Table 1: Returning Children (3 & 4 Year Olds): System-wide Assessment of Developmental Progression of all Head Start Programs Top Range Score: Beginning Score: End Point/Score Gains Difference between End- for Widely-Held Program Year Program Year Year Score & Top Range of Domain Program Year Expectations 2012/2013 2012/2013 Widely-Held Expectations 2012/2013 614 Social Emotional 527 597 70 -16 617 Physical 516 584 68 -33 639 Language 519 587 68 -52 610 Literacy 535 602 68 -8 634 Cognitive 524 605 80 -29 621 Math 539 604 65 -17 What We Learned about Returning Children ages 3 4 Years – There was a growth rate of 65 to 80 points in all domains of development and learning from the beginning of the 2012/2013 • program year to the end of the program year. Cognitive development saw the highest growth with a 80 point gain, and Social-Emotional showed the next highest gain at 70 • points. In the area of Literacy, no classrooms exceeded the top of the Widely-Held Expectations for this age group by one point. • The Language domain had the lowest rate of growth. Classrooms city-wide scored 52 points below the top range of • Expectations for children in this age group. This may be due to the large number of children who are learning English as a second language and children who have an IEP. Physical development is the second lowest domain in growth, 25 points lower than the top range of Widely-Held Expectations. • Math saw a low growth as well at 17 points lower than the top range of Widely-Held Expectations. The decrease in the rate of growth in comparison from 2011-2012 to 2012-2013 may be attributed to teaching staff achieving an Interrater Reliability enabling teaching staff to increase the effectiveness of their assessment ratings and “certification” make decisions with confidence about the exact data to collect and how to interpret it, thus producing a more realistic
Table 1: Returning Children (3 & 4 Year Olds): System-wide Assessment of Developmental Progression of all Head Start Programs Top Range Widely-Held Expectations Domain Score: Beginning Program Year 2012/2013 Score: End Program Year 2012/2013 Point/Score Gains for Program Year 2012/2013 Difference between End- Year Score & Top Range of Widely-Held Expectations 614 Social Emotional 527 597 70 -16 617 Physical 516 584 68 -33 639 Language 519 587 68 -52 610 Literacy 535 602 68 -8 634 Cognitive 524 605 80 -29 621 Math 539 604 65 -17 What We Learned about Returning Children ages 3 – 4 Years • There was a growth rate of 65 to 80 points in all domains of development and learning from the beginning of the 2012/2013 program year to the end of the program year. • Cognitive development saw the highest growth with a 80 point gain, and Social-Emotional showed the next highest gain at 70 points. • In the area of Literacy, no classrooms exceeded the top of the Widely-Held Expectations for this age group by one point. • The Language domain had the lowest rate of growth. Classrooms city-wide scored 52 points below the top range of Expectations for children in this age group. This may be due to the large number of children who are learning English as a second language and children who have an IEP. • Physical development is the second lowest domain in growth, 25 points lower than the top range of Widely-Held Expectations. Math saw a low growth as well at 17 points lower than the top range of Widely-Held Expectations. The decrease in the rate of growth in comparison from 2011-2012 to 2012-2013 may be attributed to teaching staff achieving an Interrater Reliability “certification” enabling teaching staff to increase the effectiveness of their assessment ratings and make decisions with confidence about the exact data to collect and how to interpret it, thus producing a more realistic
School_Readiness_Plan-City_of_Chicago_2013-2014_rev.docx