Georgia’s Pre-K Summer Transition Program

Georgia’s Pre-K Evaluation Beginning in 2011, Georgia’s Pre-K began a series of studies measuring the impact of the program and identifying where additional supports may be needed. Study 1 (2011–2012) Pre-K Outcomes Study Study 2 (2012–2013) RDD Study Study 3 (2013–2018) Longitudinal Study The first study followed a representative sample of children through their Georgia’s Pre-K experience.

General Findings from the Evaluations Children exhibit statistically significant growth during their Pre-K year across all domains of learning. Children's growth in many areas indicated that they progressed at a greater rate during the time they participated in the Pre-K program than would be expected for normal developmental growth. In most of the standardized assessments, children, on average, ended their Pre-K year above the national norm.

General Findings from the Evaluation Children who are Spanish-speaking dual language learners show growth in skills in both English and Spanish, although their growth tends to be greater in English. At the end of Pre-K and Kindergarten they are still below the national average. In a few measures, children’s standardized scores decrease in Spanish.

Based on the evaluation findings, we designed and implemented the Rising Pre-K Summer Transition Program.

What is the Rising Pre-K Summer Transition Program? Six-week, intensive instructional and family support program for rising pre-kindergarteners meeting the following criteria: Registered to attend Georgia's Pre-K Program or a Head Start Program for the next school year Families meet the income eligibility requirements - 85% of the state median income (SMI) Children whose home language is Spanish Stress importance of meeting income eligibility and that children need to speak Spanish

Program Components 6.5 hours instructional day Six weeks of instruction Maximum class size of 14 students Lead and assistant teacher Transition Coach

Teacher Requirements Lead and Assistant Teacher Meet current credential requirements Have experience teaching in Georgia’s Pre-K Program One teacher must be able to speak, read and write in Spanish

Role of the Transition Coach Recruits students meeting the enrollment priorities Works with families to collect eligibility documentation Plans and facilitates family engagement activities Minimum of 1 per week (intentional planning) Documentation is required (agenda, sign in sheet) Connects families with community resources Parent survey Intentional planning from the parent survey to meet the needs of the families in the school

Transition Coach Requirements Must have a minimum of an Associate’s degree Must be able to speak, read and write in Spanish Must have experience working with families Staff from other schools can be hired Must be employed for 10 weeks/ 200 hours Transition Coach hours should accommodate family schedules

Rising Pre-K Evaluation Findings (2015) Children’s Receptive Language skills in both English and Spanish increased across the six weeks, but remained low. In both programs, scores for CLASS Emotional Support and Classroom Organization were in the mid-range. Instructional Support scores remained low. Both Spanish and English were used regularly in RPre-K Classrooms

Findings from the Evaluation

Next Steps Summer 2017 School Year FY18 Providing professional development and coaching WIDA Promising Practices School Year FY18 Making the Most of Classroom Interactions training Continued Consultant Support