcare are entering attend community-based childcare are entering kindergarten ready to learn and they are on par with kindergarten ready to learn and they are on par with county-wide averages.county-wide averages.

Children who attended MDCPS pre-k programs Children who attended MDCPS pre-k programs enter kindergarten with a slight school readiness enter kindergarten with a slight school readiness advantage compared to those in community-based advantage compared to those in community-based care.care.

Emerging literacy is the area where children in Emerging literacy is the area where children in poverty are most challenged.poverty are most challenged.

How are the children doing when they get to How are the children doing when they get to kindergarten, first, and second grade?kindergarten, first, and second grade?

Kindergarten AssessmentsKindergarten Assessments

• • Early Screening Inventory- Revised (ESI-Early Screening Inventory- Revised (ESI-K) standardized school readiness K) standardized school readiness screeningscreening

• • Dynamic Indicators of Basic Early Literacy Dynamic Indicators of Basic Early Literacy Skills (DIBELS)Skills (DIBELS)

• • Overall end of Kindergarten year MDCPS Overall end of Kindergarten year MDCPS student grades/progress reportsstudent grades/progress reports

Early Screening Inventory - Revised (ESI-K)Early Screening Inventory - Revised (ESI-K)

Standardized School Readiness Screening TestStandardized School Readiness Screening Test

Includes:Includes:- Visual-Motor (Shape copying, Tower building, Person drawing)- Visual-Motor (Shape copying, Tower building, Person drawing)- Language & Cognition (Counting,Verbal Expression, Verbal - Language & Cognition (Counting,Verbal Expression, Verbal

Reasoning, Auditory Memory)Reasoning, Auditory Memory)- Gross Motor (Balance, Hop, Skip)- Gross Motor (Balance, Hop, Skip)

Overall Score (0-28, bigger is better)Overall Score (0-28, bigger is better)

1 of 3 outcome categories based on child age and 1 of 3 outcome categories based on child age and score (Refer, Re-Screen, OK/Ready)score (Refer, Re-Screen, OK/Ready)

Dynamic Indicators of Basic Early Literacy Dynamic Indicators of Basic Early Literacy Skills (DIBELSSkills (DIBELS))

• • Measures early literacy developmentMeasures early literacy development- Initial Sounds- Initial Sounds- Letter Naming- Letter Naming

• • Overall scores (bigger is better)Overall scores (bigger is better)• • 4 categories for literacy achievement:4 categories for literacy achievement: - Above average- Above average

- Low risk- Low risk- Moderate risk- Moderate risk- High risk- High risk

End of the Year School GradesEnd of the Year School Grades

• • Overall end of year student grades/progress report for Overall end of year student grades/progress report for Kindergarten and Grade 1Kindergarten and Grade 1

• • Average across all 11 subjects/categories that appear in Average across all 11 subjects/categories that appear in progress report progress report (Language Development, Handwriting, Science, (Language Development, Handwriting, Science, Pre-Reading, Math, Social Studies, Music, Art, PE, Spanish/ ESOL, Pre-Reading, Math, Social Studies, Music, Art, PE, Spanish/ ESOL, Home Language Arts)Home Language Arts)

• • 3-point Scale - Excellent (E) = 3, Satisfactory (S) = 23-point Scale - Excellent (E) = 3, Satisfactory (S) = 2(K)(K) Unsatisfactory (N) = 1 Unsatisfactory (N) = 1

• • 5-point Scale - A = 5, B = 4, C = 3, D = 2, F = 15-point Scale - A = 5, B = 4, C = 3, D = 2, F = 1 (Grades 1, 2)(Grades 1, 2)

Kindergarten Fall 2005:Kindergarten Fall 2005:SRUSS ESI-K Readiness DeterminationSRUSS ESI-K Readiness Determination

Not Not ReadyReady

Getting Getting ReadyReady

Ready Ready NowNow

Subs CareSubs Care 4%4% 12%12% 85%85%

MDCPSMDCPSTitle 1Title 1

2%2% 10%10% 88%88%

MDCPSMDCPSFee-SupportedFee-Supported

1%1% 4%4% 95%95%

District-WideDistrict-Wide(N=24,000)(N=24,000)

4%4% 11%11% 85%85%

SRUSS DIBELS Letter Naming Fluency (LNF) SRUSS DIBELS Letter Naming Fluency (LNF) Functioning in Kindergarten - 2005Functioning in Kindergarten - 2005

42

55

69

42

16

16

14

14

16

14

9

16

2615

8

28

0

10

20

30

40

50

60

70

80

90

100

SubsidizedChild Care

MDCPS Title 1

MDCPS Fee-Supported

District-Wide

High Risk

Medium Risk

Low Risk

AboveAverage

FLKRS DIBELS Initial Sound Fluency (ISF) FLKRS DIBELS Initial Sound Fluency (ISF) Functioning in Kindergarten 2006Functioning in Kindergarten 2006

3139

53

36

19

23

19

20

24

21

18

22

2617

10

22

0

10

20

30

40

50

60

70

80

90

100


MDCPS Title 1

MDCPS Fee-Supported

District-Wide

High Risk

Medium Risk

Low Risk

Above Average

ECHOS Total Skills Status ECHOS Total Skills Status in Kindergarten - in Kindergarten - FLKRS 2006FLKRS 2006

3140

52

35

53

50

39

49

1610 9

16

0

10

20

30

40

50

60

70

80

90

100


MDCPS Title 1

MDCPS Fee-Supported

District-Wide

Not YetDemonstrating

Emerging/Progressing

ConsistentlyDemonstrating

Children in poverty in Miami receiving subsidies to Children in poverty in Miami receiving subsidies to attend community-based childcare finish attend community-based childcare finish kindergarten in pretty good shape and they are kindergarten in pretty good shape and they are essentially on par with county-wide averages in essentially on par with county-wide averages in terms of performance.terms of performance.

Children with greater economic means perform Children with greater economic means perform better in the grades K, 1, and 2, and on better in the grades K, 1, and 2, and on standardized tests in grade 2 than children who standardized tests in grade 2 than children who were in poverty during preschool. were in poverty during preschool.

How about at the end of Kindergarten?How about at the end of Kindergarten?

Kindergarten, Grade 1, and Grade 2 Kindergarten, Grade 1, and Grade 2 Performance (4 yr-olds in 2002-2003)Performance (4 yr-olds in 2002-2003)

Subs Subs CareCare

MDCPS MDCPS Title 1Title 1

MDCPSMDCPSFee-S.Fee-S.

DISTRICTDISTRICT

Average Average Grades Grades

in Kin K

M = 2.24M = 2.24

(75% of tot (75% of tot possible)possible)

M = 2.31 M = 2.31


M = 2.47 M = 2.47


M = 2.29M = 2.29


(NOTE - K grades = 3-point scale


Subs Subs CareCare



DISTRICTDISTRICT


in Kin K

M = 2.24M = 2.24


M = 2.31 M = 2.31


M = 2.47 M = 2.47


M = 2.29M = 2.29


Average Average Grades Grades in 1stin 1st

M = 4.01 M = 4.01


M = 4.12 M = 4.12


M = 4.55 M = 4.55


M = 4.12 M = 4.12


(NOTE - K grades = 3-point scale, Grade 1,2 grades = 5-point scale)


Subs Subs CareCare



DISTRICTDISTRICT


in Kin K

M = 2.24M = 2.24


M = 2.31 M = 2.31


M = 2.47 M = 2.47


M = 2.29M = 2.29


Average Average Grades Grades in 1stin 1st

M = 4.01 M = 4.01


M = 4.12 M = 4.12


M = 4.55 M = 4.55


M = 4.12 M = 4.12


Average Average Grades Grades in 2ndin 2nd

M = 3.94 M = 3.94


M = 3.98M = 3.98


M = 4.45M = 4.45


M = 4.06 M = 4.06


(NOTE - K grades = 3-point scale, Grade 1,2 grades = 5-point scale)

Grade 2 SAT-10 Standardized Test Scores Grade 2 SAT-10 Standardized Test Scores (Cohort A - 4-yr-olds in 2002-2003)(Cohort A - 4-yr-olds in 2002-2003)

Subs Subs CareCare



DISTRICTDISTRICT

MathMath M = 46%ileM = 46%ile M = 48%ileM = 48%ile M = 70%ileM = 70%ile M = 51%ileM = 51%ile

ReadingReading M = 48%ileM = 48%ile M = 52%ileM = 52%ile M = 68%ileM = 68%ile M = 49%ileM = 49%ile

The DECA and LAPD are reliable and valid The DECA and LAPD are reliable and valid assessment tools for the Miami early childhood assessment tools for the Miami early childhood community and they are sensitive to both community and they are sensitive to both developmental change and change due to developmental change and change due to intervention.intervention.

The DECA and LAPD child assessments do indeed The DECA and LAPD child assessments do indeed identify children at risk for later problems - children identify children at risk for later problems - children who score low on the assessments at age 4 are who score low on the assessments at age 4 are more likely to have trouble later on in kindergarten more likely to have trouble later on in kindergarten through grade 2. through grade 2.

Are the assessments done at age 4 related to Are the assessments done at age 4 related to children’s performance in early elementary children’s performance in early elementary school?school?

Associations Between Preschool AssessmentsAssociations Between Preschool Assessments and Early School Performance and Early School Performance

ESI-K

In Ka

Total LAPD .42*

DECA T TPF

.27*

DECA T BC -.22*

DECA P TPF

.16*

DECA P BC -.11*


ESI-K

In Ka

DIBELS

ISF in Kb

DIBELS

LNF in Kb

Total LAPD .42* .29* .40*

DECA T TPF

.27* .15* .18*

DECA T BC -.22* -.12* -.15*

DECA P TPF

.16* .10* .10*

DECA P BC -.11* -.08* -.10*


ESI-K

In Ka

DIBELS

ISF in Kb

DIBELS

LNF in Kb

K

Gradesa

Total LAPD .42* .29* .40* .39*

DECA T TPF

.27* .15* .18* .29*

DECA T BC -.22* -.12* -.15* -.27*

DECA P TPF

.16* .10* .10* .19*

DECA P BC -.11* -.08* -.10* -.14*


ESI-K

In Ka

DIBELS

ISF in Kb

DIBELS

LNF in Kb

K

Gradesa

Grade 1

Gradesb

Total LAPD .42* .29* .40* .39* .38*

DECA T TPF

.27* .15* .18* .29* .22*

DECA T BC -.22* -.12* -.15* -.27* -.16*

DECA P TPF

.16* .10* .10* .19* .14*

DECA P BC -.11* -.08* -.10* -.14* -.10*


ESI-K

In Ka

DIBELS

ISF in Kb

DIBELS

LNF in Kb

K

Gradesa

Grade 1

Gradesb

Grade 2 Gradesa

Total LAPD .42* .29* .40* .39* .38* .46*.46*

DECA T TPF

.27* .15* .18* .29* .22* .25*.25*

DECA T BC -.22* -.12* -.15* -.27* -.16* -.28*-.28*

DECA P TPF

.16* .10* .10* .19* .14* .18*.18*

DECA P BC -.11* -.08* -.10* -.14* -.10* -.18*-.18*


ESI-K

In Ka

DIBELS

ISF in Kb

DIBELS

LNF in Kb

K

Gradesa

Grade 1

Gradesb

Grade 2 Gradesa

Grade 2 SAT Matha

Grade 2 SAT Reada

Total LAPD .42* .29* .40* .39* .38* .46*.46* .52*.52* .46*.46*

DECA T TPF

.27* .15* .18* .29* .22* .25*.25* .20*.20* .23*.23*

DECA T BC -.22* -.12* -.15* -.27* -.16* -.28*-.28* -.22*-.22* -.25*-.25*

DECA P TPF

.16* .10* .10* .19* .14* .18*.18* .14*.14* .18*.18*

DECA P BC -.11* -.08* -.10* -.14* -.10* -.18*-.18* -.11*-.11* -.15*-.15*

aCohort A databCohort B data* p < .05

• Still true within pre-k program type (reduce by 5 or so for childcare only)• Still true when control for gender, $, and Mat. Educ. ( but reduce by 25%)

Interventions sponsored by the ELC and Interventions sponsored by the ELC and implemented by CDS and MDCPS have been implemented by CDS and MDCPS have been successful in leading to greater school readiness successful in leading to greater school readiness gains for children.gains for children.

Given the associations between age 4 assessments Given the associations between age 4 assessments and later outcomes, it is important to intervene and later outcomes, it is important to intervene early.early.

Are interventions and quality curricula Are interventions and quality curricula making a difference for children?making a difference for children?

Children Participating in any ELC-Supported Children Participating in any ELC-Supported Intervention Show Greater Socio-Emotional Intervention Show Greater Socio-Emotional

Gains Compared to No InterventionGains Compared to No Intervention

7.65

3.72

.76

5.42

1.01

2.54

02468

101214161820

Intervention No Intervention

Social EmotionalSkills - Teacher

Social EmotionalSkills - Parent

Behavior Concerns- Parent

Percentile Point Gains (Post-Pre) 2004-2005

Children Participating in IMPACT Show Greater Children Participating in IMPACT Show Greater Gains Compared to No InterventionGains Compared to No Intervention

9.0

6.8

9.0

6.8

5.46.0

9.9

15.0

3.7

6.0

02468

101214161820

IMPACT No Intervention

Cognitive (LAPD)

Language (LAPD)

Fine Motor (LAPD)

Gross Motor(LAPD)Social EmotionalSkills - Teacher


Children Participating in Finesse Show Greater Children Participating in Finesse Show Greater Gains in Multiple Domains Compared to Gains in Multiple Domains Compared to

Children Receiving No InterventionChildren Receiving No Intervention

8.0

1 0.8

5.4

8.0

3.7

9.0

5.0

02468

101214161820

Finesse No Intervention

Fine Motor (LAPD)

Social EmotionalSkills - Teacher

Behavior Concerns- Parent

Social EmotionalSkills - Parent


Children at Children at Circle TeachScapeCircle TeachScape Centers Make Centers Make Greater Gains in Greater Gains in CognitiveCognitive Skills Compared to Skills Compared to

TeachScape Control ChildrenTeachScape Control Children

40

51

41

46

30

40

50

60

70

Pre Post

ControlGroup

CircleTeachScape

LAPD Cognitive National Percentile Scores 2004-2005

Children at Children at Circle TeachScapeCircle TeachScape Centers Make Centers Make Greater Gains in Greater Gains in LanguageLanguage Skills Compared to Skills Compared to

TeachScape Control ChildrenTeachScape Control Children

34

41

3435

25

35

45

55

Pre Post

ControlGroup

CircleTeachScape

LAPD Language National Percentile Scores 2004-2005

Cognitive Gains Made by Children at Cognitive Gains Made by Children at Circle Circle TeachScapeTeachScape Centers Were Specifically Due to Centers Were Specifically Due to

the Mentoring Componentthe Mentoring Component

40

46

53

4145

30

40

50

60

70

Pre Post

ControlGroup

Non-MentoredInterventionMentoredIntervention

LAPD Cognitive National Percentile Scores 2004-2005, by TeachScape Intervention Group

Gains Over 2 Years in Teacher-Reported Child Gains Over 2 Years in Teacher-Reported Child Social Skills for 3-Yr-Old Red Flag Children in Social Skills for 3-Yr-Old Red Flag Children in NEEDNEED Centers Compared to No Intervention Centers Compared to No Intervention

55.45

43

29.31

45.7640.96

21.5

10

20

30

40

50

60

70

Fall 2003

Fall 2004

Spring2005

NEED Red Flag (n = 29)

No InterventionRed Flag (n = 118)

Percentile Points 2003-2005

Gains Over 2 Years in Parent-Reported Child Gains Over 2 Years in Parent-Reported Child Social Skills for 3-Yr-Old Red Flag Children in Social Skills for 3-Yr-Old Red Flag Children in NEEDNEED Centers Compared to No Intervention Centers Compared to No Intervention

51.7349.27

29.67

44.88

28.23

42.3

20

25

30

35

40

45

50

55

60

Time 1 Time 2 Time 3

NEED Red Flag (n = 33)

No InterventionRed Flag (n = 158)

Language Gains Made for Children at Centers Language Gains Made for Children at Centers with a Literacy Program in Place (ELLM or EAP) with a Literacy Program in Place (ELLM or EAP) Over 2 Years (Fall 2003-Spring 2005) Compared Over 2 Years (Fall 2003-Spring 2005) Compared

to Controlsto Controls

23.326.3

14.6

05

10152025303540

ELLM EAP No Int.Control

LAPD Language

National Percentile Gains

• Very Important

• • Children whose preschool teacher was concerned with their social skills at age 4 are four times more likely to be considered “not ready” for school according to the ESI-K screen compared to other children.

• Children in the “concern” category on teacher-reported behavior problems in preschool at age 4 are 13 times more likely to be considered “not ready” for school than those whose behavior in the preschool classroom a year earlier was OK.

How important are children’s social skills How important are children’s social skills and behavior for early school performance?and behavior for early school performance?

ESI-K Readiness Determination in K by ESI-K Readiness Determination in K by Teacher DECA Social Skills Category Teacher DECA Social Skills Category

at age 4at age 4

94.6 90.378.1

5.49.7

21.9

0102030405060708090

100

Strength Typical Concern

Not OK/ReadyOK/Ready

ESI-K Readiness Determination in K by DECA ESI-K Readiness Determination in K by DECA Teacher Behavior Concern Category at age 4Teacher Behavior Concern Category at age 4

98.682.4

1.4

17.6

0102030405060708090

100

Typical Concern

Not OK/ReadyOK/Ready

What does all of this mean for me as a What does all of this mean for me as a parent or teacher of a preschooler?parent or teacher of a preschooler?

• The preschool years are critical for helping children get ready for, and succeed in, school.

• Child care quality is important. Select high quality preschool programs for your child. Visit and observe centers to you assess center quality.

• What teachers do with the children during preschool affects children’s outcomes. Interventions conducted in classroom do help children be more ready for school.

• Child assessments during preschool, although time-consuming, are very important for informing parents and teachers about children’s strengths and weaknesses and for identifying children in need of additional assistance.

• Get help for children who are identified by the assessments as struggling. Use county services (Child Find, FDDLRS) to help identify areas where your child may need help, and talk with your child’s teachers who can be a big help.

• Make sure parents and teachers receive the child assessment reports back on the child so they can be helpful.

• Good communication between parent and teacher is very important and beneficial for children’s growth

• Have your child’s hearing and eye sight checked to rule out any problems in that area

What does all of this mean for me as a What does all of this mean for me as a parent or teacher of a preschooler?parent or teacher of a preschooler?

• Reading together with children is very important for school readiness. Read and do other literacy-related activities at home and at school (talk about books, create books, read recipes together while cooking, read signs together)

• Visit your child’s elementary school early, register early for Kindergarten, meet the future teacher, and become familiar with the school setting - all of these help children make successful transitions to school.

• Children receiving subsidized childcare are doing very well and entering school ready to learn, and so the high expectations that we have for all of our children are accurate.

What does all of this mean for me as a parent What does all of this mean for me as a parent or teacher of a preschooler?or teacher of a preschooler?

• Centers should make sure they have a literacy curriculum in place and should target language and cognitive skills in their curriculum.

• Parents need to understand that they should be concerned if their preschool teacher tells them their child is having behavior problems in the early childhood classroom.

• Social skills and behavior problems are just as important as traditional pre-academic skills for preschool children’s school readiness.

• Child assessments are helpful for centers to track children’s progress, communicate with parents, determine areas for remediation, and refer out young children in need of additional assessment/intervention.

What does all of this mean for me as a parent What does all of this mean for me as a parent or teacher of a preschooler?or teacher of a preschooler?

Documents

ELCMDM School Readiness Child Assessment/Intervention Programs (2002-2007): Implications of Child Assessment Results for Childcare Centers Dr. Adam Winsler,