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• 1. [Article] Kids in Transition to School (KITS)

  During the summer and fall of 2016, children and families in 16 schools in Lane County participated in the Kids in Transition to School (KITS) Program. KITS includes 16 weeks of group-based child classes ...

  Citation × Citation Citation Abstract Copy Title: Kids in Transition to School (KITS) Author: Green, Beth L., Mitchell, Lorelei, Patterson, Lindsey Brianna Year: 2017 During the summer and fall of 2016, children and families in 16 schools in Lane County participated in the Kids in Transition to School (KITS) Program. KITS includes 16 weeks of group-based child classes and 12 weeks of parenting workshops, using an evidence-based curriculum designed to improve school readiness skills and parenting. To learn more about the KITS program from the perspective of participating families, four focus groups were held with parents who participated in KITS. A total of 44 parents participated in the groups, which were located in four different schools (two small, rural locations and two larger more urban school districts). Focus groups were conducted in English, and 3 Spanish-speaking parents participated in 2 of the groups. Translation was provided for Spanish speaking parents who participated. Groups were facilitated by members of the KITS evaluation team from the Center for Improvement of Child and Family Services at Portland State University. Participants reported mixed experiences prior to KITS in terms of children’s experience with preschool, with about half reporting that their child had been to preschool and about half indicating no prior group-based experiences. Focus group questions were designed to learn more about families’ experience with the KITS program (e.g., the enrollment process, attendance supports, etc.), about the benefits of the program for parents and children, and about any challenges encountered with the program. Focus group questions were designed to learn more about families’ experience with the KITS program (e.g., the enrollment process, attendance supports, etc.), about the benefits of the program for parents and children, and about any challenges encountered with the program. Focus group discussions were transcribed and analyzed by the senior researcher to identify key themes. These themes and findings were then reviewed by the other team members and by the focus group facilitators to confirm and clarify findings. Title: Kids in Transition to School (KITS) Author: Green, Beth L., Mitchell, Lorelei, Patterson, Lindsey Brianna Year: 2017 During the summer and fall of 2016, children and families in 16 schools in Lane County participated in the Kids in Transition to School (KITS) Program. KITS includes 16 weeks of group-based child classes and 12 weeks of parenting workshops, using an evidence-based curriculum designed to improve school readiness skills and parenting. To learn more about the KITS program from the perspective of participating families, four focus groups were held with parents who participated in KITS. A total of 44 parents participated in the groups, which were located in four different schools (two small, rural locations and two larger more urban school districts). Focus groups were conducted in English, and 3 Spanish-speaking parents participated in 2 of the groups. Translation was provided for Spanish speaking parents who participated. Groups were facilitated by members of the KITS evaluation team from the Center for Improvement of Child and Family Services at Portland State University. Participants reported mixed experiences prior to KITS in terms of children’s experience with preschool, with about half reporting that their child had been to preschool and about half indicating no prior group-based experiences. Focus group questions were designed to learn more about families’ experience with the KITS program (e.g., the enrollment process, attendance supports, etc.), about the benefits of the program for parents and children, and about any challenges encountered with the program. Focus group questions were designed to learn more about families’ experience with the KITS program (e.g., the enrollment process, attendance supports, etc.), about the benefits of the program for parents and children, and about any challenges encountered with the program. Focus group discussions were transcribed and analyzed by the senior researcher to identify key themes. These themes and findings were then reviewed by the other team members and by the focus group facilitators to confirm and clarify findings. Close

• 2. [Article] Evaluation of the Kindergarten Readiness Partnership & Innovation Grants

  In July 2014, Oregon’s Early Learning Division provided first-time funding for sixteen communities across the state to implement Kindergarten Readiness Partnership & Innovation (KRPI) projects. The KRPI ...

  Citation × Citation Citation Abstract Copy Title: Evaluation of the Kindergarten Readiness Partnership & Innovation Grants Author: Green, Beth L., Patterson, Lindsey Brianna, Morris, Mackenzie, Cochran, Lindsey Anne, Lambarth, Callie H. Year: 2015 In July 2014, Oregon’s Early Learning Division provided first-time funding for sixteen communities across the state to implement Kindergarten Readiness Partnership & Innovation (KRPI) projects. The KRPI projects share the common goal of improving children’s school readiness and, ultimately, improving school success and reducing the achievement gap. To achieve these goals, grantees were given considerable local flexibility to implement innovative approaches in one or more of the following areas: 1. Supporting kindergarten readiness skills and smooth transitions to kindergarten; 2. Increasing family engagement in children’s learning and connecting families and schools; 3. Providing professional development to early learning and/or elementary school professionals to improve knowledge and skills; and/or 4. Increasing alignment, connection, and collaboration in the prenatal to Grade 3 (P-3) system. All grantees were also expected to work toward addressing achievement gaps for underrepresented children, including those with special needs, Dual Language Learners, and/or children from low income or racial/ethnic minority backgrounds. Across the sixteen grantees, a variety of different strategies and interventions were selected and implemented. Portland State University was contracted to conduct an evaluation of the KRPI initiative, with a focus on documenting and describing the types of innovations delivered, early program outcomes, and lessons learned from the first year of implementation. The evaluation took a multi-level, mixed-methods approach that included: Developing web-based reporting tools, including: Service reporting tools to track the types of events and interventions used; Demographic and background characteristics of participants; and Frequency of participation by early learning and elementary school professionals, families, and community partners; Outcome tools designed to capture short-term outcomes for three primary types of interventions: Kindergarten Transition programs Cross-Sector Professional Development activities; and Family Engagement activities; Interviewing 28 key stakeholders representing the 16 communities to document key project successes, challenges, and lessons learned; and conducting five site-specific “mini evaluations” that allowed a more in-depth evaluation of selected grantee projects. Title: Evaluation of the Kindergarten Readiness Partnership & Innovation Grants Author: Green, Beth L., Patterson, Lindsey Brianna, Morris, Mackenzie, Cochran, Lindsey Anne, Lambarth, Callie H. Year: 2015 In July 2014, Oregon’s Early Learning Division provided first-time funding for sixteen communities across the state to implement Kindergarten Readiness Partnership & Innovation (KRPI) projects. The KRPI projects share the common goal of improving children’s school readiness and, ultimately, improving school success and reducing the achievement gap. To achieve these goals, grantees were given considerable local flexibility to implement innovative approaches in one or more of the following areas: 1. Supporting kindergarten readiness skills and smooth transitions to kindergarten; 2. Increasing family engagement in children’s learning and connecting families and schools; 3. Providing professional development to early learning and/or elementary school professionals to improve knowledge and skills; and/or 4. Increasing alignment, connection, and collaboration in the prenatal to Grade 3 (P-3) system. All grantees were also expected to work toward addressing achievement gaps for underrepresented children, including those with special needs, Dual Language Learners, and/or children from low income or racial/ethnic minority backgrounds. Across the sixteen grantees, a variety of different strategies and interventions were selected and implemented. Portland State University was contracted to conduct an evaluation of the KRPI initiative, with a focus on documenting and describing the types of innovations delivered, early program outcomes, and lessons learned from the first year of implementation. The evaluation took a multi-level, mixed-methods approach that included: Developing web-based reporting tools, including: Service reporting tools to track the types of events and interventions used; Demographic and background characteristics of participants; and Frequency of participation by early learning and elementary school professionals, families, and community partners; Outcome tools designed to capture short-term outcomes for three primary types of interventions: Kindergarten Transition programs Cross-Sector Professional Development activities; and Family Engagement activities; Interviewing 28 key stakeholders representing the 16 communities to document key project successes, challenges, and lessons learned; and conducting five site-specific “mini evaluations” that allowed a more in-depth evaluation of selected grantee projects. Close

• 3. [Article] Research-to-Practice Brief: Promising Evidence that Early Head Start Can Prevent Child Maltreatment

  This brief addresses two main questions in a sample of Early Head Start eligible children: 1) the number and type of maltreatment episodes and 2) the impact of Early Head Start on child and family involvement ...

  Citation × Citation Citation Abstract Copy Title: Research-to-Practice Brief: Promising Evidence that Early Head Start Can Prevent Child Maltreatment Author: Chazan-Cohen, Rachel, Green, Beth L., Ayoub, Catherine, Bartlett, Jessica Dym, Von Ende, Adam, Furrer, Carrie Jeanne Year: 2015 This brief addresses two main questions in a sample of Early Head Start eligible children: 1) the number and type of maltreatment episodes and 2) the impact of Early Head Start on child and family involvement in the child welfare system. These findings are especially important given the lack of scalable and effective preventive interventions. In addition, they are also timely given the recent interest in fostering collaborations between early care and education programs and child welfare agencies, agencies responsible for overseeing child protection from maltreatment (OHS & ACYF, 2010; ACYF & OHS, 2011; ACYF & OCC, 2011). The current study represents a first look at the impact of Early Head Start on child maltreatment. We are continuing to collect data and will have more information in the upcoming years. Title: Research-to-Practice Brief: Promising Evidence that Early Head Start Can Prevent Child Maltreatment Author: Chazan-Cohen, Rachel, Green, Beth L., Ayoub, Catherine, Bartlett, Jessica Dym, Von Ende, Adam, Furrer, Carrie Jeanne Year: 2015 This brief addresses two main questions in a sample of Early Head Start eligible children: 1) the number and type of maltreatment episodes and 2) the impact of Early Head Start on child and family involvement in the child welfare system. These findings are especially important given the lack of scalable and effective preventive interventions. In addition, they are also timely given the recent interest in fostering collaborations between early care and education programs and child welfare agencies, agencies responsible for overseeing child protection from maltreatment (OHS & ACYF, 2010; ACYF & OHS, 2011; ACYF & OCC, 2011). The current study represents a first look at the impact of Early Head Start on child maltreatment. We are continuing to collect data and will have more information in the upcoming years. Close

• 4. [Article] Evaluation of the Start Making a Reader Today (SMART)

  The goal of the Start Making a Reader Today (SMART) program is to support young children to develop early reading and literacy skills, as well as to increase their interest, confidence, and enthusiasm ...

  Citation × Citation Citation Abstract Copy Title: Evaluation of the Start Making a Reader Today (SMART) Author: Green, Beth L., Cross-Hemmer, Amanda, Mitchell, Lorelei Year: 2014 The goal of the Start Making a Reader Today (SMART) program is to support young children to develop early reading and literacy skills, as well as to increase their interest, confidence, and enthusiasm about reading. SMART pairs trained adult volunteers with PreK-3 rd grade children, primarily in schools serving significant proportions of low-income families. Thus, SMART augments the one-on-one reading support available in typical elementary schools. Volunteers read to children for 30 minutes, either once or twice a week, and provide books that children can take home and keep for themselves. Prior evaluation research (Baker, Gersten, & Keating, 2000) found that children who participated in SMART had better word identification and comprehension skills compared to similar children randomly assigned to a control group. However, since this study was conducted, the SMART model has evolved; in particular, the recognition that many children start kindergarten lacking basic early literacy skills led the SMART program to develop and implement two “early” SMART models: PreK SMART, implemented in prekindergarten programs with 3-5 year olds, and KSMART, implemented in kindergarten classrooms. The PreK and KSMART models differ somewhat from SMART services provided to older children. One key difference is the use of a universal model in which all children in a classroom receive support from a SMART reader. This is in contrast to a targeted model in which only children with identified literacy concerns are selected to participate in SMART services. Universal provision of SMART services helps both reduce any stigma associated with participation in SMART, as well as ensuring that all children have the potential to benefit from reading support in the critical early years. PreK and KSMART reading sessions are also somewhat shorter than sessions for older children, as these children are not developmentally ready to be read to for long periods of time. PreK and K SMART sessions are approximately 15- 20 minutes long. Finally, providing books for young children to bring home is a key part of PreK and KSMART service models, with all participating children receiving 2 books per month to keep for themselves. The purpose of this evaluation was to begin to understand the effectiveness of these early SMART models in building young children’s interest and confidence in reading. In Year 1, several major tasks were accomplished: identification of measureable outcomes appropriate for PreK and KSMART; development of a tool for measuring such outcomes; and implementation of a streamlined, user-friendly data collection process that would not create undue burden on project partners. To assess preliminary outcomes and prepare for a larger roll-out of the evaluation in Year 2, the data collection tool and process was piloted with an initial group of PreK and kindergarten classrooms. Early results suggested that the tool was indeed capturing the dimensions of interest, but the relatively small sample size also limited interpretation of the initial findings. Thus, a major goal for Year 2 was to recruit additional classrooms and increase sample size. Unfortunately, some challenges were encountered in Year 2 in recruiting school sites (kindergarten classrooms) for participation, particularly in recruiting control classrooms. Likewise, unavoidable factors such as teacher turnover ultimately reduced the number of classrooms reporting complete data. As a result, the decision was made to combine the data from Year 1 and Year 2, in order maximize sample size for the purposes of analysis. This report summarizes the combined findings from Year 1 and Year 2 (2012-2014) of the evaluation. Title: Evaluation of the Start Making a Reader Today (SMART) Author: Green, Beth L., Cross-Hemmer, Amanda, Mitchell, Lorelei Year: 2014 The goal of the Start Making a Reader Today (SMART) program is to support young children to develop early reading and literacy skills, as well as to increase their interest, confidence, and enthusiasm about reading. SMART pairs trained adult volunteers with PreK-3 rd grade children, primarily in schools serving significant proportions of low-income families. Thus, SMART augments the one-on-one reading support available in typical elementary schools. Volunteers read to children for 30 minutes, either once or twice a week, and provide books that children can take home and keep for themselves. Prior evaluation research (Baker, Gersten, & Keating, 2000) found that children who participated in SMART had better word identification and comprehension skills compared to similar children randomly assigned to a control group. However, since this study was conducted, the SMART model has evolved; in particular, the recognition that many children start kindergarten lacking basic early literacy skills led the SMART program to develop and implement two “early” SMART models: PreK SMART, implemented in prekindergarten programs with 3-5 year olds, and KSMART, implemented in kindergarten classrooms. The PreK and KSMART models differ somewhat from SMART services provided to older children. One key difference is the use of a universal model in which all children in a classroom receive support from a SMART reader. This is in contrast to a targeted model in which only children with identified literacy concerns are selected to participate in SMART services. Universal provision of SMART services helps both reduce any stigma associated with participation in SMART, as well as ensuring that all children have the potential to benefit from reading support in the critical early years. PreK and KSMART reading sessions are also somewhat shorter than sessions for older children, as these children are not developmentally ready to be read to for long periods of time. PreK and K SMART sessions are approximately 15- 20 minutes long. Finally, providing books for young children to bring home is a key part of PreK and KSMART service models, with all participating children receiving 2 books per month to keep for themselves. The purpose of this evaluation was to begin to understand the effectiveness of these early SMART models in building young children’s interest and confidence in reading. In Year 1, several major tasks were accomplished: identification of measureable outcomes appropriate for PreK and KSMART; development of a tool for measuring such outcomes; and implementation of a streamlined, user-friendly data collection process that would not create undue burden on project partners. To assess preliminary outcomes and prepare for a larger roll-out of the evaluation in Year 2, the data collection tool and process was piloted with an initial group of PreK and kindergarten classrooms. Early results suggested that the tool was indeed capturing the dimensions of interest, but the relatively small sample size also limited interpretation of the initial findings. Thus, a major goal for Year 2 was to recruit additional classrooms and increase sample size. Unfortunately, some challenges were encountered in Year 2 in recruiting school sites (kindergarten classrooms) for participation, particularly in recruiting control classrooms. Likewise, unavoidable factors such as teacher turnover ultimately reduced the number of classrooms reporting complete data. As a result, the decision was made to combine the data from Year 1 and Year 2, in order maximize sample size for the purposes of analysis. This report summarizes the combined findings from Year 1 and Year 2 (2012-2014) of the evaluation. Close