1. Georgia’s Pre-K Summer Transition Program

3. Georgia’s Pre-K Evaluation
Beginning in 2011, Georgia’s Pre-K began a series of studies measuring the impact of the program and identifying where additional supports may be needed.
Study 1 (2011–2012) Pre-K Outcomes Study
Study 2 (2012–2013) RDD Study
Study 3 (2013–2018) Longitudinal Study
The first study followed a representative sample of children through their Georgia’s Pre-K experience.

4. General Findings from the Evaluations
Children exhibit statistically significant growth during their Pre-K year across all domains of learning.
Children's growth in many areas indicated that they progressed at a greater rate during the time they participated in the Pre-K program than would be expected for normal developmental growth.
In most of the standardized assessments, children, on average, ended their Pre-K year above the national norm.

5. General Findings from the Evaluation
Children who are Spanish-speaking dual language learners show growth in skills in both English and Spanish, although their growth tends to be greater in English.
At the end of Pre-K and Kindergarten they are still below the national average.
In a few measures, children’s standardized scores decrease in Spanish.

6. Based on the evaluation findings, we designed and implemented the
Rising Pre-K Summer Transition Program.

7. What is the Rising Pre-K Summer Transition Program?
Six-week, intensive instructional and family support program for rising pre-kindergarteners meeting the following criteria:
Registered to attend Georgia's Pre-K Program or a Head Start Program for the next school year
Families meet the income eligibility requirements - 85% of the state median income (SMI)
Children whose home language is Spanish
Stress importance of meeting income eligibility and that children need to speak Spanish

8. Program Components 6.5 hours instructional day
Six weeks of instruction
Maximum class size of 14 students
Lead and assistant teacher
Transition Coach

9. Teacher Requirements Lead and Assistant Teacher
Meet current credential requirements
Have experience teaching in Georgia’s Pre-K Program
One teacher must be able to speak, read and write in Spanish

10. Role of the Transition Coach
Recruits students meeting the enrollment priorities
Works with families to collect eligibility documentation
Plans and facilitates family engagement activities
Minimum of 1 per week (intentional planning)
Documentation is required (agenda, sign in sheet)
Connects families with community resources
Parent survey
Intentional planning from the parent survey to meet the needs of the families in the school

11. Transition Coach Requirements
Must have a minimum of an Associate’s degree
Must be able to speak, read and write in Spanish
Must have experience working with families
Staff from other schools can be hired
Must be employed for 10 weeks/ 200 hours
Transition Coach hours should accommodate family schedules

12. Rising Pre-K Evaluation Findings (2015)
Children’s Receptive Language skills in both English and Spanish increased across the six weeks, but remained low.
In both programs, scores for CLASS Emotional Support and Classroom Organization were in the mid-range. Instructional Support scores remained low.
Both Spanish and English were used regularly in RPre-K Classrooms

13. Findings from the Evaluation

14. Next Steps Summer 2017 School Year FY18
Providing professional development and coaching
WIDA Promising Practices
School Year FY18
Making the Most of Classroom Interactions training
Continued Consultant Support