Redlands Christian Migrant Association School Readiness Annual

Redlands Christian Migrant Association
School Readiness Annual Report
2012-2013
Child Outcomes Report based on the Early Learning
Accomplishment Profile (E-LAP) and the Learning
Accomplishment Profile-3 (LAP3),
a criterion referenced ongoing assessment tool
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developed by Chapel Hill for
children birth to 72 months of age.
Madonia CDC, Mulberry, FL
RCMA School Readiness Goals
Rev. 09/17/2013

Physical Well Being and Motor Development Goal - Children develop healthy practices
and habits.

Approaches to Learning Goal—Children develop their natural curiosity and internal desire
to learn.

Language and Literacy Development Goal—Children communicate what they know by
developing skill and ability in acquiring and using their home language and English.

Social and Emotional Development Goal—Children learn confidence in themselves and
develop skills needed to work together with friends and adults.

Cognition and General Knowledge Goal—Children develop age appropriate skills and
abilities in science and math domains.
Our Children
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Immokalee unity CDC,
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Krome CDC
, Labelle, FL
Kendric
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Hope V
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The developmental progress of 332 children was entered into the computer program. Data includes children who have at
a minimum a Beginning, Mid, and Exit assessment. There were 176 boys and 156 girls. 292 of all children assessed were
of Hispanic/Latino descent. 10 children (3%) had a diagnosed disability. The majority of infants and toddlers in this data
were served in School Readiness programs.
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Glad
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Our Mission
RCMA opens doors to opportunities through quality child care and education from crib to high school and
beyond.
lle, FL
, Labe
e CDC
Krom
o Pro C
Fernand
Fred Dennis CDC, Wauchula, FL
2012-2013 is the second year RCMA has aggregated
and analyzed infant toddler data using a web-based
program. The sample size is much larger and
therefore, likely to be more stable than if the sample
size were smaller . A caution-One factor which
cannot be overlooked when aggregating and
analyzing infant and toddler data is the very wide
gap in skill achievement across age ranges and
across domains. Children who walk at 9 months
and children who walk at 15 months are no cause
for concern yet there is a 6 month difference in
their development for the same skill. From an
aggregated level it is difficult to make meaningful
conclusions about teaching practices except in the
most general sense.
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DC, Flo
a City, F
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Our Goals
 To provide quality child care
 To provide children and their families with support services
 To provide educational opportunities and improve the health and general welfare of children and
their families
 To involve parents in the educational process and in public policy decisions affecting their children and
families
 To increase public awareness of the lifestyle of migrant and seasonal farm workers and the rural
poor
 To provide opportunities and encourage the professional development of staff hired from the
communities served
Our Values
 Quality
 Opportunity
 Respect
 Compassion
Fernando Pro CDC,
Florida City, FL
Physical Well Being
and Motor
Development
Approaches to
Learning Goal
 Children learn with  Children plan
all their senses.
 Children explore
environments that
encourage motor
development.
 Children
manipulate objects,
run, jump, and
climb.
 Children eat
healthy foods, wash
hands and brush
teeth.
their play in
environments
with a wide
variety of
choices.
Language and
Literacy
Development Goal
 Children hear their  Children develop
home language
spoken and see it
written.
 Children choose  Children
from many
open-ended
materials.
 Children feel
respected and
empowered for
the choices they
make.
 Children are
eager, excited,
and interact
vigorously with
materials and
people.
Social Emotional
Development Goal
understand and
use many
vocabulary words
in their home
language and in
 Children listen to
stories and books
often, in their
home language
and English.
 Children learn
letter names and
letter sounds as
they are interested
and ready.
trust as they stay
with the same
teachers and friends
during the first
couple of years of
development.
 Children choose
from materials and
activities that
promote success.
 Children play in
environments that
encourage solitary,
small group and
large group play.
 Children learn to
use problem solving
strategies when
social conflicts
arise.
Our Demographic Data
Cognition and General
Knowledge Goal
 Children observe, play
and interact in a natural
environment.
 Children sort, make
patterns, measure,
weigh, build, classify,
and sequence with a
variety of materials that
promote math and

2058 children from 4 main funding sources
contributed to the data.

There were slightly more girls (1046) than
boys (1012)

1667 children (81%) were identified as White,
while 360 (17%) were identified as Black or
African American.

Of the 1667 White children, 1565 were of
Hispanic/Latino background.

1331 children (65%) named Spanish as their
home language.

135 children spoke an Indigenous language.
120 of the 135 spoke Mixteco.
Plant City Central, Plant City, FL
Number of children by primary funding source
 Children predict
outcomes…”What will
happen if…?”
 Children experience
math when they set the
table(one to
correspondence), put
away toys (sorting and
matching).
Flagler CDC, Bunnell, FL
Summary Narrative:
Statewide data indicates significant gains in each developmental domain indicating a strong approach to a “whole child” educational
philosophy within RCMA. In addition to their academic and physical growth, dual language learners achieved great strides in acquiring and using English as a second language.
Cases of extreme gain, such as Math and Science, frequently indicate the areas where children enter the program with the least
amount of prior experience and exposure. During their RCMA experience these children are introduced to new concepts, experiences, and vocabulary through a variety of hands on activities and through positive adult child interactions and teaching strategies.
This data is inclusive of all children 3 years old on or before Sept. 1 and all four year olds regardless of first language or diagnosed or
suspected disability.
Assessment data indicates children are ready for kindergarten.
Florida Kindergarten Screener (FLKRS) Results
(Data from the Florida Department of Education-Office of Early Learning)



The percentage of children “ready for kindergarten” as reflected on the ECHOS portion of the FLKRS was 87%. This is an
increase of 64%, when compared to last year’s performance, where 53% of children were considered ready.
The percentage of children considered “ready” on the FAIR portion of FLKRS was 49%. RCMA children showed an increase of 17%, when compared to last year’s performance, where 42% were considered ready.
Data is based on the numbers of children in the readiness rate and NOT on the number of children served by 59 RCMA
providers.
Oral Language Proficiency Scale-adopted from Miami Dade
A measure of English language acquisition from novice to independent user of English.
Data below is for those 3 or 4 year old children with substantial completion (3-4 months) and with
both beginning and exit scores. Children who dropped or whose assessment dates did not fall
within the range allowed were excluded. Children not assessed at exit due to scoring a 25 at entry
were excluded. That left 784 children with both and entry and exit score and a minimum of 3-4
months of enrollment.
LEVEL
OLP Raw Score
Classification
1
4
Novice
2
8
Low Intermediate
3
12
High Intermediate
4
16
Advanced
5
20
Independent
English Language Acquisition for 4 Year Olds
A measure of English language acquisition from novice to independent user of
English.
These scores represent children entering Kindergarten.
The average score at entry of 9 points (Level 2: Low Intermediate) and the average
at exit of 22 points (Independent) indicates an increase of 144% in raw scores.
Average raw score on OLP at entry and exit.
The gain between entry and exit is 144%.
The average score at entry of 7 points (Level 2: Low Intermediate) and the average at exit of 22 points
(Independent) indicates an increase of 214% in raw scores.
Dade City Learning Center,
Dade City, FL
Labelle CDC, Labelle, FL