Allegany County Judy Center Evaluation, 2007-2008

July 2007-June 2008

Judy CenterEvaluation

Terance J. Rephann96 Red Cedar Road

Barboursville, VA 22923e-mail: [email protected]

July 31, 2008

Judy Center EvaluationJuly 2007-June 2008

Judy Center Evaluation, July 2007-June 2008

TeranceJ.Rephann96RedCedarRoad

Barboursville,VA22923e-mail:[email protected]

July31,2008


Page

Table of Contents i-iii

List of tables, figures, and appendices.......................................................................... i-iii

1.0ReviewofLastYear’sResults...................................................................................12.0CharacteristicsandDeliveryofThisYear’sTraining................................................3

3.0Enrollment,Training,andValidation.......................................................................14

4.0PartnerSurveys........................................................................................................18

5.0TeacherSurveys.......................................................................................................23

6.0ParentSurveys.........................................................................................................26

7.0ChildReadiness.......................................................................................................43

8.0SpecialResearchQuestions.....................................................................................47

9.0ChangesIntroduced................................................................................................49

10.0SummaryandConclusions....................................................................................51

References.......................................................................................................................52

Appendices......................................................................................................................54

PAGE I


List of TablesTable2.1 Implementationplan............................................................................... 6-11Table2.2 Evaluationquestions.................................................................................. 12Table2.3 Specialresearchquestions......................................................................... 13Table3.1 Enrollmentofchildrenbyage.................................................................... 14Table4.1 Activitylevelofpartners........................................................................... 18Table4.2 Collaborationsuccess................................................................................. 19Table4.3 Goalsuccess............................................................................................... 20Table4.4 Performancearearatings.......................................................................20-21Table4.5 PartnersatisfactionwithJudyCenter........................................................ 22Table5.1 Yearsteaching............................................................................................ 23Table5.2 Teachersatisfaction.................................................................................... 23Table5.3 Performancearearatings.......................................................................24-25Table5.4 FeelingoffamiliesservedbyJudyCenter................................................. 25Table6.1 Respondentcharacteristics....................................................................27-28Table6.2 Programsused.......................................................................................29-30Table6.3 Learning/readingmaterialsathome........................................................... 31Table6.4 Activitieswithchildren.............................................................................. 32Table6.5 Programinterest....................................................................................32-22Table6.6 SatisfactionwithJudyCenterServices...................................................... 33Table6.7 SatisfactionwithJudyCenterinperformanceareas.............................36-37Table6.8 ParentparticipationinJudyCenteractivities............................................ 39Table6.9 ParentratingofJudyCenterparentactivities.......................................39-40Table6.10Reasonfornotattendingparentactivities.................................................. 41Table6.11Improvementinchildlearningand habitsbecauseoftheJudyCenter.............................................................. 41Table6.12Learning/readingmaterialsathomebefore andafterJudyCenter,percentageofparents............................................. 42Table6.13Activitieswithchildren,percentageofparents whodid‘frequently’beforeandafterJudyCenter.................................... 42Table8.1 Parentreporting“much”improvementinchild learningandhabitsbecauseoftheJudyCenter......................................... 48Table8.2 Regressionanalysisofchildreadiness forBeallElementarySchool...................................................................... 49

Table of Contents

PAGE II


List of FiguresFigure3.1Enrollmentbyrace..................................................................................... 15Figure3.2Enrollmentoftargetedgroups.................................................................... 15Figure3.3Healthscreenings....................................................................................... 16Figure3.4Childdaycareattendance........................................................................... 16Figure3.5Familytrainingparticipation...................................................................... 17Figure6.1Parentsatisfaction...................................................................................... 34Figure6.2Top10performanceareas.......................................................................... 35Figure6.3Bottom10performanceareas.................................................................... 36Figure6.4Familyparticipationin3+activities.......................................................... 38Figure7.1Kindergartenreadinessbydomain,2005................................................... 44Figure7.2Kindergartenreadiness,JudyCenter,County,andState........................... 44Figure7.3Kindergartenreadinessbydomain,JudyCenter,County,andState......... 45Figure7.4Period4FARMSreadinessbydomain...................................................... 46

AppendicesA.1PartnerSurvey...................................................................................................... 54A.2PartnerComments................................................................................................ 56A.3Pre-K/KindergartenStaffSurvey.......................................................................... 60A.4First-GradeStaffSurvey....................................................................................... 62A.5FallParentSurvey................................................................................................. 64A.6SpringParentSurvey............................................................................................ 66A.7FallParentSurveyComments.............................................................................. 68A.8SpringParentSurveyComments.......................................................................... 72

Table of Contents

PAGE III


1.0 Review of Sixth Year of Program

TheBeallElementaryJudyCenter’ssixthyearcontinuedthemodelbuiltduringthe2000-2002periodwhichincludedpre-k(multi-ageand4-yearold),kindergartenclassesandon-siteservicesdeliveredbyavarietyoflocalpartners.Severalnewactivitieswereintroducedtoimprovechildreadinessforcertaincategoriesofstudents(specialneedsandFARMS)thatshowedachievementgapsinpreviousyears(eQuotient,Inc.2007).Theyearsawcurriculumimprovements, continued training activities, new family activities, and further refinement of evaluationefforts.NewinitiativesincludedtheexpansionofJudyCenterservicestoJohnHumbirdandWesternportElementaryschools.PartnershipswerealsobegunduringtheFY2007year,suchasfreedentalscreeningsforstudentsatJohnHumbirdElementary,freevisionscreeningsforstudentsatBeallElementary,JohnHumbirdElementary,andWesternportElementary,andFamilyLiteracyProgramsatJohnHumbird,andWesternportElementaryschools.Theseactivitiesaredescribedfurtherinthesixthyearevaluationreport(eQuotient,Inc. 2006). The following findings from the sixth year report are notable:

V EnrollmentinJudyCenterrelatedactivitiescontinuedtoexpandfromalevelof637inFY06to756inFY07.

V Aslightlysmallershareofchildrenwitheducationalneed(76%)wereadmittedtotheCenterduringtheyearthanthepreviousyear(83%).Thisisareversal of a five year trend.

V Morechildrenreceivedhealthscreenings(320hadvisionscreenings,256hadhearingscreeningsand113haddentalscreeningscomparedto149vision,149hearing,and82dentalscreeningstheyearbefore).

PAGE 1


V ProgressreportresultsfromtheAlleganyCountyBoardofEducationandHRDCassessmentdataindicatethatchildreadinessimprovedduringtheyear.Schoolreadinessforeachofthetargetedgroups(i.e.,studentsreceivingfreeandreducedschoolmeals,studentsreceivingSpecialEducationservices)improvedaswell.ThestrategiesfortheSocialandPersonaldomainworkedwithreadinessincreasingtomilestonelevelsforbothFARMSandSpecialEducationstudents.ThegoalsandstrategiesfortheLanguageandLiteracydomainworkedaswell.Onlyoneactivitywasnotcarriedoutinthemannerdescribedinthegrantapplicationbecauseofexpectationsoflowattendancebasedonapilotseminarofferedthepreviousyear.

V Parent,partner,andteachersurveyscontinuetoshowastronglevelofsatisfactionwiththeJudyCenter.Inaddition,parentsrecognizedsizeableimprovementsinchildlearninganddevelopmentduringtheyear.Abefore/afterstudyofapanelofparentsshowsthatfamilylearningresourcesathomeandfamilyactivitieswerestrengthenedduringtheyear.

V TheJudyCentercontinuedtoimproveitsfamilyprogrammingbyofferingavarietyofparenttrainingandfamilyactivities.Duplicatedattendanceatthesesessionsimprovedfromfourhundredandsixty-seventosixhundredandnineteen.

V InitsfourthfullyearofoperationattheJudyCenter,theKidsKornerChildcareCentercontinuedtoseeitsattendanceexpand.

V A five-year trend analysis of MMSR results by domain shows that there has been significant progress in the area of language and literacy but little improvementintheareaofsocialandpersonaldevelopment.

PAGE 2


2.0 Characteristics and Delivery of the Seventh Year

In year seven, the Judy Center continued to refine and improve the model and programs developedinpreviousyears.

TheJudyCenterintroducedseveralnewinitiativestoimprovetheeffectivenessoftheCenter.Thisnewagendawasdevelopedusinginformationobtainedfromstudentassessmentresults,externalevaluation,self-evaluation,andstakeholdersurveys.Asinthesixthyearofthegrant,objectivescenteredonimprovements(detailedinAlleganyCountyBoardofEducation2007)forpupilswhoreceivedFreeandReducedMeals(FARMS)andchildrenwhoreceivedspecialeducationalservices.Somechangesintheactivitiesforeachofthesesubgroupsweremade.

Thedomainsofconcentrationandtargetedgroupsremainedthesameforthisyearasthepreviousyear.TheSocialandPersonalDevelopmentwasthefocusforbothFARMSandspecialeducationchildren.However,thesegroupsofchildrenhadexceededtheirrespectivemilestonesduringtheFY07fundingcycle.Therefore,manyoftheprogrammingelementsremainedthesame.EmphasiscontinuedtobemadeonimprovingoutcomesinthedomainoflanguageandliteracyforFARMSchildren.Onceagain,thesechildrenrealizedtheirmilestonesandmanyoftheJudyCenteractivitieswereretainedtoreinforcethispatternofsuccess.

Severalmajorchanges,however,didresultasaresultofnewgrantstrategiesintroducedduringthe2007-08schoolyear.TheyarelistedherearrangedintothecategoriesCurriculumandPrograms,ProfessionalDevelopment,FamilyActivitiesandEvaluationandPlanningaredescribedfurtherbelow:

PAGE 3


Curriculum and Programs

Expanded geographical childcare.TheJudyCenterinconjunctionwiththeBoardofEducationestablishedtwonewchildcarecenters:oneinFlintstoneElementarySchoolandanotherinCashValleyElementarySchool.Also,planningandlicensurewerecompletedforaWesternportElementarySchoolsite.

Foreign language instruction.TheJudyCenterhostedFSUstudentswhotaughtbeginningSpanishandJapanesetoJudyCenterstudents.ThisinstructionoccurredafterschoolwiththeKidsKornerchildcarestudents.

Professional Development

Instructional Computer Training. JudyCenterstaffreceivedtrainingonusingeducationalinternetsitesintheclassroom.Computerequipment(includinglaptops,projectors,andcarts)werealsopurchasedforthisuse.

Family Activities

Expanded GED classes.TheJudyCenterwasabletoestablishGEDclassesinWesternportandJohnHumbirdElementaryschoolsaspartoftheexpansionofservicesthere.

Evaluation and Planning

Think Tank Sessions.TheJudyCenterheldtwo“thinktank”sessionsbyinvitingregionalpartnerstobrainstormaboutstrategiesforaddressingchildneeds.Asaresultofthesesessions,theJudyCenterwasabletodevelopnewworkingrelationshipswithareapediatriciansandreinstalltheHealthDepartment’s“FreshStart”program.

PAGE 4


OtherfeaturesoftheJudyCenterremainedbasicallythesameasthesixthyear.Forinstance,reportingandinternalevaluationwerecarriedoutinmuchthesamemannerasthesixthyearwithadesignatedSteeringBoardthatmetonaquarterlybasisandmonthlymeetingsofJudyCenterstaff.Programmarketingwassimilartothefourthyear,includingtheuseofbroadcast,newspaperannouncements,website,andprintmaterials.

Theparametersforevaluationwerespelledoutintheproposalandarelistedintable2.1.Theultimategoalsoftheprogramaretoimprovechildreadinessforelementaryschool.Intermediateobjectivesinvolveparticularkeycurriculumcomponentswherefocusedinputswereanticipatedtohavethegreatestpotentialimpact.Strategiesdescribeprogrammaticimprovementsandactivities include specific program inputs that were to be expanded in order to realize a particular strategy. The final column briefly describes the achievement of each goal, objective, strategy,andactivity.Tosummarizethistable,onegoalanditstwocorrespondingobjectiveswererealized.Anothergoal(languageandliteracy)anditscorrespondingobjectivewerenotaccomplished.Theactivitieswerecarriedoutasoutlinedintheoriginalcontinuinggrantapplication with some modifications due to changing circumstances.

PAGE 5

Table 2

.1 Im

plementatio

n P

lan

Con

tinu

ed o

n ne

xt p

age

Goal

Objective

Mileston

eStrategy

Activities

Achievement

By Ju

ne 3

0, 2

008,

90%

of

all

exiti

ng k

inde

rgar

-te

n stu

dent

s at t

he Ju

dy

Cen

ter w

ill a

chie

ve fu

ll re

adin

ess l

evel

in th

e ar

ea o

f Soc

ial a

nd E

mo-

tiona

l Dev

elop

men

t as

det

erm

ined

by

the

Wor

k Sa

mpl

ing

Syste

m

indi

cato

rs.

1. B

y Ju

ne 3

0, 2

008,

80

% o

f exi

ting

kin-

derg

arte

n stu

dent

s at

the

Judy

Cen

ter w

ho

rece

ive

Free

and

Re-

duce

d M

eals

(FAR

MS)

w

ill a

chie

ve fu

ll re

adi-

ness

leve

l in

the

area

of

Soci

al a

nd E

mot

iona

l D

evel

opm

ent a

s de-

term

ined

by

the W

ork

Sam

plin

g Sy

stem

indi

-ca

tors

.2.

By

June

30,

200

8,

45%

of e

xitin

g ki

nder

-ga

rten

stud

ents

at th

e JC

who

rece

ive

Spec

ial

Educ

atio

n se

rvic

es

will

ach

ieve

full

read

i-ne

ss le

vel i

n th

e ar

ea

of S

ocia

l and

Em

o-tio

nal D

evel

opm

ent

as d

eter

min

ed b

y th

e W

ork

Sam

plin

g Sy

stem

in

dica

tors

.

1. Q

uart

erly

MM

SR

Dat

a ge

nera

ted

as p

rog-

ress

repo

rts t

o pa

rent

s w

ill sh

ow fu

ll re

adi-

ness

qua

rter

ly sc

ores

of

65%

1st

quar

ter,

70%

2n

d qu

arte

r, 75

% 3

rd

quar

ter,

and

80%

4th

qu

arte

r.2.

Qua

rter

ly M

MSR

da

ta g

ener

ated

as p

rog-

ress

repo

rts t

o pa

rent

s w

ill sh

ow fu

ll re

adi-

ness

qua

rter

ly sc

ores

of

25%

1st

quar

ter,

30%

2n

d qu

arte

r, 38

% 3

rd

quar

ter,

and

45%

4th

qu

arte

r.

Incr

ease

the

read

ines

s le

vel o

f FAR

MS

chil-

dren

in th

e do

mai

n of

So

cial

and

Em

otio

nal

Dev

elop

men

t.

(1) P

rovi

de w

eekl

y Se

cond

Ste

p le

sson

s in

clas

sroo

ms,

(2) I

m-

prov

e co

mm

unic

atio

n th

roug

h a

mon

thly

ne

wsle

tter t

o th

e JC

co

mm

unity

, foc

usin

g on

men

tal h

ealth

issu

es

by p

rovi

ding

art

icle

s on

men

tal h

ealth

, soc

ial/

emot

iona

l iss

ues,

and

beha

vior

al c

once

rns,

(3) P

rovi

de su

ppor

t gr

oups

and

par

ent

trai

ning

s for

par

ents

with

chi

ldre

n w

ho

have

a m

enta

l hea

lth

diag

nosis

(AD

HD

Su

ppor

t Gro

up, B

i-Po

lar S

uppo

rt G

roup

, Au

tism

Sup

port

Gro

up,

Beha

vior

Mod

ifica

tion

trai

ning

for P

aren

ts),

(4) I

dent

ify c

hild

ren

who

hav

e be

havi

oral

an

d/or

men

tal h

ealth

co

ncer

ns p

rior t

o th

eir

ente

ring

publ

ic sc

hool

: (a

) Edu

cate

Chi

ldca

re

prov

ider

s on

how

to

mak

e re

ferr

als,

(b)

Info

rm p

edia

tric

ians

on

how

to m

ake

refe

r-ra

ls to

Pub

lic S

choo

l Be

havi

oral

supp

ort,

Goa

l and

obj

ectiv

e rea

l-ize

d. R

eadi

ness

of al

l ch

ildre

n in

Soc

ial a

nd

Emot

iona

l Dev

elop-

men

t dom

ain

was

90%

at

end

of y

ear.

Rea

di-

ness

of F

ARM

S ch

ildre

n w

as 8

8%.

Read

ines

s of

stude

nts r

eceiv

ing

Spe-

cial

Educ

atio

n se

rvic

es

was

91%

. Ac

tiviti

es

impl

emen

ted

as fo

llow

s: (1

) Sec

ond

Step

lesso

ns

prov

ided

for 4

th y

ear

in ro

w. (2

) Mon

thly

ne

wsle

tter u

sed

to co

m-

mun

icat

e inf

orm

atio

n ab

out v

ariet

y of

men

tal

healt

h iss

ues.

(3) S

up-

port

grou

ps an

d pa

rent

tra

inin

g pr

ovid

ed fo

r AD

HD

, Aut

ism, a

nd

Beha

vior

Mod

ifica

tion

but n

ot B

i-Pol

ar.

Dow

n Sy

ndro

me s

uppo

rt

grou

p an

d In

fant

Mas

-sa

ge w

ere a

dded

dur

ing

year

. (4)

Judy

Cen

ter

staff

wor

ked

with

App

les

for c

hild

ren

for c

hild

care

tra

inin

g, ar

ea p

edia

tri-

cian

s, an

d H

ead

Star

t to

iden

tify

child

ren

with

be

havi

oral

conc

erns

.

(c) C

oord

inat

e w

ith

Chi

ldfin

d C

linic

to

iden

tify

child

ren

birt

h to

3 y

ears

old

who

are

re

ceiv

ing

serv

ices

in

the

hom

e. J

udy

Cen

-te

r sta

ff ca

n pr

ovid

e re

sour

ces a

nd re

ferr

als

to p

artn

er p

rogr

ams a

s ne

eded

, (d)

Coo

rdin

ate

with

the

Infa

nt a

nd

Todd

ler p

rogr

am to

id

entif

y ch

ildre

n w

ho

are

tran

sitio

ning

into

a

Judy

Cen

ter p

rogr

am,

(e) C

olla

bora

te w

ith

the

Hea

d St

art P

rogr

am

to id

entif

y ch

ildre

n w

ho h

ave

beha

vior

al

conc

erns

whi

ch im

pact

th

eir a

bilit

y to

par

-tic

ipat

e in

cla

ssro

om

activ

ities

, (5)

Dev

elop

sc

hool

-wid

e in

cent

ive

prog

ram

s usin

g th

e PB

IS m

odel

: Reo

rien-

tatio

n an

d co

ntin

ued

trai

ning

in th

e PB

IS

mod

el fo

r new

peo

ple,

(6

) Tra

in c

hild

care

pr

ovid

ers o

n be

havi

or

man

agem

ent a

nd th

e re

ferr

al p

roce

ss, a

nd (7

) Pr

ovid

e th

e fo

llow

ing

in p

ublic

scho

ols a

nd

Hea

d St

art c

lass

room

s.

Less

inte

ract

ion

oc-

curre

d w

ith C

hild

find

Clin

ic an

d In

fant

and

Todd

ler p

rogr

am.

Ser-

vice

Coo

rdin

ator

pro

-vi

ded

beha

vior

man

age-

men

t for

all P

re-k

and

Kin

derg

arte

n stu

dent

s in

Alle

gany

coun

ty w

ith

beha

vior

pro

blem

s. S

er-

vice

s wer

e coo

rdin

ated

w

ith F

resh

Sta

rt, H

ead

Star

t and

spec

ial e

duca

-tio

n. (5

) PBI

S m

odel

was

us

ed an

d PB

IS w

as u

sed

in K

inde

rgar

ten

Clas

s-ro

om b

ehav

ior p

lan.

Cou

pons

(“G

olde

n St

ar”)

wer

e use

d to

re

info

rce g

ood

beha

v-io

r. P

BIS

conc

ept w

as

expa

nded

into

Pre

-K,

Hea

d St

art,

and

Kid

s K

orne

r. Th

is in

clude

s th

e 4 co

lor c

lassro

om

beha

vior

man

agem

ent

proc

ess a

nd th

e gol

d sta

r co

upon

s.(6

) APP

LES

for C

hil-

dren

rece

ived

a gr

ant f

or

this

purp

ose a

nd p

ro-

vide

d th

ese s

ervi

ces.

(7)

Indi

vidu

al a

nd g

roup

so

cial

skill

s wer

e el

imin

ated

.

Table 2

.1 Im

plementatio

n P

lan

Con

tinu

ed o

n ne

xt p

age

thro

ugho

ut th

e co

unty

: be

havi

oral

obs

erva

tions

, cl

assr

oom

man

agem

ent

tech

niqu

es, i

ndiv

idua

l an

d sm

all g

roup

soci

al

skill

less

ons,

coor

di-

natio

n of

fam

ily se

r-vi

ces,

(8) I

nvite

cur

rent

pa

rtne

rs fr

om w

hom

w

e’d li

ke in

crea

sed

col-

labo

ratio

n an

d po

tent

ial

part

ners

to a

Thin

k Ta

nk se

ssio

n to

exp

lore

op

tions

as t

o ho

w to

m

eet t

he n

eeds

of t

he

child

ren

in o

ur c

om-

mun

ity, t

he re

sour

ces

avai

labl

e, a

nd th

e re

fer-

ral p

roce

ss.

Inst

ead,

a n

ew c

lass

-ro

om w

as in

corp

orat

ed

at W

ests

ide

scho

ol to

fo

cus o

n so

cial

skill

s.C

hild

ren

with

beh

av-

ior p

robl

ems i

n Pr

e-K

an

d K

and

who

live

in

Cum

berla

nd w

ould

be

tran

sfer

red

to th

is

prog

ram

for i

nten

sive

so

cial

skill

s tra

in-

ing.

Ser

vice

s wer

e al

so c

oord

inat

ed w

ith

Fres

h St

art f

or th

ese

stud

ents

. A

tota

l of 1

6 st

uden

ts w

ere

serv

ed

this

scho

ol y

ear.

(8)

Thin

k ta

nk se

ssio

n w

as c

onve

ned

with

ag

reem

ents

to fi

ll so

me

exis

ting

serv

ice

gaps

.

Table 2

.1 Im

plementatio

n P

lan

Con

tinu

ed o

n ne

xt p

age

Goal

Objective

Mileston

eStrategy

Activities

Achievement

By Ju

ne 3

0, 2

008,

88%

of

exi

ting

kind

erga

rten

stu

dent

s at t

he Ju

dy

Cen

ter w

ill a

chie

ve fu

ll re

adin

ess l

evel

in th

e La

ngua

ge a

nd L

itera

cy

asse

ssed

are

a of

the

Wor

k Sa

mpl

ing

Syste

m

indi

cato

rs.

By Ju

ne 3

0, 2

008,

80%

of

exi

ting

FAR

MS

kind

erga

rten

stud

ents

at th

e Ju

dy C

ente

r w

ill

achi

eve

full

read

ines

s in

the

Lang

uage

and

Li

tera

cy a

sses

sed

area

of

the W

ork

Sam

plin

g Sy

stem

.

Qua

rter

ly M

MSR

Dat

a ge

nera

ted

as p

rogr

ess

repo

rts t

o pa

rent

s will

sh

ow fu

ll re

adin

ess

quar

terly

scor

es o

f 62%

2n

d qu

arte

r, 74

% 3

rd

quar

ter,

and

80%

4th

qu

arte

r.

Incr

ease

the

read

ines

s le

vel o

f kin

derg

arte

n ch

ildre

n in

the

do-

mai

n of

Lan

guag

e an

d Li

tera

cy.

(1) C

ontin

ue k

inde

r-ga

rten

cur

ricul

um,

incl

udin

g us

e of

a c

ore

read

ing

prog

ram

that

is

base

d on

Sci

entifi

c ba

sed

Read

ing

Rese

arch

(S

BRR

) as d

efine

d by

Rea

ding

Firs

t, (2

) C

ontin

ue th

e H

ough

-to

n-M

ifflin

Pre

-k

curr

icul

um d

urin

g th

e 20

07-0

8 sc

hool

yea

r, (3

) Dur

ing

the

2007

-08

scho

ol y

ear,

a re

sear

ch

base

d in

terv

entio

n pr

ogra

m (

ERI)

will

be

cont

inue

d by

a re

adin

g in

terv

entio

n sp

ecia

list,

for c

hild

ren

iden

tified

by

the

kind

erga

rten

te

ache

rs, (

4) In

vite

cu

rren

t and

pot

entia

l pa

rtne

rs to

a Th

ink

Tank

sess

ion

to e

xplo

re

optio

ns a

s to

how

to

mee

t the

nee

ds o

f the

ch

ildre

n in

the

com

-m

unity

, the

reso

urce

s av

aila

ble,

and

the

refe

r-ra

l pro

cess

, (5)

Edu

ca-

tiona

l sum

mer

cam

p w

ill b

e pr

ovid

ed fo

r JC

stu

dent

s enr

olle

d in

the

2007

-08

scho

ol y

ear.

Goa

l and

obj

ectiv

e no

t re

alize

d. R

eadi

ness

of

all c

hild

ren

in la

ngua

ge

and

liter

acy

dom

ain

was

83%

at e

nd o

f yea

r. Re

adin

ess o

f FAR

MS

child

ren

was

77%

. Ac

-tiv

ities

impl

emen

ted

as

follo

ws:

(1)-

(2) H

ough

-to

n-M

ifflin

pro

gram

co

ntin

ued

to b

e us

ed

durin

g th

e ye

ar.

(3)

Read

ing

inte

rven

tion

prog

ram

ER

I was

use

d.

(4) Th

ink

tank

sess

ion

was

con

vene

d w

ith

agre

emen

ts to

fill

som

e ex

istin

g se

rvic

e ga

ps. (

5)

Educ

atio

nal s

umm

er

cam

p w

as c

ondu

cted

as

prop

osed

. (6)

A re

adin

g sp

ecia

list (

paid

for b

y th

e Ju

dy C

ente

r) w

as

prov

ided

onc

e a

mon

th

at b

oth

Beal

l Ele

men

-ta

ry a

nd W

este

rnpo

rt

Elem

enta

ry. (

7) Th

is pr

ogra

m w

as c

ontin

-ue

d. (

8) Th

is pr

ogra

m

was

con

tinue

d in

col

-la

bora

tion

with

Fam

-ily

Junc

tion.

(9) Th

e pr

ogra

m w

as e

xpan

ded.

H

owev

er, p

arent

train

ing

Table 2

.1 Im

plementatio

n P

lan

Con

tinu

ed o

n ne

xt p

age

Spec

ial E

duca

tion

will

also

run

a 6 w

eek

sum

-m

er ca

mp

at th

e Jud

y C

ente

r for

stud

ents

have

be

en d

iagno

sed

with

th

e Aut

ism S

pect

rum

D

isord

er. F

rostb

urg

Park

s and

Rec

reat

ion

Dep

artm

ent w

ill p

rovi

de

an 8

wee

k su

mm

er ca

mp

at th

e Jud

y C

ente

r whi

ch

will

focu

s on

gros

s mot

or

deve

lopm

ent i

n ch

ildre

n ag

es 5

to 1

2 ye

ars o

ld.

Mea

ls wi

ll be

pro

vide

d to

all

stud

ents

thro

ugh

the

sum

mer

food

and

nutri

-tio

n pr

ogra

m g

rant

. K

ids

Korn

er C

hild

care

Cen

ter

will

oper

ate d

urin

g th

e su

mm

er an

d pr

ovid

ed

by th

e abo

ve m

entio

ned

prog

ram

s, (6

) Pro

vide

a lit

erac

y sp

ecial

ist fo

r sum

-m

er ca

mp

and

for F

amily

Li

tera

cy n

ight

s thr

ough

-ou

t the

regu

lar sc

hool

ye

ar, (7

) Pro

vide

Lite

racy

Ba

gs in

Kin

derg

arte

n,

Chi

ldca

re, a

nd H

ead

Star

t clas

sroom

s. C

on-

tinue

to g

ive aw

ay fr

ee

book

s to

all Ju

dy C

ente

r ch

ildre

n in

cludi

ng th

ose

serv

ed in

the h

ome b

y

did

not o

ccur

bec

ause

of

poo

r par

ticip

atio

n ra

te w

hen

offer

ed la

st ye

ar.

(10)

Sta

ff m

oni-

tore

d at

tend

ance

and

pe

rform

ed fo

llow

-up.

Table 2

.1 Im

plementatio

n P

lan

Con

tinu

ed o

n ne

xt p

age

Table 2

.1 Im

plementatio

n P

lan

partn

er ag

encie

s, (8

) Pr

ovid

e a fr

ee b

ook

and

a Jud

y C

ente

r bro

chur

e to

all n

ewbo

rn b

abies

wh

o ar

e a re

siden

t of

Alleg

any

Cou

nty,

(9)

Expa

nd JC

serv

ices i

nto

two

addi

tiona

l sch

ools,

W

este

rnpo

rt El

emen

-ta

ry an

d Jo

hn H

umbi

rd

Elem

enta

ry.

Expa

nsio

n wi

ll in

clude

addi

tiona

l G

ED cl

asse

s and

fam

ily

liter

acy

activ

ities

, (10

) Be

proa

ctive

with

stud

ent

atte

ndan

ce b

y us

ing

phon

e call

s, Pu

pil S

ervi

ce

Wor

ker,

pare

nt m

eetin

g,

and

Trua

ncy

Offi

cer.


Inthisreport,abroaderspectrumofmeasures(seetable2.2)isusedtomeasureprogrameffectiveness.Thisincludesthefollowingelements:(1)marketingandoutreachefforts(didtheJudyCentermeetexpectationsforprogrammarketingandconductoutreachtootherschoolsinthecounty?)(2)programenrollmentandattendance(wereenrollmentandattendanceexpectationsforchildprogramsandfamilyactivitiesachieved?),(3)stafftraining,curriculumresources,andvalidation(werenecessarystafftraining,programvalidation,andcurriculummaterialsavailableasplanned?),(4)partnersatisfaction(howdidpartnersratecollaborationsuccess?),(5)teachersatisfaction(howdidteachersinPre-K,Kindergarten,and1stgradeviewtheJudyCenter?),(6)parentsatisfaction(howdidparentsviewtheJudyCenter?),(7)childlearning(howwasschoolreadinessimprovedaccordingtoinformationfrompupilprogressreportsandotherassessmentdata?),(9)JudyCentercomponentstandardratings(howdidparents,staffandpartnersviewaccomplishmentofJudyCentergoals),and(10)answerstospecialresearchquestionsposedinthecontinuationgrantproposal(seetable2.3).

Table 2.2 Evaluation questions.

Issues Measurement

Marketingandoutreach publicschooloutreachactivities,ParentsurveyresultsChildrenenrolled #childrenenrolledinJudyCenterprogramsbyarea

Parentinvolvement #,type,andparticipationinparentworkshops,Parentsurveyresults

Staffprofessionaldevelopment #andtypetrainingworkshopsattendedProgramaccreditation #programsvalidatedPartnersatisfaction Partnersurveyresults

Teachersatisfaction Teachersurveyresults

Parentsatisfaction Parentsurveyresults

Childreadiness PupilProgressReports,HeadStartObservationStudyresults

AlignmentwithJudyCenterGoals teachersurvey,parentsurvey

Specialresearchquestionsregardingeffectsofinitiativesonsocialandpersonaldevelopmentandlanguageandliteracy

MMSRresults

PAGE 12


Theremainderofthereportisdividedintosevensections.Thenextsection(3.0)addressespupilenrollment,familyservice,training,andvalidationstrategiesoftheprogram.Section4.0describestheresultsofasteeringboardpartnersurvey.Section5.0describestheresultsofanend-of year teacher survey and section 6.0 describes the findings of fall and spring surveys of parents.ThefallsurveyasksmainlyquestionsaboutparentingpracticesandfamilyresourcesforuseindesigningJudyCenteractivitiesduringtheremainderoftheyearwhilethespringsurveywasdesignedtoprovidesummativeinformationabouttheperceivedeffectivenessoftheJudyCenter,differentstrategies,andoverallparentsatisfaction.Section7.0providesinformationonchildlearningachievementasrevealedbyperformanceonvariouspupilprogressreportsandtestsusingbenchmarkcomparisons.Section8.0describesJudyCenterComponentsselfassessmentsandMSDEvalidationofthesecomponentsduringthelastyear.Section9.0answersspecialresearchquestions(seetable2.3)introducedinlastyear’scontinuationgrantapplication.Section10.0describeschangesthatareanticipatedfornextyear’sJudyCenter.Thereportendswithasummary.

Table 2.3 Special research questions

Question

(1)HowhastheintroductionofJudyCenteractivitiesattheexpandedelementaryschools,JohnHumbirdandWesternport,impactedthoselocationsintermsofthevariousoutcomesmeasures?

(2)WhathasbeentheeffectonchildrenwhoparticipatedinsummerJCactivitiesversusthosewhodonot(controllingforenrollmentinFARMSandSpecialEducation?)

PAGE 13


3.0 Enrollment, training, and validation

Aduplicatedheadcountofsix-hundredandtwenty-two(622)wasservedbyprogramshousedattheJudyCenterduringFY2008.Thisfigurecomparestosevenhundredandfifty-six(756)duringFY2007.Theduplicateddistributionofchildrenbyageisshownintable3.1anddistributionbyraceforPre-K,Kindergarten,andafter-school/beforeschoolprogramsinfigure3.1.

Childenrollmentracialdemographicsfromavailablepartnersshowedthatminorityenrollmentwashigherthantheservicearea—12.6%ofchildrenwereminorityversus7.0%reportedinthe2000U.S.CensusforAlleganyCounty.

Table 3.1 Enrollment of children by age.

2003-04 2004-05 2005-06 2006-07 2007-08Birthto3 78 190 317 290 2013-yearold 75 135 88 91 1024yearold 110 127 137 200 1605yearold 88 85 95 175 159Total 351 537 637 756 622

One strategy identified in the FY 2008 grant was to narrow the achievement gap for children whoreceivefreeandreducedpricemeals(FARMS)andforstudentsreceivingspecialeducationservices.Enrollmentoftargetedgroupsforpre-kindergartenincreasedslightlyto80%forneedcategories(automaticenrollmentandpriorityenrollment)versus76%inFY200/7(seeFigure3.2).Healthscreeningsforvision,hearing,anddentalremainedsteadyfromlastyear(seeFigure3.3).

Enrollment in the Kids Korner daycare center leveled off in FY 2008 after five years of rapid growth. These totals reflect both Judy Center children and other elementary school age children. The figures do not include enrollment at the other Judy Center child care sites.

Inanefforttoimproveparent-childconnectednessandreinforcepositivebehaviorslearnedinschool,theJudyCentercontinuedtoofferafter-schoolactivitiesandparentworkshops/trainings.Familytraining/workshopsandeventsincludedparentorientation(44participants),parent

PAGE 14


Native American

Asian

Black

Hispanic

White

87%

3% 4%6%

0%

Figure 3.1 Enrollment by Race

Figure 3.2 Enrollment of Targeted Groups

50

55

60

65

70

75

80

85

FY 2003 FY 2004 FY 2005 FY 2006 FY 2007 FY 2008

Per

cent

age

PAGE 15


Figure 3.3 Health Screenings

0

50

100

150

200

250

300

350

2004 2005 2006 2007

Year

# of

chi

ldre

n Dental

Vision

Hearing

Growth and Nutrition

Immunizations

Amblyopia

Blood Lead Testing

Fig. 3.4 Child Daycare Attendance

0

10

20

30

40

50

60

70

80

90

100

FY 2002 FY 2003 FY 2004 FY 2005 FY 2006 FY 2007 FY 2008

Per

cent

age

PAGE 16


conferences(67participants),Grandparent’sDay(179participants),MeettheTeacher(30participants)andParentHolidayActivity(55participants).Aduplicatedcountofsixhundredand ninety attended. This continues a pattern of increases over the last five years (see Figure 3.5).AsinpreviousyearsactivitieswereannouncedintheTimes-Newsnewspaper,JudyCenterflyers and/or calendars distributed to children and parents.

JudyCenterstaffparticipatedinMMSRtrainingduringtheschoolyear.TheyalsoparticipatedinSafariMontagetrainingwhichinvolvedlearninghowtouseshortvideoclipstosupportinstruction.Also,fourteachersattendedaKindergartenconferenceinBaltimore.

Nonewaccreditationswereobtainedduringthe2007-08schoolyear.TheJudyCenterpre-k,kindergartenandchildcareprogramsobtainedaccreditationbytheMSDEinsummer2006.TheHeadStartprogramreceivedaccreditationfrombothNationalAssociationfortheEducationofYoungChildren(NAEYC)andMSDEduring2004.TheKidsKornerdaycarecenterobtainedMSDEaccreditationforitschildcareprograminspring2006.HeadStartandKidsKornerwillbegoingthroughthere-accreditationprocessduringthe2008-09schoolyear.Also,twonewchildcaresitesatCashValleyElementaryandFlintstoneElementarywillundergotheprocessforaccreditation.Lastly,Pre-K,Multi-ageandKindergartenclassroomswillbegoingthroughre-validationthisyearalso.

Figure 3.5 Family Training Participation

0

100

200

300

400

500

600

700

800

FY 2003 FY 2004 FY 2005 FY 2006 FY 2007 FY 2008

PAGE 17


4.0 Partner Surveys

Partnersurveys(seeAppendixA.1)wereadministeredtotheJudyCenterpartnersinspring2008.Thesurveyinstrumentwasthesameoneadministeredinspring2003,2005-2007andincludedquestionsaboutpartners’levelofparticipationintheJudyCenter,collaborationsuccess,grantachievement,CenterperformanceonanumberoffeaturesthatalignwiththeJudyCentercomponentstandards,andsatisfactionwiththeJudyCenter.Onlyfourpartnersrespondedtothisyear’ssurveywhichwaslowerthanpreviousyears.

The first two tables indicate that the Judy Center partners continue to maintain good working relationships.Table4.1showsthattwoofthepartnerscharacterizedthemselvesasbeing“veryactive”intheJudyCenterandtwoweresomewhatactive.Asinpreviousyears,allofthepartnersratedcollaborationsuccesshighly(seetable4.2).Partnersagreed(seetable4.3)thattheJudyCenterhadbecomemorevisibleinthecommunity,wasimplementingstrategiesdescribedinthegrant,andwasrealizingpositiveresults.OnepartnerindicatedthattheyfelttheJudyCenter did not have enough financial resources to accomplish its charge.

Table 4.1 Activity levels of partners, percentage of partners.

2004-05 2005-06 2006-07 2007-08VeryActive 50 20 29 50Somewhatactive 50 70 43 50NotveryActive 0 10 14 0Inactive 0 0 14 0

PAGE 18


Table 4.2 Collaboration success, percentage of partners agreeing.

04-05 05-06 06-07 07-08

ThecompositionoftheSteeringCommitteemembersisappropriateformakingJudyCenterdecisions. 100 100 100 100

TheJudyCenterstaffcommunicatedopenlyandclearlyduringmeetings. 100 100 100 100

TheJudyCenterstaffcommunicatedopenlyandclearlybetweenmeetings. 100 100 100 100

MemberoftheJudyCenterstaffestablishedinformalcommunicationnetworks(e-mailcommunication,phonecalls,etc.)

100 100 100 100

MembersoftheJudyCenterstaffhaverelationshipsbuiltontrustandmutualrespect 100 100 100 100

IunderstandthegoalsandobjectivesoftheJudyCenterproject 100 100 100 100

Iunderstandmyrolesandresponsibilitiesasamemberofthisproject 100 100 100 100

TheJudyCenterteamhasclearandeffectivedecisionmakingprocedures. 100 100 100 100

PAGE 19


Table 4.3 Goal success, percentage of partners

04-05 05-06 06-07 07-08

CommunityawarenessoftheJudyCenterhasincreasedinthepastyear. 100 100 100 100

Resourcesforthisprojectwereadequatetomeetobjectives 100 89 83 75

Thestrategiesofthisgranthavebeenimplemented. 100 100 100 100

Thestrategiesofthisgrantaredemonstratingpositiveoutcomes. 100 100 100 100

Table4.4showspartnerassessmentofvariousfeaturesoftheJudyCenter.Theratingsformostcharacteristicswerehigh.Twofeaturesweregivenlowermarksbypartners.Onepartnergave“space sufficiency” an “inadequate” rating. Provision of services for children with disabilities receiveda“minimal”ratingsfromonepartner.HalfofthepartnersindicatedthattheywerenotfamiliarwithhowtheCenterwasperforminginpresentingvariouselementsofthecurriculum(e.g.,activitiesforart,music,physicaleducation,language/reading/writing,math,science)andcouldnotjudgethequalityofschoolmeals,materialsforlearningandplay,playactivities,andtheJudyCenterwebpage.

Table 4.4 Performance area ratings, percentage of partners (4=Excellent, 3=Good, 2=Minimal, 1=Inadequate, 0=NA/Don’t Know).

(4) (3) (2) (1) (0)

a.HoursanddaysofJCoperation 100 0 0 0 0b.Childcarebeforeorafterday 100 0 0 0 0c.QualityofSchoolmeals(lunch,breakfast) 50 0 0 0 50d.ServiceCoordination/Familysupport 75 0 0 0 25

e.Arrayofchildandfamilysupportservicesonsite 100 0 0 0 0

f.Arrayofchildservicesforallages(e.g.,infantsandtoddlers,pre-k,kindergarten) 100 0 0 0 0

g.Screeningfordisabilities 100 0 0 0 0

Continued on next page

PAGE 20


Table 4.4 Performance area ratings, percentage of partners (4=Excellent, 3=Good, 2=Minimal, 1=Inadequate, 0=NA/Don’t Know).

h.Provisionofservicesforchildrenwithdisabilities 75 0 25 0 0i.Healthservices(e.g.,immunizations,dentalassessment,vision/hearingscreening) 100 0 0 0 0

j.Friendliness/helpfulnessofstaffandteachers 100 0 0 0 0k.Supervisionofchildren/discipline 75 25 0 0 0l.Materialsforlearningandplay 50 0 0 0 50m.Playactivities 50 0 0 0 50n.ActivitiesforlearningArt 50 0 0 0 50o.ActivitiesforlearningMusic 50 0 0 0 50p.ActivitiesforlearningPhysicaleducation 50 0 0 0 50q.Activitiesforlearninglanguage/reading/writing 50 0 0 0 50r.ActivitiesforlearningNature/science 50 0 0 0 50s.ActivitiesforlearningMath 50 0 0 0 50t.ActivitiesforlearningComputers 50 0 0 0 50u.Progressreportsandfollow-upconferences 75 0 0 0 25

v.Activitiesforparentsandfamilies(e.g., field trips, picnics) 75 0 0 0 25

w.Educationprogramsforfamilies(e.g.,parentingworkshops,GEDclasses) 75 0 0 0 25

x.InformationprovidedbyJudyCenteraboutupcomingactivities 100 0 0 0 0

y.JudyCenterwebpage 50 0 0 0 50z.Foodandnutritionassistance(e.g.,WIC) 100 0 0 0 0aa.CleanlinessandsafetyofJudyCenter 100 0 0 0 0bb. Sufficiency of space 50 25 0 25 0

Continued from previous page

PAGE 21


Table4.5showspartnersatisfactioncomparedto2002-03and2004-05.Allofthepartnersexpressed that they were “satisfied” or “very satisfied” with the Center. Additional written commentsareprovidedinAppendixA.2.PartnersindicatethattheJudyCenterhasbeenbeneficial to children, families, and the community. However, they expressed concern about spacelimitationsforGEDclassesandtransportationissues.

Table 4.5 Partner satisfaction with Judy Center, percentage of partners.

2004-2005 2005-2006 2006-07 2007-08

Very Satisfied 100 90 71 75

Satisfied 0 10 29 25

Somewhat Satisfied 0 0 0 0

Somewhat Dissatisfied 0 0 0 0

Not Satisfied at All 0 0 0 0

PAGE 22


5.0 Teacher Surveys

Teacher surveys used to obtain feedback from staff in kindergarten/pre-k and first-grade teachers. The twosurveys(includedinAppendixA.2andA.3)are thesameasusedinpreviousyears. Theyaskaboutteacherbackground,satisfactionwithschoolresourcesandstaffandparentinvolvement,Centerperformance on Judy Center component standards, and overall satisfaction with the Center. Seventeachers in total were surveyed, including five pre-k/kindergarten teachers and two first grade teachers. Astable5.1showsteacherexperienceisvariedwithbothnewerandmoreexperiencedteachers.

Table 5.1 Years teaching, percentage of teachers.

1-2 03-5 435-10 4311-15 016ormore 14

Table 5.2 shows that teachers are generally satisfied with resources and cooperation at Beall Elementary. However, one teacher is dissatisfied with the size of classes and one teacher is dissatisfied with the levelofparentalinvolvement.Teachersexpressedgreatersatisfactionwithprofessionaldevelopmentopportunities thanlastyearbut lowersatisfactionwithqualityoffacilities. Table5.3showsthatnoperformanceareasreceivedminimalorinadequateratingsfromanyteacher.

Table 5.2 Teacher satisfaction, percentage of teachers (5=Very Satisfied, 3=Somewhat Satisfied, 1=Not Satisfied)

(5) (4) (3) (2) (1)

Qualityofclassroomequipment 57 43 0 0 0Qualityoffacilities0 71 29 0 0Sizeofclasses 14 57 14 14 0Administrativesupport 57 43 0 0 0Professionaldevelopmentopportunities 57 29 14 0 0Collaborationwithteachers 71 29 0 0 0Collaborationwithearlychildhoodagencies 57 43 0 0 0Levelofparentalinvolvementinchildren’seducation 14 57 14 0 14

PAGE 23


Table 5.3 Performance area ratings, percentage of teachers (4=Excellent, 3=Good, 2=Minimal, 1=Inadequate, 0=NA/Don’t Know).

(4) (3) (2) (1) (0)

a.HoursanddaysofJCoperation 100 0 0 0 0

b.Childcarebeforeorafterday 86 14 0 0 0

c.QualityofSchoolmeals(lunch,breakfast) 29 57 14 0 0

d.ServiceCoordination/FamilySupport 100 0 0 0 0e.Arrayofchildandfamilysupportservicesonsite 100 0 0 0

f.Arrayofchildservicesforallages(e.g.,infantsandtoddlers,pre-k,kindergarten) 86 0 0 0 14

g.Screeningfordisabilities 29 57 0 0 14h.Provisionofservicesforchildrenwithdisabilities 71 14 0 0 14

i.Healthservices(e.g.,immunizations,dentalassessment,vision/hearingscreening) 100 0 0 0 0

j.Friendliness/helpfulnessofstaffandteachers 100 0 0 0 0

k.Supervisionofchildren/discipline 71 14 0 0 14

l.Materialsforlearningandplay 86 0 0 0 14

m.Playactivities 86 0 0 0 14

n.ActivitiesforlearningArt 86 0 0 0 14

o.ActivitiesforlearningMusic 86 0 0 0 14

p.ActivitiesforlearningPhysicaleducation 71 14 0 0 14q.Activitiesforlearninglanguage/reading/writing 86 0 0 0 14

r.ActivitiesforlearningNature/science 86 0 0 0 14


PAGE 24


Table 5.3 Performance area ratings, percentage of teachers (4=Excellent, 3=Good, 2=Minimal, 1=Inadequate, 0=NA/Don’t Know).

s.ActivitiesforlearningMath 86 0 0 0 14

t.ActivitiesforlearningComputers 71 14 0 0 14

u.Progressreportsandfollow-upconferences 86 0 0 0 14v. Activities for parents and families (e.g., field trips,picnics) 100 0 0 0 0

w.Educationprogramsforfamilies(e.g.,parentingworkshops,GEDclasses) 100 0 0 0 0

x.InformationprovidedbyJudyCenteraboutupcomingactivities 100 0 0 0 0

y.JudyCenterwebpage 86 14 0 0 0

z.Foodandnutritionassistance(e.g.,WIC) 100 0 0 0 0

aa.CleanlinessandsafetyofJudyCenter 100 0 0 0 0

bb. Sufficiency of space 57 29 0 0 14

All teaching staff felt that families served by the Judy Center were either “very satisfied” or “satisfied” with the Judy Center (see table 5.4). In addition, both 1st grade teachers indicated that they were “very satisfied” with the Center.

Table 5.4 Feeling of families served by Judy Center, percentage of teachers

2003-04 2004-05 2005-06 2006-07 2007-08Very Satisfied 62.5 100 71 50 57Satisfied 25.0 0 29 50 43Somewhat Satisfied 0 0 0 0 0Somewhat Dissatisfied 0 0 0 0 0Not Satisfied at All 0 0 0 0 0Don’tKnow 12.5 0 0 0 0


PAGE 25


6.0 Parent Surveys

Twoparentsurveyswereadministeredduringtheschoolyear.Thesurveyinstrumentsweresimilartopreviousyears.Thefallsurvey(seeAppendixA.4)collectedinformationonfamilyresourcesandattitudesforuseindesigningcurriculumimprovementsandoutsideactivitiesfortheschoolyear.Thespringsurvey(seeAppendixA.5)collectedinformationonparentsatisfactionwithvariousfeaturesoftheJudyCenter,parentalassessmentsofchilddevelopmentduringtheschoolyear,andinformationonfamilyresourcesandattitudes.

Sinceacontinuedeffortwasmadetoimprovefamilyservicesduringtheyear,thepre-testsandpost-testswereconstructedtomakecomparisonsforpre-testandpost-testresponsestoseeiftheprogramhadapositiveeffectonfamilyattitudesandresources.Surveyparticipantsweregiventheoptionofprovidingthelastfourdigitsoftheirsocialsecuritynumberssothatpairwisematchingofpost-testandpre-testresponsescouldbeaccomplished.Asinpreviousyears,therewasadropoffinsurveyparticipationbetweenthefallandspring(from58collectedinthefallto53inthespring).Nineteen(19)responseswerereceivedinthespringfromparticipantsinthefallsurveysothatcomparisonscouldbemadeovertime.Thiscomparestoseventeen(17)parentpanelparticipantslastyear.

Table6.1showsthecharacteristicsofJudyCenterparentrespondentstothefallsurveybasedonthe58respondents.Halfoftherespondingparentsisthirtyyearsorolderandninety-onepercentisfemale.Approximatelyeightoutoftenwork(eitherfullorpart-time)andsixty-threepercentismarried.Approximatelysixtypercenthasatleastsomecollegeandslightlyoverhalfishomeowners.Asinthepreviousyears,thetypicalJudyCentersurveyrespondenthasaslightlyhighersocioeconomiclevelthantheaverageFrostburgcityorAlleganyCountyresident(seeeQuotient2003).

Mostparents(86%)haveonlyonechildenrolledintheCenter.Mostchildrenareenrolledinkindergarten,pre-kormulti-ageprograms(seeTable6.2).Participationinschoollunchandbreakfastisalsohigh.Enrollmentinvariousdaycareservicesremainsathighlevels.HigherproportionsofparticipantsreportedthattheyparticipatedinWIC,infantandtoddler,HealthyStart,andHeadStart.

Aslightlyhigherpercentageofsurveyrespondentsreportedhavingchildrenwithspecialneeds(twenty-onepercentcomparedtoseventeenlastyear).Amongthespecialneedscitedbyparents,ten (10) children had speech difficulties, three (3) had vision needs, two (2) have Attention Deficit Hyperactivity Disorder (ADHD), and eight parents identified other special needs.

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Table 6.1 Respondent characteristics, percentage of parents.

Age # %15-19 0 020-24 5 925-29 24 4130-34 10 1735-39 10 1740+ 7 12NA 2 3Total 58 100.0

Gender # %Male 5 9Female 53 91

Employment Status %Employedfull-time 52EmployedPart-time 27NotEmployedandseekingjob 4NotEmployedandnotseekingjob 0Homemaker 16Other 2

Marital Status %Married 63Single 25Divorced 12Widowed/Widower 0


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Educational level %Somehighschool 5Highschooldiploma 26GED 0SomeCollege 37AssociatesDegree 11Bachelor’sdegreeorhigher 21

Own or rent home %Own 56Rent 33Livewithrelatives 9Other 2

Number of children %One 86Two 11Three 2

Special needs %Yes 21No 77Don’tknow 2


Table 6.1 Respondent characteristics, percentage of parents.

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Table 6.2 Programs used, percentage of parents.

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Kindergarten 42 44 32 46 39 454-yearoldPre-K 32 35 39 40 38 672-3yearoldPre-K 11 - - - - -3-4-5yearoldPre-K 10 - - - - -3&4yearoldPre-K - 28 44 33 32 41HeadStart 22 22 17 17 18 28InfantandToddler 2 - 2 4 0 16ChildcareScholarshipAssistance - - - - - 2

Beforeschoolchildcare 5 13 18 14 20 14Afterschoolchildcare 10 15 24 18 23 19Duringschoolchildcare 5 7 9 2 8 10Schoolclosingchildcare 4 10 17 12 17 16Summerchildcare - - - - 10 12CaseManagement 1 1 - - - -ComputerClasses - - 0 1 1 -PreschoolSpecialEducation 1 4 3 1 4 3DentalScreening/Services 2 6 0 49 26 24FreeVisionScreenings - - - 62 27 27PartnersforSuccess 1 6 2 3 - -SpecialEducationServices - - - 6 2 5Pre-schoolSpecialEducation - - - - - 3FamilySupportNetwork - 6 3 3 2 0JudyCenterFamilyLiteracyNights - - - - - 3

JudyCentersummercamp - - - - - 10


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FrostburgLibraryFamilyNights - 4 2 4 2 -

PreschoolPartners 1 1 6 2 4 -FamilyLiteracy 0 0 0 12 5 -GED - - - 2 0 0AutisticSpectrumClassroom - - - - - 5FamilyPreservation(DSS) 0 7 3 3 1 2FreshStart 0 6 3 4 - -WIC 28 40 39 34 27 43HealthyStart(HealthDept) 3 3 8 9 2 16Adultseminars - - 2 0 - -NurturingProgram 2 - - - - -Dr.Miller’s“BreakfastClub” - 10 - - - -FamilyJunction 1 6 0 0 0 3YMCA—FamilyCenter 0 - - - - -

YMCAclass@JudyCenter 0 - - - - -

YMCAParent/Childactivities - 4 - - - -

YMCAFathers&Families - - - 4 - -YMCAParentPower - - 2 0 2 -EnglishasSecondLanguage 1 0 0 0 1 0MentalHealth(HealthDept) 0 3 8 2 4 0

Breakfast 26 38 42 59 52 43Lunch 29 42 41 52 49 44SupportGroups - - - - 0 0

Table 6.2 Programs used, percentage of parents.


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Parentsweresurveyedabouttheavailabilityoflearningsupportmaterialsinthehouseholdandparentalparticipationinlearningactivities(seetable6.3).Forthefourthconsecutiveyear,alloftheparentsreportedthatchildren’sbookswereavailable.Seventy-eightpercentofhouseholdshad computers and seventy-one percent had Internet access. These figures are comparable to the last few years. These high levels of home learning resources, in part, may reflect the success ofJudyCentereffortsinbuildingfamilylearningresourcessincesomeoftheparentshavemultiplechildrenwhohavebeenschooledattheCenterandmanychildrenwereenrolledinJudyCenterprogramsduringpreviousyears(e.g.,InfantandToddlers,Pre-k,multi-ageprograms,Kindergarten).

Nearlyallparentsreported“frequently”praisingtheirchildrenfordoingwellandnearlyall“frequently”sitandtalkwiththeirchildrenabouttheirday(seetable6.4).Nineintenparentsreported“frequently”eatingadinnertogetherasafamilyandeightintenindicatedthattheyreadwiththeirchildren.Threequartersindicatedthatthey“frequently”playedwiththeirchildren.Halfofparents“rarely”or“never”wenttoalibraryormuseumwiththeirchildren.Parents identified programming of interest for the upcoming year (see table 6.5). Parent child activitiesandeducationalprogramsfor3,4,or5yearoldswereratedhighlyasinpreviousyears.Freevisionanddentalscreeningsdroppedperhapsbecausetheseservicesarenowassumed.

Table 6.3 Learning/reading materials at home, percentage of parents.

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Children’sbooks 84 97 100 100 100 100Magazinesforchildren 41 54 55 57 54 55Adultbooks 63 68 79 81 77 74Newspapers 60 58 67 65 67 69Television 83 93 97 96 94 95Homecomputer 61 74 77 77 77 78ComputerwithInternetAccess 54 64 68 68 71 71

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Table 6.4 Activities with children, percentage of parents.

Frequently Sometimes Rarely Never NA

Readastory 86 14 0 0Playedwithtoysorplayedgames. 76 22 2 0Praisedyourchildfordoingwell. 98 2 0 0Visitedpubliclibraryormuseum. 12 40 37 11Visitedaplayground,park,orwentonapicnic 48 50 2 0

Eatamealtogetherasafamily 90 10 0 0Attendedaneventhostedbyacommunityorreligiousgroup 40 29 26 5

Sitandtalktoyourchildabouthis/herday 93 4 0 4

Table 6.5 Program interest, percentage of parents.

2004 2005 2006 2007% % % %

GED 2 1 4 2Childcare 6 10 7 3FamilyPreservation 2 0 2 0FamilyLiteracyPrograms - 9 4 3MCHIP(children’shealthinsurance) 3 1 1 2Educationalprogramsfor3,4,or5yearolds 12 13 8 12Parentingclasses 14 5 6 2Parent/childactivities 23 19 23 19Programsforchildrenwithdisabilities 12 3 2 3WIC 2 2 1 2HeadStart 3 1 2 3


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FreshStart 2 2 - 3HealthyStart 2 1 1 0AdultTrainingSeminars 6 5 7 0Fathers&FamiliesProgram - 2 3 -FreeVisionand/orDentalScreenings - 17 29 9MentalHealthServicesforChildren - - 11 3FreshStartSocialSkillsGroupsforChildren - - - 9

The spring survey received fifty-three responses. The responses include four from Westernport ElementaryandninefromJohnHumbirdElementary.Theanswersaretabulatedintables6.6-6.9forallthreeschools.Table6.6andFigure6.1showthatparentsatisfactionwiththeJudy Center remains high even with the expansion to additional sites. The ninety-five percent satisfaction rating (combining “very satisfied” and “satisfied”) is higher than the eighty-nine percentstate-wideaveragesatisfactionreportedforallMarylandJudyCenters(MGTofAmerica,Inc.2003).

Table 6.6 Satisfaction with Judy Center services, percentage of parents.

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Very Satisfied 72.7 75.5 73.5 80 72 72Satisfied 36.1 21.2 18.9 22.5 17 23Somewhat Satisfied 3.3 6.1 1.9 3.1 0 4Somewhat Dissatisfied 0 0 1.9 0 0 0Not Satisfied at All 0 0 0 0 0 2Don’tknow/Confusedoruniformedabouttheservicesprovided

0 0 0 0 0 0

Don’tknow/Nofeelingaboutthecenter 0 0 1.9 0 3 0

Table 6.5 Program interest, percentage of parents.Continued from previous page

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Table6.7showsparentsatisfactionwithfeaturesoftheJudyCenterthatalignwiththeJudyCenter Component Standards. Figure 6.2 displays the top 10 rated areas and figure 6.3 shows thebottom10ratedareasasdeterminedbyweightingtheresponsesbythefollowingscale:(4=excellent;3=good,2=minimal,1=inadequate).

Overall,thefeaturesoftheJudyCenterwereratedhigherthisyearthanlast.Thefeaturerankingalsochanged.Thetopratedfeatureswas“screeningfordisabilities”whichhadnotappearedinthetop10lastyear.Alsonewtothelistwere“activitiesforparentsandfamilies,”“educationprogramsforfamilies,”“provisionofservicesforchildrenwithdisabilities,”and“progressreportsand follow-up conferences.” These higher ratings may reflect upgrades in services directed at childrenwithspecialneedsandenhancedfamilyactivities.Otherareassuchas“informationprovidedbyJudyCenteraboutupcomingactivities,“arrayofchildservicesforallages,”“friendliness/helpfulnessofstaffandteachers,”“hoursanddaysofJCoperation,”and“foodandnutritionassistance”haveappearedinpreviousyears.

Figure 6.1 Parent Satisfaction

0 10 20 30 40 50 60 70 80 90

Don't Know

Not Satisfied at All

Somewhat Dissatisfied

Somewhat Satisfied

Satisfied

Very Satisfied

Percentage

May-08

May-07

May-06

May-05

May-04

May-03

May-02

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Therewasahighdegreeofcontinuityinthelistofbottom10ratedfeaturesfromlastyear.Seven also appeared in last year’s list. These include: “Quality of school meals,” “Sufficiency ofspace”,“Familysupportservices/servicecoordination,”“Activitiesforlearningcomputers,”“Activitiesforlearningart,”“Activitiesforlearningnature/science,”and“Activitiesforlearningphysical education.” In part, these lower ratings may simply reflect lower levels of awareness for parents who do not need to specified service. New to this list were “Judy Center Summer Camp,”“Supervisionofchildren/discipline,”and“Activitiesforlearninglanguage/reading/writing.”Althoughthesefeatureswereamongthelowestrated,theystillwereratedas“good.”

In open-ended comments, several parents also identified a desire for additional parent and child activities (e.g., field trips, parents night out) (see Appendices A.6 and A.7).

Figure 6.2 Top 10 Performance Areas

3.5 3.55145 3.6029 3.65435 3.7058 3.75725 3.8087 3.86015

Food and nutrition assistance

Progress reports and follow-up

conferences

Hours and days of JC operation

Provision of services for children

with disabilities

Education programs for families

Friendliness/helpfulness of staff

and teachers

Activities for parents and families

Array of child services for all

Information provided by Judy Center

about upcoming activities

Screening for disabilities

Mean Rating

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Figure 6.3 Bottom 10 Performance Areas

3.3 3.35 3.4 3.45 3.5 3.55 3.6 3.65 3.7

Quality of School meals

Judy Center Summer Camp

Sufficiency of space

Family support services/Service Coordination

Supervision of children/discipline

Activities for learning Computers

Activities for learning Art

Activities for learning Nature/science

Activities for learning language/reading/writing

Activities for learning Physical education

Mean Rating

Table 6.7 Satisfaction with Judy Center in performance areas, percentage of parents (E=Excellent, G=Good, M=Minimal, I=Inadequate, A=Not applicable/Not available).

(E) (G) (M) (I) (NA)HoursanddaysofJCoperation 73 21 2 0 4KidsKornerChildcareCenter 47 19 0 0 35QualityofSchoolmeals(lunch,breakfast) 49 43 2 2 4Familysupportservices/ServiceCoordination 59 27 2 2 10Arrayofchildandfamilysupportservicesonsite 62 26 0 0 6Arrayofchildservicesforallages(e.g.,infantsandtoddlers,pre-k,kindergarten) 72 22 0 0 6

Screeningfordisabilities 72 16 0 0 12Provisionofservicesforchildrenwithdisabilities 53 18 0 0 29Healthservices(e.g.,immunizations,dentalassessment,vision/hearingscreening) 71 29 0 0 0

Friendliness/helpfulnessofstaffandteachers 75 25 0 0 0


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Supervisionofchildren/discipline 66 30 4 0 0JudyCenterSummerCamp 27 24 0 0 49Materialsforlearningandplay 69 29 0 0 2Playactivities 69 29 0 0 2ActivitiesforlearningArt 63 29 2 0 6ActivitiesforlearningMusic 67 27 0 0 6ActivitiesforlearningPhysicaleducation 61 29 0 0 10Activitiesforlearninglanguage/reading/writing 66 32 0 0 2ActivitiesforlearningNature/science 65 33 0 0 2ActivitiesforlearningMath 65 29 0 0 6ActivitiesforlearningComputers 55 30 0 0 15Progressreportsandfollow-upconferences 75 20 3 0 3Activitiesforparentsandfamilies(e.g., field trips, picnics) 79 18 3 0 0

Educationprogramsforfamilies(e.g.,parentingworkshops,GEDclasses) 62 21 0 0 16

InformationprovidedbyJudyCenteraboutupcomingactivities 82 15 3 0 0

Foodandnutritionassistance(e.g.,WIC) 51 19 0 0 30CleanlinessandsafetyofJudyCenter 73 23 3 0 3Sufficiency of space 66 26 3 3 3

Table 6.8 shows that eighty-two percent of the parents “frequently” read flyers and newsletters whicharesenthomewiththechildren.Thisisaboutthesameaslastyear.Fifty-eightpercentreportedthatthey“frequently”attendedparent-teacherconferencewhichwasaslightincreasefromthepreviousyear.Alowerpercentageofparentsthantheprevioustwoyearsindicatedthat they had attended Judy Center after-school special events or field trips (forty-seven percent atleast“sometimes”comparedtosixty-fourpercentfor2005-06and2006-07).Nearlyfourintenparentsparticipatedinparenteducationorworkshopsduringtheyear(either“frequently,”“sometimes,”or“rarely”)whichisaboutthesameastheperiod2004-07.


Table 6.7 Satisfaction with Judy Center in performance areas, percentage of parents (E=Excellent, G=Good, M=Minimal, I=Inadequate, A=Not applicable/Not available).

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Figure 6.4 Family Participation in 3+ Activities

0

10

20

30

40

50

60

70

80

90

100

2003-04 2004-05 2005-06 2006-07 2007-08

Perc

enta

ge

Table6.9showsparentratingsofvariousparent-childactivitiesthatwereheldduringtheyear.Levelsofparticipationintheactivitiescanbedeterminedbycomputingthepercentageofrespondentswhowereabletorateeachoftheactivities.Thenumberofparentsthatparticipatedinatleastthreeactivities(83%forparentsatBeallElementary)waslowerthanlastyear(94%)(seeFigure6.4).Thepercentagewaslowerattheothersites(38%)becausefeweractivitieswereofferedthere.Severalnewactivitieswereoffered,including:homeworknight,brainfood,autism support groups, getting ready for Kindergarten, and muffins for moms.

Table6.10indicatesthatwhenparentswerenotabletoparticipateinJudyCenteractivities,itwasgenerallynotbecauseofalackofinterestinthetopics,butratherbecauseofworkschedulesandthetimeofthescheduledactivity.

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Table 6.8 Parent participation in Judy Center activities, percentage of parents.

Frequently Sometimes Rarely Never NA

VolunteeredattheJudyCenter 2 15 17 59 7Observedchild’sclassroomduringtheday 29 35 12 25 0

AttendedJudyCenterafter-schoolspecial events or field trips 18 29 10 25 18

Attendedparenteducationmeetingsorworkshopsaboutjobskillsorparenting? 6 15 17 35 27

Attendedaparent-teacherconference 58 21 6 8 8

Read a Judy Center flyer/newsletter 82 14 4 0 0

Table 6.9 Parent rating of Judy Center parent activities, percentage of parents.

Beall ElementaryExcellent Good Minimal Inadequate NA

FamilyLiteracyNights 38 5 0 3 54Homeworknight 17 9 0 3 71FallFamilyFunFest 31 25 0 0 44BrainFood 12 12 0 0 76Grandparent’sDay 33 17 0 3 47AutismSupportGroups 14 6 0 3 77EasterHatDecoratingDay 42 11 0 0 47PumpkinCarvingDay 25 17 0 0 58VolunteerWorkshop 17 11 0 3 69Veteran’sDayProgram 30 8 0 3 59Reading@Home/FreeBookInitiative 63 11 0 3 24

MeettheTeachersnight 57 11 0 0 33


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Pre-K,Multi-ageand/orKorientation 58 8 0 0 34

PTOOpenHouse 19 11 0 0 69Infantmassageclass 9 3 0 0 89FetalAlcoholSyndrome 9 3 0 0 89DownSyndromeSupportgroup 9 3 0 0 89HeadStartParentmeetings/Familyactivities/Programs 23 9 0 0

DonutsforDads 21 9 0 3 68Shriner’sCircus 65 16 3 0 16FamilySupportNetworkChristmasParty 23 6 0 3 69

ClassroomThanksgivingFeast 35 12 0 0 53FamilySupportNetworkChristmasParty 14 3 0 3 80

FamilyGameNight@BeallElementary 22 11 0 3 64

GettingReadyforKindergarten 22 11 0 0 67Muffins for Moms

John Humbird and Westernport Elementary

Excellent Good Minimal Inadequate NAReading@Home/FreeBookInitiative 75 0 0 0 25

FamilyLiteracyNights 8 33 0 0 58Shriner’sCircusFreeTickets 50 8 8 0FreeLionsClubvisionscreenings. 58 0 0 0 42

Table 6.9 Parent rating of Judy Center parent activities, percentage of parents.


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Table 6.10 Reason for not attending parent activities, percentage of parents.

2003-04 2004-05 2005-06 2006-07 2007-08

Workschedule 61 48 37 42 32Timeofactivitywasnotconvenient 58 44 51 42 45

Notinterestedintopics 18 17 14 14 2Lackoftransportation 6 6 10 6 9Other 27 23 16 8 15

Table6.11indicatesthatparentsrecognizeimprovementsinmostchildlearningandhabitsbecauseoftheJudyCenter.Threeinfourparentsreport“much”improvementincountingnumbers.Eightintensawimprovementinrecognizinglettersofthealphabet.Sevenintenobserved“much”improvementinwriting,drawingandvocabulary.Approximatelytwothirdssawimprovementsinchildhygiene,includingwashinghandsandbrushingteeth.Theseimprovementsarecomparabletopreviousyears.

Table 6.11 Improvement in child learning and habits because of the Judy Center, percentage of parents.

Much A little Not at All NACountingnumbers 75 22 0 4Recognizinglettersofthealphabet 79 15 0 6Writing 68 22 0 10Drawing 71 26 0 4Speakingandarticulation 59 35 6 0Vocabulary 68 30 2 0Eatingnutritiousandhealthymeals 47 47 2 4Exercising 59 33 0 8Washinghandsbeforemealsafterusingtoilet 63 31 0 6Brushingteeth 69 22 0 8

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Abeforeandafterstudyofacohortof19respondentswhohadrepliedtobothfallandspringsurveyswasconductedinordertoanalyzetheeffectoftheJudyCenteronfamilyresourcesandinteractioninthehome.Table6.12showschangesinlearning/readingmaterialsandtable6.13shows changes in parent-child interaction. Statistically significant changes using a pairwise t-testofmeansareindicatedbyasterisks.Althoughparentresourcesincreasedinallbuttwoareas(children’sbooksandtelevisionremainedthesame)noneofthedifferenceswasstatisticallysignificant. Seven of the parent-child interaction factors increased. Two of the positive results were statistically significant--parents were more likely to have visited a public library or museum ortohavevisitedaplayground,park,orgoonapicnicafterinvolvementwiththeJudyCenter.

Table 6.12 Learning/reading materials at home before and after Judy Center, percentage of parents.

Before AfterChildren’sbooks 100 100Magazinesforchildren 42.1 47.4Adultbooks 68.4 78.9Newspapers 68.4 73.7Television 94.7 94.7Homecomputer 68.4 78.9ComputerwithInternetAccess 47.4 63.2

Table 6.13 Activities with children, percentage of parents who did “frequently” before and after Judy Center.

Before After

Readastory 89.5 94.7Playedwithtoysorplayedgames 73.7 84.2Praisedyourchildfordoingwell 100 100Visitedpubliclibraryormuseum 10.5 36.8*Visitedaplayground,park,orwentonapicnic 42.1 84.2***Eatamealtogetherasafamily 89.5 94.7Attendedaneventhostedbyacommunityorreligiousgroup 36.8 47.4Sitandtalktochildabouthis/herday 94.7 100*α=.10,**α=.05,***α=.01

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7.0 Child Readiness

TheACBOE2007-08JudyCenterContinuationGrantproposaloutlinedseveralchilddevelopmentobjectivesandmilestonesforFY2008.Theyareasfollows:

Goal #1

ByJune30,2008,90%ofallexitingkindergartenstudentsattheJudyCenterwillachievefullreadinesslevelintheareaofSocialandEmotionalDevelopmentasdeterminedbytheWorkSamplingSystemindicators.

Objectives

1. ByJune30,2008,80%ofexitingkindergartenstudentsattheJudyCenterwhoreceiveFreeandReducedMeals(FARMS)willachievefullreadinesslevelintheareaofSocialandEmotionalDevelopmentasdeterminedbytheWorkSamplingSystemindicators.

2. ByJune30,2008,45%ofexitingkindergartenstudentsattheJCwhoreceiveSpecialEducationserviceswillachievefullreadinesslevelintheareaofSocialandEmotionalDevelopmentasdeterminedbytheWorkSamplingSystemindicators

Goal #2

ByJune30,2008,88%ofexitingkindergartenstudentsattheJudyCenterwillachievefullreadinesslevelintheLanguageandLiteracyassessedareaoftheWorkSamplingSystemindicators.

Objective

ByJune30,2008,80%ofexitingFARMSkindergartenstudentsattheJudyCenterwillachievefullreadinessintheLanguageandLiteracyassessedareaoftheWorkSamplingSystem.

ThedatasourcefortheseindicatorsistheAlleganyCountyBoardofEducationKindergartenPupilProgressReportwhichusestheWorkSamplingSystem(WSS)andisalignedwith30MMSRindicatorsthataredividedintosevendomains(SocialandPersonal,LanguageandLiteracy, Mathematical Thinking, Scientific Thinking, Social Studies, The Arts, and Physical

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Figure 7.1 Kindergarten Readiness by Domain, 2007

0 10 20 30 40 50 60 70 80 90 100

Social and Personal

Language and Literacy

Mathematical Thinking

Scientific Thinking

Social Studies

The Arts

Physical Development

Composite

Percentage

All

FARM

Special Ed.

Development) and that measure pupil readiness with three levels of progress: (3) “Proficient,” (3)“Inprocess,”or(1)“NeedsDevelopment.”Individualdomainscoresareobtainedfromaggregatingdomainindicatorsandacompositescoreisanaggregationofall30MMSRindicators.Threereadinesscategoriesareassignedbasedontheaggregatedscore:“full”readiness,“approaching”readiness,and“developing”readiness.

Judy Center Kindergarten pupils arrived at school with high readiness levels (see figure 7.1). FARMS andSpecialeducationreadinesslaggedbehindotherstudents.Figure7.2indicatesthatJudyCenterpupilsoutperformedtheirpeersintheCountyandStateintermsofoverallreadiness.However,JohnHumbird pupils lagged Allegany County as a whole. After the first progress report period, eighty percentofchildrenwerefullypreparedcomparedtoseventy-sevenpercentforAlleganyCountyandsixty-eightpercentfortheState.Amongindividualdomains,JudyCenterpupilreadinesslevelsexceedtheStateandCountyineverydomainexceptmathematicalthinking(seeFigure7.3).

PupilprogressreportresultsforstudentswhobeganandendedtheyearattheJudyCenterwerealsohigh(thecompositescorewas89%attheendattheendoftheyear.ForstudentswhoreceivedFreeandReducedMeals(FARMS),overallreadinesswas84%attheendoftheyear(seeFigure7.4).Forstudentswhoreceivedspecialeducationservices,readinesswas82%attheendtheyear.Thereadinesslevelforsocialstudieswasquitelow—only43%.However,

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PAGE 46

0 20 40 60 80 100

Percentage

Maryland

Allegany

Beall Elem.

John Humbird

Westernport

All Judy Center

Figure 7.2 Kindergarten Readiness, Judy Center, County, and State

Full

Approaching

Developing

0 10 20 30 40 50 60 70 80 90 100

Percentage

Social and Personal



Scientific Thinking

Social Studies

The Arts


Composite

Figure 7.3 Kindergarten Readiness by Domain, Judy Center, County, and State

Md

Allegany

Judy Center


thisindicatorwasplaguedwithaproblemofmissingprogressreportdata–manychildrenwerenotassessedforoneindicatorwithinthedomain.Whetherthiswasanerrorintroducedbythekeypunchingofpupilprogressdataorwhetherthesestudentswerenotassessedcannotyetbedetermined.However,morecarefulattentionshouldbepaidtothismatter.Missingdatawas also found for several students and indicators for the language and literacy and scientific understanding domains. The missing data for five students in the language and literacy domain mayhaveimpactedthenon-achievementofthesecondgoalofthegrantintheareaoflanguageandliteracy.

Usingthedataavailable,itcouldbedeterminedthattheactivitiesusedtoincreasethereadinesslevelofFARMSchildreninthedomainsofSocialandPersonalweresuccessfulinachievingmilestones.TheentireJudyCentercohort,FARMSstudentsandSpecialEducationstudentsachievedtheirmilestones.However,themilestonesestablishedforLanguageandLiteracywerenotreached.ForFARMSstudents,LanguageandLiteracyreadinessimprovedfrom57%to77%,whichfellshortof80%.Also,thegoalof88%readinessbyallstudentsadvancedfrom65% in the first quarter to only 83% in the final quarter.

Figure 7.4 Period 4 Full Readiness by Domain

0 10 20 30 40 50 60 70 80 90 100

Social and Personal



Scientific Thinking

Social Studies

The Arts


Composite

Percentage

All

FARMS

Special Ed.


8.0 Special Research Questions

Aspartofthe2007-08JudyCentercontinuationgrantapplication,theAlleganyCountyBoardofEducationposedtwoquestionsabouttheproceduresandeffectivenessoftheCenter.Thequestionsandanswersarearrangedasfollows:

• How has the introduction of Judy Center activities at the expanded elementary schools, John Humbird and Westernport, impacted those locations in terms of the various outcomes measures?

Figure7.2shownaboveshowsreadinesslevelsandprogressreportchangesduringtheschoolyearforJohnHumbird,Westernport,BeallandallAlleganyCountyschools.WhileBeallandWesternportbeganabovedistrictaverages,JohnHumbirdlaggedbehindthedistrictaverage.However, this result is mainly a result of the socioeconomic backgrounds of students reflected in the percentage of students receiving free and reduced school lunch. Eighty-five percent of John HumbirdElementaryKindergartenstudentsreceivedfreeandreducedschoollunchversussixty-four percent for Beall Elementary and forty-five percent for Westernport Elementary.

Table8.1showsparentalresponsestothespringparentsurveyquestionregardinghowmuchchildlearningandhabitsimprovedduringtheschoolyear.Thepercentagereporting“much”improvementforvariousoutcomeswasbroadlysimilaramongtheschools.BecauserelativelylownumbersofparentsreportedforJohnHumbird(9parents)andWesternport(4parents),statistically significance tests are not described.

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Table 8.1 Parents reporting “much” improvement in child learning and habits because of the Judy Center, Beall, John Humbird, and Westernport Elementary, percentage of Parents.

All Beall John Humbird Westernport

Countingnumbers 75 74 78 75Recognizinglettersofthealphabet 79 79 78 75Writing 68 68 67 75Drawing 71 68 78 75Speakingandarticulation 59 58 56 75Vocabulary 68 70 56 75Eatingnutritiousandhealthymeals 47 46 50 50Exercising 59 62 50 50Washinghandsbeforemealsafterusingtoilet 63 59 75 75

Brushingteeth 69 55 88 75

• What has been the effect on children who participated in summer JC activities versus those who do not (controlling for enrollment in FARMS and Special Education?)

NinestudentsfromtheBeallElementary2007-08KindergartenclasswereenrolledinJudyCentersummercampandforty-twowerenot.Table8.1showsaregressionanalysisofperiod1readiness(i.e.,thecompositescore)againstSUMMER(adummyvariablerepresenting1ifthestudentattendedsummercampand0otherwise),FARMS(adummyvariablerepresenting1ifthestudentreceivedfreeorreducedlunchand0otherwise),andSPECED(adummyvariablerepresenting1ifthestudentwasenrolledinspecialeducationor0otherwise).Studentsreceivingfreeorreducedschoollunchcamewithlowerlevelsofreadinessthanotherstudents.However,oncethisfactoriscontrolledfor,specialeducationandsummercampstudentsreadiness levels were not statistically significantly different.

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Table 8.2 Regression analysis of child readiness for Beall Elementary School

Variable Coef. Std. Err. T P>|t|SPECED -1.155319 5.709583 -0.20 0.841FARMS -7.329787 2.836265 -2.58 0.013SUMMER 2.682979 3.497229 0.77 0.447CONSTANT 82.25745 2.246179 36.62 0.000

9.0 Changes Introduced

TheJudyCenterwillmaintaintheprogrammingandactivitiesthatwerecontinuedand/orintroduced during the fiscal year 08 funding cycle. The basic model and areas of emphasis on FARMSandSpecialEducationpupilswillcontinue(detailscanbefoundinAlleganyCountyBoardofEducation2008).Asinmostpreviousyears,thestrategieswillfocusonthedomainsofLanguageandLiteracyandSocialandEmotionaldevelopment.Also,theJudyCenterwillcontinuetoofferservicesatJohnHumbirdElementarySchool.However,theprogramwillnotbecontinuedatWesternportElementaryduetoalackofparentalsupport.Amongtheneworexpandedactivitiestobeconductedduringtheyeararethefollowing:

Expanded Childcare. TheJudyCenterwillexpandBeallElementarychildcarebylicensinganotherroom.

Expanded Family Literacy Night Support. TheJudyCenterwillcommitanadditionalteachertoFamilyLiteraryNightsthroughouttheregularschoolyearandpayformaterials.

Fresh Step Mental Health Groups. TheJudyCenterwillofferscholarshipstochildreninvolvedintheFreshStepMentalHealthGroupsintheeventthattheycannotpayfortheserviceswithinsurance.

Parents as Teachers Program.TheYMCAwillofferitsParentsasTeachersProgramattheJudyCenter.Thisprogramprovidesparent/childactivitiesforfamiliesthathavechildrenagedinfantstothreeyearolds.

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Infant Parent Institute.TheJudyCenterwillhostMichaelTroutoftheInfantParentInstitutetoprovidestaffstrainingfor20teachersina2-dayworkshop.TheInfantParentInstituteisnationallyknownforitstraininginissuesrelatedtodistressedfamilies,infants,andmentalhealthissues.

Annual Kindergarten Conference. TheJudyCenterwillsponsorKindergartenandPre-Kteacherstoattendtheannualkindergartenconferenceinsupportofthegoalsforthegrant.

Improve Teacher Coordination. Pre-K,Multi-ageandKindergartenteacherswillmeet2hourseachmonthafterschoolforplanningpurposes.

Interact Story Theatre. TheInteractStoryTheatrewillgointoclassroomsatBeallandJohnHumbirdElementaryschoolstoprovideworkshopsandgiveperformancestochildreninKindergarten,Pre-K,andHeadStart.Theseactivitieswillhelpbuildchildlanguageandliteracyskills.

Field Trips. The Judy Center will pay for Judy Center students to go on field trips thatsupportbuildinglanguage/literacyandsocial/emotionalskills.

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10.0 Summary and conclusions

Theseventhfundingcycle(FY2008)fortheBeallElementaryJudyCentercontinuedthemodeldevelopedduringthepreviousyear,includingactivitiesdesignedtoenhancechildreadinessintargetedcategoriesofstudents(FARMSandSpecialEducation)andthesocialandpersonalandlanguageandliteracydomains.ThefundingcyclewasthesecondyearforactivitiesintroducedatJohnHumbirdandWesternportelementaryschools.Inaddition,theJudyCenterinconjunctionwiththeBoardofEducationestablishedtwonewchildcarecentersinFlintstoneandCashValleyelementaryschools.Also,GEDclasseswereintroducedatJohnHumbirdElementaryandWesternportElementary.Onegoal(inthesocialandpersonaldomain)andtwoobjectivesestablishedinthegrantcontinuationapplicationweremet.Anothergoalintheareaoflanguageandliteracywasnotmet.Theactivitieswerecarriedoutasoutlinedintheoriginalcontinuing grant application with some modifications due to changing circumstances.

Partnersurveysindicatearelativelyhighdegreeofparticipationandcooperation.StaffandparentsurveyscontinuetoshowastrongsatisfactionwiththeBeallElementaryJudyCenter.TeacherscontinuetoagreethattheamountofresourcesandcooperationavailableatBeallElementary were good, and teachers were satisfied with the Judy Center. Parent satisfaction levelsremainedhighinthecurrentsurveyandareabovestateJudyCenterstatewideaverages.ParentswereslightlylesslikelytoparticipateinJudyCenterfamilyactivitiesthaninpreviousyears.Parentsrecognizedimprovementsintheirchildren’slearninganddevelopmentduringtheyear.Abefore/afterstudyofparentalresponsesshowsthatfamilyactivitieswerestrengthenedduringtheyear.

ProgressreportresultsfromtheAlleganyCountyBoardofEducationdataindicatethatchildreadinessimprovedduringtheyear.Schoolreadinessforeachofthetargetedgroups(i.e.,studentsreceivingfreeandreducedschoolmeals,studentsreceivingSpecialEducationservices)improved. However, there was not sufficient evidence that the strategies for the Language and Literacy domains were sufficient to achieve the expected levels.

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REFERENCES

AlleganyCountyBoardofEducation.2007.ContinuationGrantApplicationforJudithP.HoyerEarlyChildCareandEducationCenterGrants(JudyCenters).(June2007)

AlleganyCountyBoardofEducation.2007.ContinuationGrantApplicationforJudithP.HoyerEarlyChildCareandEducationCenterGrants(JudyCenters).(June2008)

eQuotient,Inc.2007.AlleganyCountyJudyCenterEvaluation:July2006-June2007.Cumberland,MD:eQuotient,Inc.

MarylandStateDepartmentofEducation.2008.ChildrenEnteringSchoolReadytoLearn:SchoolReadinessInformation.Baltimore:MSDE.

MGTofAmerica,Inc.2004.JudithP.HoyerEarlyChildCareandEducationEnhancementProgramEvaluation:FinalResultsBrief.

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A.1 Partner Survey Instrument

PAGE 54

Judy Center Allegany County Public Schools

3 College Ave. Frostburg, Md. 21532

301-689-8489 Partner Survey Spring 2008 1. How active have you been with the Judy Center team? _____ Very active _____ Somewhat active _____ Not very active _____ Inactive 2. If you have not been very active, is there a specific reason, or is there something that could be changed that would allow you to be a more active participant? 3. The following factors have an effect on collaboration success. Please indicate whether you agree or disagree with the following statements:

(A) Agree (D) Disagree _____ The composition of the Case Management team was “right” for this program _____ The composition of the Steering Committee members is appropriate for making Judy Center decisions. _____ The Judy Center staff communicated openly and clearly during meetings _____ The Judy Center staff communicated openly and clearly between meetings _____ Member of the Judy Center staff established informal communication networks (E-mail communication, phone calls, etc.) _____ Members of the Judy Center staff have relationships built on trust and mutual respect. _____ I understand the goals and objectives of the Judy Center project _____ I understand my roles and responsibilities as a member of this project _____ The Judy Center team has clear and effective decision making procedures 4. Indicate whether you agree or disagree with the following statements (A) Agree (D) Disagree _____ a. Community awareness of the Judy Center has increased in the past year. _____ b. Resources for this project were adequate to meet objectives _____ c. The strategies of this grant have been implemented. _____ d. The strategies of this grant are demonstrating positive outcomes

If you indicated that you disagree, please explain: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. How do you rate the Judy Center in each of the performance areas listed below? Please use the following scale:

(4) (3) (2) (1) (0) Excellent Good Minimal Inadequate NA/Don’t know

_____ a. Hours and days of JC operation _____ b. Child care before or after day _____ c. Quality of School meals (lunch, breakfast) _____ d. Family case management _____ e. Array of child and family support services on site _____ f. Array of child services for all ages (e.g., infants and toddlers, pre-k, kindergarten) _____ g. Screening for disabilities _____ h. Provision of services for children with disabilities _____ i. Health services (e.g., immunizations, dental assessment, vision/hearing screening) _____ j. Friendliness/helpfulness of staff and teachers _____ k. Supervision of children/discipline _____ l. Materials for learning and play _____ m. Play activities _____ n. Activities for learning Art _____ o. Activities for learning Music _____ p. Activities for learning Physical education _____ q. Activities for learning language/reading/writing _____ r. Activities for learning Nature/science _____ s. Activities for learning Math _____ t. Activities for learning Computers _____ u. Progress reports and follow-up conferences _____ v. Activities for parents and families (e.g., field trips, picnics) _____ w. Education programs for families (e.g., parenting workshops, GED classes) _____ x. Information provided by Judy Center about upcoming activities _____ y. Judy Center webpage _____ z. Food and nutrition assistance (e.g., WIC) _____ aa. Cleanliness and safety of Judy Center _____ bb. Sufficiency of space _____ cc. Other (please describe _______________)

6. Has involvement as a partner with the Judy Center been cost-effective for your organization? _____ Yes _____ No 7. How satisfied are you overall with the Judy Center? _____ Very Satisfied _____ Satisfied _____ Somewhat Satisfied _____ Somewhat Dissatisfied _____ Not satisfied at all 8. Is there anything that could be done differently regarding the education of children? 0-5, and family services? 9. We have now expanded the Judy Center services into John Humbird and Westernport

schools. GED classes, behavior support services, family literacy projects, and vision screenings are currently being offered in each Judy Center school. Dental screenings were conducted in Beall and John Humbird.

a. Do you have any suggestions as to what additional services we should

offer these schools?

b. If appropriate, would your agency be willing to provide services in these Judy Center schools?

10. Do you think that your families who have had children involved with the Judy Center benefited more than families whose children were not involved with the Judy Center? If so, how? If not, why?

11. Do you have any additional comments or suggestions? ________________________________________ ________________ Name & Agency Date

A.2 Partner Comments

PAGE 56

Do you think that your families who have had children involved with the Judy Center benefited more than families whose children were not involved with the Judy Center? If so, how? If not, why?

HealthyStarthasalwaysreceivedgoodfeedbackwhenquestioningclientsaboutJudyCenterservicesduringourhomevisits.HealthyStartfeelstheJudyCenterhasofferedfamiliestremendous,invaluableopportunitieswiththeirparentingworkshops,GEDavailabilityandfamilyliteracyprojects.Theseprogramscanmakeadifferenceinafamily’soutcome.Weascommunityagenciescanoffermanyopportunitiestohelpfamiliessucceedbutitisthefamilythathastobecomeawillingpartner.

IhavenotspokendirectlytotheparentsbutIwouldsayhavinganypreschoolsituationforchildrenwould be beneficial to the families. Many cases this is the first educational situation for the children andthefamilies.

Yes.ExtramonetaryhelpwithHolidayParty.Booksforourchildren.

Yes.Familiesweremoreawareofresourcesandsupportsavailabletothem.

Do you have any additional comments or suggestions?

SometimesIthinktherearetoomanyagenciesinvolvedandthefamiliesbecomeoverwhelmedwithservices.TheJudyCenterhastheabilityanddoesoffermanyservicesunderoneroofwhichissuchapositiveimpactforrenderingservices.I’mnotsuretheresultsofyoureveningprogramsoffhand,butHealthyStarthasalwaysfoundthattransportationhasbeenanoverallcommunityneedforourlow income clients which makes it difficult to attend extra activities.

CurrentlytheAdultEd/GEDclassroomistoosmallofanareaforouradultstudentstouse.Theareaiscrampedandourprogramisinneedofalargerareatoholdboththemorningandeveningclass.Also,theclassislocatedtooclosetothechildcarechangingtablewhichcausesproblemsonoccasion.

ThankstotheJudyCenterforhelpandsupport.

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A.3 Pre-K/Kindergarten Staff Survey

PAGE 60

Teacher Survey, 2008 (Pre-K, Multi-age and Kindergarten) 1. Years Teaching - How many years have you been teaching?

_____ 1-2 _____ 3-5 _____ 5-10 _____ 11-15 _____ 16 or more

2. Please indicate your level of satisfaction with the following using the following numerical scale: (5) (4) (3) (2) (1) Very Satisfied Somewhat Satisfied Not Satisfied _____ Quality of classroom equipment _____ Quality of facilities _____ Size of classes _____ Administrative support _____ Professional Development opportunities _____ Collaboration with other teachers _____ Collaboration with early childhood agencies _____ Level of parental involvement in children’s education. _____ Other (please indicate _______________) 3. How do you rate the Judy Center in each of the following performance areas? Please use the following scale:

(4) (3) (2) (1) (0)

Excellent Good Minimal Inadequate NA/Don’t know _____ a. Hours and days of JC operation _____ b. Child care before-or-after day _____ c. Quality of School meals (lunch, breakfast) _____ d. Family case management _____ e. Array of child and family support services on site _____ f. Array of child services for all ages (e.g., Infants and Toddlers, Pre-K, Kindergarten, Head Start, Multi-age, Childcare, WIC) _____ g. Screening for disabilities

The Judy Center Allegany County

Beall Elementary School 3 College Ave.

Frostburg, Md. 21532 301-689-8489

_____ h. Provision of services for children with disabilities _____ i. Health services (e.g., immunizations, dental assessment, vision/hearing screening) _____ j. Friendliness/helpfulness of staff and teachers _____ k. Supervision of children/discipline _____ l. Materials for learning and play _____ m. Play activities _____ n. Activities for learning Art _____ o. Activities for learning Music _____ p. Activities for learning Physical education _____ q. Activities for learning language/reading/writing _____ r. Activities for learning Nature/science _____ s. Activities for learning Math _____ t. Activities for learning Computers _____ u. Progress reports and follow-up conferences _____ v. Activities for parents and families (e.g., field trips, picnics) _____ w. Education programs for families (e.g., parenting workshops, GED classes) _____ x. Information provided by Judy Center about upcoming activities (fliers) _____ y. Judy Center newsletter _____ z. Food and nutrition assistance (e.g., WIC) _____ aa. Cleanliness and safety of Judy Center _____ bb. Sufficiency of space _____ cc. Other (please describe _______________) 4. What do you feel is the most common feeling of the families you serve in regards to the Judy Center? Please choose one that best represents the feeling of the population you serve. _____ Very Satisfied _____ Satisfied _____ Somewhat Satisfied _____ Somewhat Dissatisfied _____ Not Satisfied at All _____ Don’t Know 5. What activities could be added to the Judy Center to further its goal? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

A.4 First-Grade Staff Survey

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Teacher Survey 2008, First Grade Teachers

1. Years Teaching - How many years have you been teaching? _____ 1-2 _____ 3-5 _____ 5-10 _____ 11-15 _____ 16 or more 2. Please indicate your level of satisfaction with the following aspects of Beall Elementary using the following numerical scale: (5) (4) (3) (2) (1) Very Satisfied Somewhat Satisfied Not Satisfied _____ Quality of classroom equipment _____ Quality of facilities _____ Size of classes _____ Administrative support _____ Professional Development opportunities _____ Collaboration with other teachers _____ Collaboration with other early childhood agencies _____ Level of parental involvement in children’s education. _____ Other (please indicate _______________)

3. How many of your current students were enrolled in Beall Elementary kindergarten last year? __________

The Judy Center Allegany County

Beall Elementary School 3 College Ave.

Frostburg, Md. 21532 301-689-8489

4. How satisfied are you with the readiness of these students for first grade (check one). _____ Very Satisfied _____ Satisfied _____ Somewhat Satisfied _____ Somewhat Dissatisfied _____ Not Satisfied at All _____ Don’t Know Please explain ________________________________________________________________________________________________________________________________________________ 5. From what you know about the Judy Center, how do you rate it in each of the performance areas listed below? Please use the following scale:

(4) (3) (2) (1) (0)

Excellent Good Minimal Inadequate NA/Don’t know _____ a. Hours and days of JC operation _____ b. Child care before or after day _____ c. Quality of School meals (lunch, breakfast) _____ d. Family case management _____ e. Array of child and family support services on site _____ f. Array of child services for all ages (e.g., infants and toddlers, pre-k,

kindergarten) _____ g. Screening for disabilities _____ h. Provision of services for children with disabilities _____ i. Health services (e.g., immunizations, dental screenings, vision/hearing screening) _____ j. Friendliness/helpfulness of staff and teachers _____ k. Supervision of children/discipline _____ l. Materials for learning and play _____ m. Play activities _____ n. Activities for learning Art _____ o. Activities for learning Music _____ p. Activities for learning Physical education _____ q. Activities for learning language/reading/writing _____ r. Activities for learning Nature/science _____ s. Activities for learning Math _____ t. Activities for learning Computers _____ u. Progress reports and follow-up conferences _____ v. Activities for parents and families (e.g., field trips, picnics) _____ w. Education programs for families (e.g., parenting workshops, GED classes)

_____ x. Information provided by Judy Center about upcoming activities _____ y. Judy Center webpage _____ z. Food and nutrition assistance (e.g., WIC) _____ aa. Cleanliness and safety of Judy Center _____ bb. Sufficiency of space _____ cc. Other (please describe _______________) 6. What do you feel is the most common feeling of the families you serve in regards to the Judy Center? Please check one that best represents the feeling of the population you serve. _____ Very Satisfied _____ Satisfied _____ Somewhat Satisfied _____ Somewhat Dissatisfied _____ Not Satisfied at All _____ Don’t Know 7. How do you feel about the Judy Center? _____ Very Satisfied _____ Satisfied _____ Somewhat Satisfied _____ Somewhat Dissatisfied _____ Not Satisfied at All 8. What activities could be added to the Judy Center to further its goal? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

A.5 Fall Parent Survey

PAGE 64

The Judy Center Allegany County Public Schools


301-689-8489

(Last Four Digits of the Social Security Number of the Person Completing this Form – for tracking purposes only)

JUDY CENTER PARENT SURVEY A. Family Background Information: 1. Age of person completing this form: ________ 2. Gender: Male Female 3. Employed: Employed full-time Employed Part-time

Not employed, but currently seeking work Not employed and not seeking work Homemaker Other (Please describe _____________)

4. Marital Status: Married

Single Divorced Widowed/Widower

5. Educational level: Some high school

High school diploma GED

______Some College Associates Degree

Bachelor’s degree or higher 6. Does your family: ____Own your home? Rent _____ Live with relatives Other (Please describe ____________________________________) B. Program Use Information: 1. Number of children enrolled in Judy Center programs: _________

(Pre-K, Multi-age classroom, Kindergarten, Kids Korner Childcare, Head Start, Infants & Toddlers Program) Ages of children enrolled in Judy Center Programs: ________________________

2. My child/children/family use the following Judy Center programs: (check all that apply)

Kindergarten Preschool Partners (Autistic Classroom) 4-year old Pre-K GED 3 & 4-year old Multi-age classroom ______ Mental Health Programs (Health Dept.) Head Start WIC Infant and Toddler __School closing childcare ____ Frostburg Library Family Nights _ During school childcare ____ Family Junction __Before school childcare ____ Family Literacy Programs __After school childcare _____Healthy Start (Health Dept) ______Summer Childcare _____YMCA Parent Power ______ Family Preservation (DSS) ____ Computer Classes English as Second Language Preschool Special Education School Lunch Free Dental Screenings School Breakfast Free Vision Screenings ______ Support Groups (ADHD, Preemie ____ Family Preservation (DSS) Babies, Downs Syndrome) ____ Special Education Services Other (Please describe) _______________ Family Support Network ________________________________________ C. Family Resources: 1. Check all of the following learning/reading materials that you have at home: a. Children’s books (Please let the Judy Center know if you need more children’s books) b. Magazines for children c. Adult books d. Newspapers e. Television f. Home computer g. Computer with Internet Access h. Other (please describe _______________________) 2. How often do you participate in the following activities with your child (children)? Frequently(F) Sometimes(S) Rarely(R) Never(N) Does Not Apply (NA) a. Read a story with your child b. Play with toys or play games with your child c. Praise your child for doing well d. ____ Visit the public library or museum with your child e. ____ Visit a playground, park, or go on a picnic or walk with your child f. ____ Eat a meal together as a family g. ____ Attend an event with your child that is hosted by a community or religious group h. ____ Sit and talk to your child about his/her day i. Other (please describe ___________________________________)

3. How often do you anticipate participating in the following? Frequently (F) Sometimes (S) Rarely (R) Never (N) Does Not Apply (NA) a. ____Visit your child’s school b. ____Volunteer at your child’s school c. ____ Attend Parent/Teacher Conferences d. ____ Communicate with your child’s teacher e. ____ Attend a parent activity during school hours at the Judy Center f. ____ Attend an evening parent activity at the Judy Center

D. Child information: 1. Do any of your children have special needs or disabilities (e.g., physical, emotional, speech or language, hearing, vision, learning problems, serious health problems)? Yes* No I don’t know *If so, please describe: ____________________________________________________ _______________________________________________________________________ 2. In the past week, how many hours a day did your child watch TV? _________ 3. Does your child have a library card? __________ 4. Approximately how many children’s books do you have in your home? __________ 5. Would you like to find out how you can get free books for your children? ________

E. Judy Center Information: 1. I would like information on the following Judy Center services: ______ GED/Adult Education Classes _____ Mental Health Services for Children Childcare _____ Adult Training Seminars Family Preservation _____ Fathers & Families Program Family Literacy Programs _____ Education programs for 3, 4, or 5 year olds ______ Parenting classes _____ Healthy Start (birth – 3-yr. old program) ______ Parent/child activities _____ Fathers & Families Program ______ WIC _____ Free Vision and/or Dental Screenings ______ Head Start _____ Programs for children with disabilities ______ MCHIP (children’s health insurance) ______ Other (Please identify __________________________________________________) 2. I would like to see the Judy Center provide: ________________________________________________________________________ ________________________________________________________________________ 3. Do you have any comments or questions about the Judy Center? ________________________________________________________________________________________________________________________________________________________ My name is: ____________________________ Phone number: __________________ ONLY NECESSARY IF YOU WOULD LIKE ADDITIONAL INFORMATION

Thank you for taking the time to complete this survey!

A.6 Spring Parent Survey

PAGE 66

Judy Center Allegany County Public Schools


301-689-8489 JUDY CENTER PARENT SURVEY Spring 2008

(Last Four Digits of the Social Security Number of the Person Completing this Form – for tracking purposes only) 1. How satisfied are you with the services at the Judy Center? (check one) _____ Very Satisfied _____ Satisfied _____ Somewhat Satisfied _____ Somewhat Dissatisfied _____ Not Satisfied at All _____ Don’t know/Confused or uninformed about the services provided _____ Don’t know/No feeling about the center 2. How do you rate the Judy Center in each of the following performance areas? (E) Excellent (G) Good (M) Minimal (I) Inadequate (NA) Not Applicable _____ a. Hours and days of Judy Center operation _____ b. Kids Korner Childcare Center, if applicable _____ c. Quality of school meals (lunch, breakfast) _____ d. Family case management _____ e. Array of child and family support services on site _____ f. Array of child services for all ages (e.g., Infants and Toddlers Program, Pre-K,

Multi-age, Kindergarten, Head Start, Kids Korner Childcare Center) _____ g. Screening for disabilities _____ h. Provision of services for children with disabilities _____ i. Health services (e.g., immunizations, dental assessment, vision/hearing screening) _____ j. Friendliness/helpfulness of staff and teachers _____ k. Supervision of children/discipline _____ l. Judy Center Summer Camp _____ m. Materials for learning and play _____ n. Play activities _____ o. Activities for learning Art _____ p. Activities for learning Music

_____ q. Activities for learning Physical Education _____ r. Activities for learning Language/Reading/Writing _____ s. Activities for learning Nature/science _____ t. Activities for learning Math _____ u. Activities for learning Computers _____ v. Progress reports and follow-up conferences _____ w. Activities for parents and families (e.g., field trips, picnics, family literacy activities, circus tickets) _____x. Education programs for families (e.g., parenting workshops, GED classes) _____ y. Information provided by Judy Center about upcoming activities (Judy Center

newsletter) _____ aa. Food and nutrition assistance (e.g., WIC) _____ bb. Cleanliness and safety of Judy Center _____ cc. Sufficiency of space _____ dd. Other (please describe ___________________________________) 3. Family participation. How often have you done the following? (F) Frequently (S) Sometimes (R) Rarely (N) Never (NA) Not applicable _____ a. Volunteered at the Judy Center _____ b. Observed in your child’s classroom or participated in a parent/child activity

during the day _____ c. Attended Judy Center after-school special events or field trips _____ d. Attended parent education meetings or workshops about job skills or parenting? _____ e. Attended a parent-teacher conference _____ f. Read a Judy Center flyer, newsletter or information in the Beall-a-Bration

newsletter _____ g. Other (Please describe _______________________________________) 4. Have your child’s habits and/or abilities improved at home in the following areas because of the Judy Center? (M) Much (L) A little (N) Not at All (NA) Not applicable _____ a. Counting numbers _____ b. Recognizing letters of the alphabet _____ c. Writing _____ d. Drawing _____ e. Speaking and articulation _____ f. Vocabulary _____ g. Eating nutritious and healthy meals _____ h. Exercising _____ i. Washing hands before meals and after using toilet _____ j. Brushing teeth _____ k. Other (please describe __________________________________________

5. Check any of the following learning/reading materials that you have at home: _____a. Children’s books _____b. Magazines for children _____c. Adult books _____d. Newspapers _____e. Television _____f. Home computer _____g. Computer with Internet Access _____h. Other (please describe ____________________) 6. How often do you participate in the following activities with your child (children)? (F)Frequently (S)Sometimes (R)Rarely (N)Never (NA)Does Not Apply _____a. Read a story with your child _____b. Play with toys or play games with your child _____c. Praise your child for doing well _____d. Visit the public library or museum with your child _____e. Visit a playground, park, or go on a picnic or walk with your child _____f. Eat a meal together as a family _____g. Attend an event with your child that is hosted by a community or religious group _____h. Sit and talk to your child about his/her day _____i. Other (please describe ___________________________________) 7. Please rate the following Judy Center parent activities offered during this year: (E) Excellent (G) Good (M) Minimal (I) Inadequate (NA) Not Applicable/

Did not attend _____ a. Bullying workshop/Developmental Assets training _____ b. Letter of Intent workshop for special needs students _____ c. Fall Family Fun Fest _____ d. Family Literacy Night Program _____ e. Grandparent’s Day _____ f. Family Movie Night _____ g. Easter Hat Decorating Day _____ h. Pumpkin Carving Day _____ i. Volunteer workshop _____ j. Veteran’s Day Program _____ k. Reading @ Home/Free Book Initiative _____ l. Meet the Teachers night _____ m. Pre-K, Multi-age and/or K orientation _____ n. PTO Open House _____ o. Infant massage class _____ p. Family Support Group summer picnic _____ q. Down Syndrome Support group _____ s. Head Start Parent meetings/Family activities/Programs

_____ t. Donuts for Dads _____ u. Shriner’s Circus _____ v. Family Support Network Christmas Party _____ w. Classroom Thanksgiving Feast _____ x. Family Support Group Mom’s Night Out _____ y. Family Game Night @ Beall Elementary _____ z. Make-and-take activity for Pre-K & Multi-age _____ aa. Other (please identify _____________________________) 8. If you did not attend any parent activities during the year, please indicate below any reasons that you did not attend. (Check all that apply) _____ a. Time of activity was not convenient _____ b. Work schedule _____ c. Not interested in topics _____ d. Lack of transportation _____ e. Other (please describe _________________________________) 9. In what ways has the Judy Center helped your child? 10. In what ways has the Judy Center helped you and/or other members of your family? 11. What activities would you like to see added at the Judy Center for your child and/or family?

Thank you for taking the time to complete this survey. It has been a pleasure to work with you and your child! Do not hesitate to contact us if we can be of further assistance

to you. Have a wonderful summer!

A.7 Fall Parent Survey Comments

PAGE 68

I would like to see the Judy Center provide

Dailyreportcardonmychild’sdaysoIknowhowmychildisbehavingandotherchildren’sbehaviortowardsmychild.

I’mnotsure.

ClosenetworkingwithAlleganyCountyprofessionalFamilyChildCareAssociation.

Moreinfoaboutprograms,costs.

Morecommunicationfromtheparentsandteachers.

Do you have any comments or questions about the Judy Center?

Greatopportunities!Thankyou.

TheJudyCenterisagreatprogram!

Keepupthegreatwork.

Greatprogram

TheJudyCenterisawonderfulprogramforyoungchildren.Mysonlovesgoingtoschoolandbeingwithhisnewfriends.

Itisawonderfulprogram.[Mychild]lovesgoingtheretoo.Teachersarededicated.

Iamverypleasedwiththeservicesandstaffofthecenter.

Ithasbeenawonderfulassetforbothofourdaughtersages4and6.Haverecommendedittoallfamilyandfriends.

Greatprogramsandopportunities.Thankyou!

Thankyou!

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PAGE 71

Itisagreatprogram.Iamgladtoseethatithasexpandedintootherschools.

Great!

IthinktheJudyCenterisdoingaverygoodjob.

Parentsnightout.

Agoodyearformychild.

Theprogramswehaveparticipatedinhavebeenwonderful.

Loveit!

A.8 Spring Parent Survey Comments

PAGE 72

In what ways has the Judy Center helped your child?

Togrowinlearnexperiences.

Sharingwasthemainthing.Interactingwithotherkidsherage.

Mychildhashadmanyfriends.Hehaslearnedagreatdealthroughouttheyear!

Hashelpedtointroducemychildtoavarietyoflearningexperiences.Shemaynothavehadtheopportunitytoparticipatein.

Socialinteraction.

Brianhasacquiredsocialskillsandsomeindependence.IthinktheJudyCenterisexcellent!

Moresocialized,readinessskills.

Reallyhelpwithvocabularyandphysicalabilityandhisspeech.

Helpedinthepottytrainingprocess,morecommunicationwithmomanddad.

Socially somewhat, although he still seems isolated from the other kids. Confidence in himself and hisabilities.

Bettersocialskills,letterrecognition.

Gainpositivesocializationskills.

Mychildhaslearnedagreatdeal.Hissocialskillsaredevelopingaswell.

Learningtowork/playwellwithothers,morestructured,overallinterestinschoolrelatedactivitieshaveimproved(readingbookstogether,vocabulary,letterrecognition,numberswriting).

Socializationskills,listening,sharing,structure,routines.Herearlyeducationbuildingblocks,responsibility,thatsupportsherelearningathome.Thankyou!

Heseemstoplaywithotherchildbetterthanhehad.HehasmorerolemodelsthanjustMomandDad.

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Alot!Heknowsalotmorenumbersandletters.Hecanwritehisnameandotherwordswithhelp.Healsosharesmorewithtoys.

Ithashelpedmysonlearntoadapttosocialactivitiesandworktogetherwithotherchildren.Ithastaughthimgoodstructuredenvironments.

Strongsocialskills.

Ithashelpedmydaughterinsomanyways.Sheisalotmorerespectfulandsheislearningnewthingseveryday!

Reading,writing.

Readinglettersandbasicword.

Heisbecomingmoreverbal.Recognizingmorewordsonpaper.

Ithashelpedwiththeireducation.

Ineverything.

Learning,socialization.

Helpedhimtointeractwithotherchildren.AndlearningtoassociatehisABC’s.

Learnedtoparticipateingroupsandexpressherself.

[Mychild]hasexcelledinreading,matchingandrhymingactivities,hehaslearnedalot.

Madeherahappierchild.

Heloveshisteachers.Heloveslearningandtakingcareofhimself.Healsolovesthebooksandactivitiesthathegets.Helovesbringinghismomcardsforallholidays.

Thanks.

It has helped my child have more confidence to try and learn new things.

Readingathomebookinitiative.

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Ithashelpedhimcommunicatewithothers.

Schoolhashelpedsocialandlearningabilities,interactingwithotherchildren.

[Mychild]ismoresociallyactive.Hisspeechhasimprovedgreatly!

Wellmysonhelovestohavebooksreadtoyou.Whenyouhadtoreadabookandtoldaboutitandhadtodrawapicture,helovedthat.

Sharingandmanners.

In what ways has the Judy Center helped you and/or other members of your family?

TheyhelpedmewiththemoneytotakemyGEDtest.Gavemeajobasasubstituteteacher.

Spendingtimedoingactivitiestogether.

Beingabletodothingsasafamilyandnothavetoworryaboutcost.

Familytime/activities.

Gettingreadyforkindergarten.

InfantandToddlersprogramisgreat.

Ismorecalmaboutwantingstuff.Mysonlovesbeingaroundotherkidssincehe’stheonlychild.

NonethatIknowof.

Our daughter has more self confidence.

Helpedmyfamilymembersunderstandmychild’sdisabled.

Providingsomeadditionalhomeactivitiesforourfamily.

Ithasgivenmethepeaceofmindtoknowthathehasagoodfoundationfortherestofhiseducation.

Abreakfrom2childrenwhoconstantlyneedattention.Allowsmetoconcentrate2timesaweekonmyyoungestneeds,andgivesmyoldestthetoolsandbuildingblocksneededforherfutureandeducation,i.e.,amore1on1.

PAGE 76

Idon’tthinkthatthereisanythinglefttoadd.But,Ithinkallclassesshoulddothingsforeveryholiday,Easter,Xmas,Halloween,Thanksgiving.

Myoldestwasabletoreadtohisclass.

Ithashelpedmetogetmysonadaptedintotheschoolsettingandlearningmode.Theyhavebeenatremendoushelpwiththedaycare.

Communication.

Wetalkedmorethingsoutandweexplainmorethingstoeachother!

Learnedparentingideas.

KidsKornerisablessing.Ihavenootherwaytogetmychildtoschoolontime.

Tobecomemoreawareofservices.

Ithasallowedmetocontinueinmyeducationaljourney.

Goingtothecircus.

Providedchildcareforworkschedule.

OurotherchildrenwillmostlikelyattendalsoatappropriateagessoI’msuretheywilllearnalotalso.

InsomanywaysIlovetheJudyCenter.

Justtowatchmysongrowandtoseehowfastheislearningeverything.

Ithashelpedusspendmorequalitytimetogetherbysittingdowneveryeveningandreadingwithourchild.Thankyou!

Easiertogethiminterestedinreadingandwriting.

Helpedmychildwithbecomingveryexcellentprogram.

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What activities would you like to see added at the Judy Center for your child and/or family?

Take the kids to the police station to get fingerprinted, have the police officers explain their job.

JudyCenterisdoingawonderfuljob.Ithinkalltheactivitiesaregreat.

Justanidea!Maybeatriptothezoo.

Momanddadnightoutfor2to3hours.

IwouldlovetolearnmoreabouttheprogramsattheJudyCenter.It’sbeenverymucha“trickledown”experience,butjustthissurveyindicatesthattherearealotofgreatthingsgoingon.

BetterwaytounderstandyourIEP.Whyearlyinterventionissoimportant(infantandtoddlergroupandPreK-Kparents)

More field trips.

AnythingIwasabletodowithhim.

Playtime/groupsintheeveningsonoccasion(i.e.,playtimegroup).

IthinktheJudyCenterisdoingeverythingpossible.

Moreautism.

Theyareperfect.

Everythingwasgreat.Maybesobettermealsthatthekidsliketoeatbutarestillgoodforthem.

Moreactivitieswiththefamily!

Documents

Allegany County Judy Center Evaluation, 2007-2008