cbfb evaluation
DESCRIPTION
CBfB EvaluationTRANSCRIPT
1
Overall Goal of College Bound from Birth
• To engage multiple community partners in investing in a comprehensive, neighborhood‐based early education initiative that reflects best practices and
l i h l di b
• To engage multiple community partners in investing in a comprehensive, neighborhood‐based early education initiative that reflects best practices and
l i h l di bGoal
results in school readiness by kindergarten and reading and math literacy by grade three.
results in school readiness by kindergarten and reading and math literacy by grade three.
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Three Components of College Bound from Birth ‐ Sunnyside
Improving the quality of child care
Strengthening families through parent education resources, classes, home visits
Expanding access to health care through enrolling families in health care plans, connecting them with primary care physicians
2010 Evaluation of Participating Child Care Centers
Assessment of CentersAssessment of Centers•Observers assess the learning environment, safety and interactions between teachers and children in the child care programs
External, Independent Evaluators•University of Texas School of Public Health is the principal evaluator; Research and Evaluation Services of Texas, subcontractor, is responsible for evaluation of child care programs
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Scope of 2010 Assessment
• 17 Classrooms 200 children• 17 Classrooms 200 children• 17 Classrooms, 200 children• Assessed quality of environment at beginning, one year and two years after start of intervention
• 17 Classrooms, 200 children• Assessed quality of environment at beginning, one year and two years after start of intervention
Infant and Toddler Classrooms
7 Cl 103 hild7 Cl 103 hild• 7 Classrooms, 103 children• Assessed quality of environment after one year of assistance by CC
• 7 Classrooms, 103 children• Assessed quality of environment after one year of assistance by CC
Preschool Classrooms
Assessment Tool Used to Access Quality of Child Care Programs – Environmental Rating Scales
Environmental Rating Scales are designed to assess group f hild f i f t fi fprograms for children from infancy to five years of age.
Infant/Toddler Environment Rating Scale (ITERS)Early Childhood Environment Rating Scale (ECERS)
Scale consists of 43 items organized into six subscales:Activities InteractionsProgram StructureProgram StructureSpace and FurnishingsPersonal Care RoutinesListening & Talking (ITERS)/Language‐Reasoning (ECERS)
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All About the Environmental Rating Scale
Each item is presented as a seven point scale:
Inadequate (1) describes care that does not even meet custodial care needs
Minimal (3) describes care that meets custodial and to some small degree basic developmental needs
G d (5) d ib th b i di iGood (5) describes the basic dimensions of developmental care
Excellent (7) describes high‐quality, personalized care
More About the Environmental Rating Scales
1 2 3 4 5 6 7Inadequate Minimal Good to Excellent
Good to excellent materialsAmple indoor/outdoor
Basic materials Sufficient spaceBasic provisions in
No materials or poor materials Insufficient space
Score of 1 – 2.99 Score of 3 – 4.99 Score of 5 – 7
p /spacePersonalized careConsistently positive interaction
Basic provisions in place for health/safetySome positive interactions between teacher/children
pChild is at risk for health/safety issuesInappropriate or no interaction between teacher/children
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ActivitiesArt, music and movement
Areas of Care/Education that are Assessed by Environmental Rating Scales
Space and FurnishingsIndoor space
Fine motor and active physical playBlocks, dramatic play, sand and water payNature and science
InteractionsSupervisionPeer interactionsStaff‐child interactionsDiscipline
Furniture Room arrangement
Personal Care RoutinesGreeting/departingMeals/snacksHealth and safety practicesDiapering/toileting
Program StructureSchedules, free play, group activitiesProvision for children with disabilities
Listening and Talking (ITERS)/Language and Reasoning (ECERS)
Helping children understand and use languageUsing books and picturesBooks and pictures
30%
40%
50%
60%
70%
80%
46%30%
40%
50%
60%
70%
80%
77%
0%
10%
20%
Inadequate Minimal Good+
31%23%
0%
10%
20%
Inadequate Minimal Good+
0%23%
Baseline After 2 Years
6
30%
40%
50%
60%
70%
80%
90%
100%
30%
40%
50%
60%
70%
80%
90%
100%
100%
0%
10%
20%
Inadequate Minimal Good+
46%38%
15%0%
10%
20%
Inadequate Minimal Good+
0% 0%
Baseline After 2 Years
30%
40%
50%
60%
70%
80%
90%
46%30%
40%
50%
60%
70%
80%
90%
85%
0%
10%
20%
Inadequate Minimal Good+
31%23%
46%
0%
10%
20%
Inadequate Minimal Good+
0% 15%
Baseline After 2 Years
7
20%
30%
40%
50%
60%
57%
43% 20%
30%
40%
50%
60%
43%
57%
0%
10%
Inadequate Minimal Good+
0%0%
10%
Inadequate Minimal Good+
0%
Baseline After 1 Year
30%
40%
50%
60%
70%
80%
71%30%
40%
50%
60%
70%
80%
43%57%
0%
10%
20%
Inadequate Minimal Good+
14% 14%0%
10%
20%
Inadequate Minimal Good+
0%
43%
Baseline After 1 Year
8
30%
40%
50%
60%
70%
80%
90%
86%
30%
40%
50%
60%
70%
80%
90%
86%
0%
10%
20%
Inadequate Minimal Good+
0% 14%0%
10%
20%
Inadequate Minimal Good+
0% 14%
Baseline After 1 Year
30%
40%
50%
60%
70%
80%
90%
100%
100%
30%
40%
50%
60%
70%
80%
90%
100%
75%
0%
10%
20%
Inadequate Minimal Good+
0% 0%0%
10%
20%
Inadequate Minimal Good+
25%
0%
Baseline After 1 Year
9
30%
40%
50%
60%
70%
80%
75%30%
40%
50%
60%
70%
80%
50%
0%
10%
20%
Inadequate Minimal Good+
25%0%
0%
10%
20%
Inadequate Minimal Good+
25%25%
Baseline After 1 Year
30%
40%
50%
60%
70%
80%
90%
88%
30%
40%
50%
60%
70%
80%
90%
63%
0%
10%
20%
Inadequate Minimal Good+
13% 0%0%
10%
20%
Inadequate Minimal Good+
0%
38%
Baseline After 1 Year