Performance and Progress 20082009 Introduction Data collected during

Performance and Progress 2008/2009

Introduction • Data collected during • Did programs meet 2008/2009 fiscal year. service goals? • Who did our programs • Did children and serve? families meet outcome goals? • Did programs reach the intended • Lessons learned. populations?

Service Data • Children’s Investment Fund programs served 13, 165 children and 2, 279 parents/caregivers during the last fiscal year. • Programs exceeded service goals by 3% more children than projected.

Who Did We Serve? Gender and Age Group • Programs served roughly the same number of boys and girls. • School aged children (age 9 -15), followed by children age 3 – 5, make up the largest proportions of children served.

Who Did We Serve? Race/Ethnicity

Who Did We Serve? Primary Language

Who Did We Serve? Poverty Level

Outcome Data Outcome Goal Areas: Early Childhood and Child Abuse – Child development – Child health – Parenting/family functioning – Child stability and welfare Outcome Goal Areas: After. School and Mentoring – School attendance – School behavior – Academic achievement

Outcome Data Limitations • The data we are reporting are descriptive, not causative. • Many data points provide information on progress made while children are enrolled. • Percentages reported apply only to the portion of programs tracking the outcome and those clients who met a participation threshold. • 4, 965 of the children served (38%) met participation thresholds set by grantees for outcome tracking.

Early Childhood and Child Abuse Program Data • Grantees needed technical assistance in data collection and reporting. • Gathering Data: Technical Assistance Project with Portland State University. • After TA, grantees more effective in data collection and reporting • Data collection and reporting still time consuming and costly for grantees.

Child Development • 79% of children screened met developmental milestones. • 21% who were not on track made progress on meeting milestones while enrolled. 92% of these children were referred to additional services. • Children screened showed the most risk in language/ communication development.

Child Health • 95% of children eligible for health screenings were screened for health and wellness needs. • 92% of children screened for immunizations were up to date.

Parenting and Family Functioning • 88% of parents increased social supports. • 82% of parents increased appropriate parenting practices. • 75% of parents increased knowledge of ways to manage child behavior. • 89% of parents increased knowledge of child development. • 91% of parents increased and demonstrated appropriate parent-child interactions.

Child Stability and Welfare • 99% of children attending child care centers or preschools with access to mental health counselors were not removed from care due to behavioral problems. • 91% of families who were referred to the child abuse hotline for suspected abuse or neglect were not re-reported within 180 days of completing services. • 85% of vulnerable children experienced an increase in stability.

After-School and Mentoring Program Data • 79% of identified program participants attended Portland Public Schools. • PPS, David Douglas, Reynolds and Centennial School Districts all provided data on academic achievement variables. • PPS also provided data on attendance, behavior variables, and progress on grades.

School Attendance (PPS Only) • 47% of program participants improved school attendance in the 2008/2009 school year. • 69% of program participants attended 90% of school days.

School Behavior (PPS Only) • 68% of program participants decreased serious behavior referrals (those that resulted in a suspension or expulsion)

Academic Achievement: Grades (PPS Only) • 24% improved reading/English grades • 23% improved math grades

Academic Achievement: Percentage of Students Meeting State Standards in Reading and Math (All Districts Reporting) Subject 2007/08 2008/09 Reading/ English 70% 68% Math 70% 65%

Academic Achievement: Percentage of Students Moving to a Higher Performance Category (All Districts Reporting) • 17% of program participants moved to a higher performance category in reading. • 21% of program participants moved to a higher performance category in math.

Academic Achievement: Progress toward Meeting State Standards (PPS Only) • Of the students who were not meeting state standards in reading, 44% moved to a higher performance category. • Of the students who were not meeting state standards in math, 49% moved to a higher performance category.

Outcome Data Analysis • Technical assistance is necessary when grantees must gather, analyze and report data. • Programs need money, time, and expertise dedicated to program reporting and evaluation. • Need for strategies to increase level of participation in programs.

Considerations for the Future • Need for common intermediate outcomes for afterschool and mentoring programs. • CHIF would need to provide technical assistance to help after-school and mentoring programs to collect, analyze and report data on intermediate outcomes. • CHIF should provide ongoing technical assistance to early childhood and child abuse prevention programs for producing high quality program reports. • SUN system task force is considering joint evaluation strategies.