Evaluation of Porter-Leath's Teacher Excellence Program 2018-2019
Porter-Leath's Teacher Excellence Program provides professional development to teachers to strengthen their knowledge and improve classroom practices that lead to improved outcomes for children. In classrooms where teachers participated in the TEP program, the goals were exceeded for the share of students proficient for both reading skills and Kindergarten readiness and increases were slightly larger than in prior years without TEP coaching and training.
iStation is used to assess pre-literacy skills for pre-K students. The TEP goal for iStation
assessments was to have 80% of the classroom proficient in pre-literacy skills. The share of students meeting proficiency for reading increased significantly, from 56% on level for the beginning of the school year to 84% proficient for their grade level at the end of the school year.
The Brigance assessment provides details about a child’s mastery of developmental and academic skills. The TEP goal is to have 70% of the students at proficiency at the end of the academic year, and that goal was exceeded with 77% meeting proficiency. While only 47% of the students were proficient at the beginning of the school year, while 77% were proficient for the end of year expected levels. The increases in proficiency were slightly higher in 2018-2019 than in previous years prior to TEP.
The teachers overwhelmingly thought the coaching had made an impact on their classroom practices, a sentiment supported by the CLASS data which revealed increases in all three domains: emotional support, classroom organization, and instructional support. Click here to view the full report compiled by Data for Good.
Books from Birth Outcomes 2017-2018
Porter-Leath surveyed Early Head Start, Head Start, and Pre-K families in 2017-2018 who were also enrolled in Books from Birth. Among key findings:
- 95% of Head Start and Early Head Start parents reported reading more with their children as a result of receiving Books from Birth.
- Three and four year old children both demonstrated higher mastery of Language Development skills, as assessed by the Brigance Inventory, throughout the year, compared to peers not enrolled in Books from Birth.
- Toddlers participating in Books from Birth for 24 months or longer showed the highest year-end mastery.
Click here to view the full report
Early Head Start School Readiness Update 2017-2018
Porter-Leath Early Head Start, for children ages 0-3 years old, measures child-level achievement with the E-LAP assessment, which focuses on six core domains: Gross Motor, Fine Motor, Cognition, Language, Self-Help, and Social-Emotional. Key results from the 2017-2018 school year:
Click here to view the report.
AmeriCorps Analysis 2016-2017
Porter-Leath Preschool children entering the school year behind on initial assessments are assigned for individual and small group enrichment activities with AmeriCorps members from the Generations program, so that these children can receive additional learning support. In 2016-2017, Early Head Start children matched with AmeriCorps members showed the following gains, as measured by year-end assessments, as compared to their peers by domain:
For four year olds in Pre-K, children matched with AmeriCorps members showed the following gains, as measured by year-end assesstments, as compared to their peers by domain:
Click here to view the full report.
2017-2018 School Year | Peabody Picture Vocabulary Test Outcomes
For the 2017-2018 academic year, 47% of center-based children were performing at or above the expectiation for their chronological age in spring Peabody Picture Vocabulary Tests, up from 30% on fall assessments
For children in Pre-K partnership classrooms, 72% of children were meeting or exceeding expectations for their chronological age on year-end assessments, up from 30% in the fall.
Outcomes by Absence Levels | Attendance is Important!
Each year, center-based children absences in Porter-Leath's Preschool program are measured across three different categories: Not Chronically Absent (<10% of days missed), Moderate (10-20% of days missed), or Severe (>20% of days missed). For the 2017-208 school year, 43% of children were categorized as not chronically absent, 35% were moderately absent, and 22% of children had severe absences.
Using the categories above, outcomes in literacy and math were evaluated by absence level. This concluded that 17% of children who had severe absences mastered 0-24% of Literacy skills at year end, compared to only 10% of children who were not chronically absent. Additionally, 43% of children who were not chronically absent mastered 75%-100% of Literacy skills, compared to just 33% of children who had severe absentee levels. For Math skills, 62% of children who were not chronically absent placed in the 75-100% mastery category, compared to 53% of children who were severely absent.
In Early Head Start, the same absence levels are applied for evaulation and children are ages birth to three years old. For the 2017-2018 school year, 24% of children were categorized as not chronically absent, 28% were moderately chronically absent, and 28% were severly chronically absent.
Key findings indicate that a greater proportion (33%) of children who are not chronically absent are above or at age-level expectations for Cognition, versus peers who are moderately (25%) or severely (22%) absent. Additionally, a greater proportion of children with severe and moderate chronic absences are seriously below their age-level expectations in Cognition (20% and 19%, respectively), than their peers who were not chronically absent (8%).
Findings in Language Development showed that a greater proportion (24%) of children who are not chronically absent are considerably above or at age-level expectations versus peers who are moderately (21%) or severely (16%) absent. A greater proportion of children with severe chronic absences are seriously below their age-level expectations in Language Development (35%) as compared to peers who have moderate (31%) or not chronic (22%) absence levels.