First 5 California California Children and Families Commission School Readiness Initiative Evaluation Training Session Fall 2003 California Children and Families Commission

2 Purpose of the School Readiness Initiative Evaluation The School Readiness Initiative is intended to improve the ability of families, schools, and communities to prepare children to enter school ready to succeed. The School Readiness Initiative evaluation will examine the impact of School Readiness Initiative funded programs on children’s readiness for school.

3  5 school districts, 13 Schools, in Stanislaus County with approved School Readiness Initiative Proposals  Children in 1 Kindergarten Classroom from each of the Schools whose School Readiness Initiative Funds have not yet been implemented (Comparison Group)  Children in 3 Kindergarten Classrooms from each of the Schools who have already utilized School Readiness Initiative funds (Cohort 1, 2 and 3) Who Is Participating?

4 What Is Involved?  Adapted Desired Results Developmental Profile (ADRDP)  Family Survey  Dynamic Indicators of Basic Early Literacy Skills (DIBELs)  Observations of Social Interaction

5 What Is Involved? zTeacher will be asked to complete an abbreviated version of Desired Results Developmental Profile. zThe Adapted Desired Results Developmental Profile (ADRDP) takes about 5–7 minutes per child to complete. zEach teacher will receive a $200 Stipend for completing ADRDP for all children listed on roster.

6 Adapted Desired Results Developmental Profile (ADRDP) zStructured observation tool for kindergarten teachers. zTo assess the developmental stage of children entering kindergarten regarding two desired results: Children are Personally and Socially Competent Children are Effective Learners Children Show Physical and Motor Competence Children are Safe and Healthy

7 How to Use the ADRDP 1. Kindergarten teachers complete an ADRDP for each child listed on roster. 2. Fill out cover sheet: - Date completed. - Age of child. - Other information about child and teacher.

8 How to Use the ADRDP 3. Complete the ADRDP while observing the child during the course of typical daily activities. 4. Use examples listed next to behavioral indicators in the rubric as a guide; examples not meant to be only way child can demonstrate behavior described. 5. Use “comments” section to include any specific examples or to add input from other teachers or parents. This section is optional.

9 ADRDP Four-Point Rating Scale RatingDefinition Not yetThe child has never exhibited the behavior. EmergingThe child is just beginning to exhibit the behavior. Almost mastered The child exhibits the behavior on an increasingly regular basis, but the teacher does not believe the child has “fully mastered” the behavior. Fully masteredThe child typically and regularly exhibits the behavior.

10 Determining ADRDP Ratings DEVELOPMENTAL THEMEDEVELOPMENTAL RATING Self-RegulationNot YetEmergingAlmost MasteredFully Mastered 7. Follows rules when participating in routine activities (e.g., handles toys with care, joins group for snack or circle time, tolerates transitions). Follows own interest rather than classroom routines and rules. Follows routines and classroom rules only when prompted by others. Follows rules when participating in routine activities but sometimes requires prompting. Independently follows routine sequence and classroom rules and often reminds others. DEVELOPMENTAL THEMEDEVELOPMENTAL RATING Reading SkillsNot YetEmergingAlmost MasteredFully Mastered 24. Makes three or more letter-sound correspondences (e.g., knows the letter “b” makes the “buhh” sound). Makes no letter- sound correspondence. Isolates beginning sounds of words. Given a sound, gives words that start with that sound. Able to name the letter when hears the sound, or can produce the sound when sees a beginning letter in the context of a word.

11 Observation Tips zReview ADRDP and be familiar with indicators. zConsult ADRDP Rubric for examples of how to determine ratings. zComplete some portions of form based on prior direct observations of child in classroom. zFocus new classroom observations on remaining portions. zComplete at least three forms over course of day. zComplete all forms within 1-2 weeks. Structured observation tool for kindergarten teachers.