Readiness to Learn March

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					Readiness to Learn
       March 2007
 Washington State University
Overview
   New evaluation design:
       Developed to demonstrate the relationship between RTL
        as an intervention and the outcomes being measured
       Previous evaluation structure did not allow for the link to be
        made between needs, interventions, and outcomes
       RTL is primarily a program addressing non-academic
        barriers to learning in an effort to improve academic
        success; there were no tools in place to measure the
        intermediate change associated with the RTL intervention
Overview
   New tools:
       Needs Assessment: Checklist to systematically
        capture identified needs; beyond what is tracked
        as part of the referral
       GLE checklist: Replaced last year’s teacher rating
        form; more objective assessment of academic
        progress in the classroom
       Strengths and Difficulties Questionnaire (SDQ):
        new assessment of child social and emotional
        functioning
Overview
   Database use
       2,816 children for present analyses (thru 3/10)
   Demographics
       On track with prior year
   Parent engagement survey: n = 257
   SDQ
       Teacher: n = 523, Parent: n = 265, Student: n = 73
       High percent of significant need
   GLE: n = 607
   Academic indicators: n = 330
   Needs assessment: n = 1,064
Overview
   Database use (through 3/25/07)
       3,165 children
   Parent engagement survey: n = 340
   SDQ
       Teacher: n = 782, Parent: n = 363, Student: n =
        135
   GLE: n = 1045
   Academic indicators: n = 609
   Needs assessment: n = 1,551
Parent engagement
   Not included in present analysis discussion
   Knowledge questions not showing sensitivity
   Continue to evaluate utility of tool and explore
    other potential options for collection of this
    information
SDQ
   Good agreement across reporters
   Highly correlated subscales but sufficient
    distinction to argue for subscale use
   Parents rating children with greater concerns
   10-40% ‘abnormal’ ratings depending on
    reporter and scale
                           Percent of SDQs by Respondent Categorized as "Abnormal"


  40%


  35%


  30%


  25%


  20%


  15%


  10%


   5%


   0%
          Total Difficulties       Emotional     Conduct Problems   Hyperactivity   Peer Problems   Prosocial Behavior
             Category          Symptoms Category     Category        Category         Category          Category
Teacher         28%                  10%               25%              32%             20%               29%
Parent          36%                  23%               39%              32%             36%               17%
Student         29%                  16%               30%              16%             19%               19%
                                                            SDQ Total Difficulties and Prosocial Behavior Scales



                                    100%


                                     90%


                                     80%
Percent by Respondent Category




                                     70%


                                     60%


                                     50%


                                     40%


                                     30%


                                     20%


                                     10%


                                      0%
                                              Teacher TDS     Parent TDS     Student TDS   Teacher Prosocial   Parent Prosocial   Student Prosocial
                                 Abnormal        28%             36%            29%              29%                17%                 19%
                                 Borderline      15%             9%             21%              14%                11%                 3%
                                 Normal          57%             55%            51%              56%                73%                 78%
Grade Level Equivalents (GLE)
   High rates of below standard
   80% of rated children in RTL have at least
    one GLE area where they are below
    standard.
   Performance across RTL students is not
    linear but U shaped
   GLE may distinguish on WASL but N very
    low
                          GLE Areas Below Standard Out of Nine GLE Areas (Grade K-12)

                             45%



                             40%


                             35%



                             30%


                             25%



                             20%


                             15%



                             10%


                               5%



                               0%
                                       9    8      7       6      5       4      3      2    1     0
N of GLE Areas Below Stabnard N=493   41%   6%    5%      4%      8%     5%      4%     3%   3%   20%
GLE Domain (26% of Children)                              Below      Meets     Exceeds
                                                         Standard   Standard   Standard


The student understands and applies the concepts           57%        39%        5%
and procedures of mathematics:
The student uses mathematics to define and solve           59%        37%        4%
problems:
The student uses mathematical reasoning:                   59%        37%        4%

The student communicates knowledge and                     64%        32%        4%
understanding in both everyday and mathematical
language:

The student understands how mathematical ideas             61%        35%        4%
connect within mathematics, to other subject areas,
and to real-life situations:

The student understands and uses different skills and      60%        34%        7%
strategies to read
The student reads different materials for a variety of     59%        35%        6%
purposes:
                          RTL Student Diversity and GLE Ratings




                  70%



                  60%



                  50%



                  40%



                  30%



                  20%



                  10%



                   0%
                           Diverse                                Caucasian
6-9 GLEs Below Standard     63%                                     52%
3-5 GLEs Below Standard     12%                                     21%
0-2 GLEs Below Standard     25%                                     28%
                          GLEs Ratings and "Is English the child's primary language?"




                  90%


                  80%


                  70%


                  60%


                  50%


                  40%


                  30%


                  20%


                  10%


                   0%
                                        No                                       Yes
6-9 GLEs Below Standard                81%                                       53%
3-5 GLEs Below Standard                16%                                       23%
0-2 GLEs Below Standard                4%                                        25%
Academic indicators
   WASL is correlated with SDQ scores
   Suspension, unexcused absences are
    correlated with SDQ teacher ratings
                                          Percent of 3-10th Graders in RTL Passing WASL




                                          80%


                                          70%


                                          60%


                                          50%


                                          40%


                                          30%


                                          20%


                                          10%


                                           0%
                                                            Reading                       Math
State 3-10th Grade WASL Passing Percent                      72%                          54%
RTL 3-10th Grade WASL Passsing Percent (N=82,                52%                          37%
84)
                                   MATH                READING



                                     r     sig.   N       r      sig.   N

MATH                                1             82     0.82    0.00   82

READING                            0.82    0.00   82      1             84

Emotional Symptoms Score-          0.04    0.75   70     0.07    0.57   70
Teacher
Conduct Problem Score-             -0.25   0.04   70    -0.23    0.06   70
Teacher
Hyperactivity Score-Teacher        -0.37   0.00   70    -0.43    0.00   70
Peer Problem Score-Teacher         -0.25   0.04   70    -0.22    0.06   70
Pro-social Behavior Score-         0.30    0.01   70     0.32    0.01   70
Teacher
Total Difficulties Score-Teacher   -0.31   0.01   70    -0.31    0.01   70
Impact-Teacher                     -0.19   0.11   70    -0.17    0.17   70
                       Suspended             Number of days     Number of unexcused
                         yes/no                suspended            absences

                         r     sig.   N      r     sig.   N       r     sig.    N
Suspended Yes/No        1             327   0.66   0.00   327   0.26    0.00   327
Number of days         0.66    0.00   327    1            327   0.15    0.01   327
suspended
Number of unexcused    0.26    0.00   327   0.15   0.01   327    1             330
absences
Emotional Symptoms     0.24    0.00   253   0.12   0.06   253   0.34    0.00   255
Score- Teacher
Conduct Problem        0.43    0.00   253   0.13   0.04   253   0.22    0.00   255
Score-Teacher
Hyperactivity Score-   0.28    0.00   253   0.12   0.06   253   0.13    0.04   255
Teacher
Peer Problem Score-    0.28    0.00   253   0.15   0.02   253   0.20    0.00   255
Teacher
Prosocial Behavior     -0.20   0.00   253     -    0.12   253   -0.13   0.03   255
Score-Teacher                               0.10
Total Difficulties     0.41    0.00   253   0.17   0.01   253   0.29    0.00   255
Score-Teacher
Impact-Teacher         0.31    0.00   253   0.14   0.03   253   0.24    0.00   255
Needs Assessment
   66% of RTL students have two or more areas
    of need identified through needs assessment
    at baseline.
   31% have three or more need areas
    identified.

      Needs Assessment Categories Percent of Total Percent Assessed
      Academic                         23%               60%
      Family                           15%               22%
      Health                           12%               12%
      Social                           22%               22%
Needs assessment
   Academic problems are identified in over 60% of children on
    needs assessment.
   Needs assessment re-classifies about 25% of students as having
    academic problems who were not so identified at the referral
   Needs assessment does not confirm the need in about 10% of
    students identified as having an academic problem at referral.
   There is a 90% agreement rate between the two reports of
    academic need.
   This supports the conclusion that initial referral information has
    significantly under-estimated RTL’s ability to identify and engage
    students at academic risk.
                    Percent of Academic Problems
                        at Needs Assessment




School Behavior                22%


Academic Problems              41%


Poor Attendance                15%


Cultural Factors                2%


Limited English                 3%
                   Percent Family Needs
                   at Needs Assessment

childcare                  5%
employment                 9%

food                      28%
transportation            15%

limited English            2%

legal                      5%
cultural factors           2%

clothing                  34%
housing                   17%
                        Percent Health Needs
                        at Needs Assessment



vision                          5%

no insurance                   10%

dental                          4%

developmental concern           4%

acute illness                   2%

chronic illness                 6%

hearing                         1%
                        Percent Social Needs
                        at Needs Assessment




behavioral concerns            26%


parenting                      22%


family violence/abuse          19%


substance abuse                 7%


mental health                  31%


child abuse                     4%
Needs and SDQ
   Presences of academic problems, school behavior problems, poor
    attendance and sum of these three dimensions all related with teacher
    SDQ scores
       In regression, academic problems, poor attendance, sum of needs in academics
        all independent predictors
   Family Needs
       No significant association with teacher SDQ; parent SDQ N too low
   Health Needs
       N too low
   Social Needs
       Teacher SDQ significant for behavior concerns, parenting, mental health. Family
        violence not significantly different probably because of correlation with other
        values
       In regression, parenting, mental health, family violence, and total social needs all
        are independent predictors of teacher SDQ
   Academic needs are principal predictors of teacher SDQ
                                                          a
                                              Coe fficients

                                         Unstandardiz ed            Standardized
                                           Coef f icients           Coef f icients
Model                                     B         Std. Error          Beta            t         Sig.
1       (Cons tant)                       8.585           .813                         10.564       .000
        Academic Perf ormanc e
                                         -7.940        1.033                -.456      -7.683       .000
        Problems
        Poor Attendance                  -6.439        1.147                -.343      -5.614       .000
        Academic Sum of Needs             8.845         .762                 .824      11.604       .000
  a. Dependent Variable: Total Dif f iculties Sc ore-Teac her

                                                        a
                                            Coe fficients

                                     Unstandardiz ed             Standardized
                                       Coef f icients            Coef f icients
Model                                 B         Std. Error           Beta             t         Sig.
1       (Cons tant)                   9.326          1.018                            9.160       .000
        Parenting                    -5.711          1.406               -.350       -4.062       .000
        Mental Health                -4.529          1.405               -.276       -3.223       .001
        Child Ex posed to
                                     -6.988         1.347                -.361       -5.186       .000
        Violence
        Social Sum of Needs           6.631          .972                 .795       6.824        .000
  a. Dependent Variable: Total Dif f iculties Score-Teac her
                                                      a
                                          Coe fficients

                                      Unstandardized        Standardized
                                        Coefficients        Coefficients
Model                                  B       Std. Error       Beta       t        Sig.
1       (Constant)                     8.014        1.416                  5.659      .000
        Academic Performance
                                      -5.493        1.486          -.326   -3.698     .000
        Problems
        Poor Attendance               -5.727        1.664          -.327   -3.442     .001
        Academic Sum of Needs          6.468        1.221           .609    5.296     .000
        Parenting                     -1.413        1.659          -.090    -.852     .395
        Mental Health                   .473        1.741           .030     .272     .786
        Child Exposed to
                                      -1.579        1.864          -.075    -.847     .398
        Violence
        Social Sum of Needs            2.098        1.297           .264   1.618      .107
  a. Dependent Variable: Total Difficulties Score-Teacher

				
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