Outcomes
CID Pre-K Outcomes 2010-2011
- 100% (10/10) of returning pre-k students (age 4-5) made one year’s growth or better in receptive vocabulary.
- 50% (5/10) made consistent growth (one year’s growth) in their receptive vocabulary skills.
- 80% (4/5) of these students maintained scores within the average range from one year to the next. (They had scores within the average range as compared with typically hearing children in 2009-2010 and 2010-2011.)
- 30% (3/10) made rapid growth (more than one year’s growth) in their receptive vocabulary skills.
- 20% (2/10) made significant progress in their receptive vocabulary skills (a significant increase in these skills).
- 100% (10/10) of returning pre-k students made one year’s growth or better in their expressive vocabulary skills.
- 30% (3/10) made consistent growth in their expressive vocabulary skills.
- 67% (2/3) of these students maintained scores within the average range from one year to the next.
- 20% (2/10) made rapid growth in their expressive vocabulary skills.
- 50% (5/10) made significant progress in their expressive vocabulary skills.
- 100% (8/8) of returning pre-k students made one year’s growth or better in their overall language skills.
- 25% (2/8) made consistent growth in their overall language.
- 50% (1/2) of these students maintained scores within the average range from one year to the next.
- 50% (4/8) made rapid growth in their overall language.
- 25% (2/8) made significant progress in their overall language.
- 100% (8/8) of returning pre-k students made one year’s growth or better in the area of speech (articulation).
- 25% (2/8) made consistent growth in their speech skills.
- 50% (4/8) made rapid growth in their speech skills.
- 25% (2/8) made significant progress in their speech skills.
CID Primary Outcomes 2010-2011
- 90% (18/20) of returning primary students (age 6-11) made one year’s growth or better in receptive vocabulary.
- 70% (14/20) made consistent growth (one year’s growth) in their receptive vocabulary skills.
- 14% (2/14) of these students maintained scores within the average range from one year to the next.
- 15% (3/20) made rapid growth (more than one year’s growth) in their receptive vocabulary skills.
- 5% (1/20) made significant progress in their receptive vocabulary skills (a significant increase in these skills)
- 10% (2/20) did not make progress commensurate with their same-aged peers.
- 90% (17/19) of returning PUP students made one year’s growth or better in their expressive vocabulary skills.
- 74% (14/19) made consistent growth in their expressive vocabulary skills.
- 50% (7/14) of these students maintained scores within the average range from one year to the next.
- 16% (3/19) made rapid growth in their expressive vocabulary skills.
- 10% (2/19) did not make progress commensurate with their same-aged peers.
- 92% (11/12) of returning primary students made one year’s growth or better in their overall language skills.
- 50% (6/12) made consistent growth in their overall language.
- 17% (1/6) of these students maintained scores within the average range from one year to the next.
- 17% (2/12) made rapid growth in their overall language.
- 25% (3/12) made significant progress in their overall language.
- 89% (16/18) of returning primary students made one year’s growth or better in the area of speech (articulation).
- 39% (7/18) made consistent growth in their speech skills.
- 22% (4/18) made rapid growth in their speech skills.
- 28% (5/18) made significant progress in their speech skills.
- 11% (2/18) did not make progress commensurate with their same-aged peers.
2010-2011 TOPEL Data
(The TOPEL is a measure of literacy given to returning students in the age range of the test who spent at least one year in the CID pre-k.)
- 80% (12/15) returning students made one year’s growth or better in their early literacy skills.
- 20% (3/15) made consistent growth (one year’s progress in one year’s time) in their early literacy skills.
- 67% (2/3) of these students maintained scores within the average range from one year to the next.
- 60% (9/15) made rapid growth (more than one year’s growth in one year’s time) in their early literacy skills.
- 20% (3/15) did not make progress commensurate with their same-aged peers
- In 2010, 33% (5/15) of the students scored within the average range on the TOPEL.
- In 2011, 60% (9/15) of the same group of students scored within the average range on the TOPEL.
2010-2011 WJIII Data
- 85% (11/13) returning CID primary students made one year’s growth or better in their overall broad reading skills.
- 77% (10/13) made consistent growth in their overall broad reading skills.
- 40% (4/10) of these students maintained scores within the average range from one year to the next.
- 8% (1/13) made rapid growth in their overall broad reading skills.
- 15% (2/13) did not make progress commensurate with their same-aged peers.
- 61% (8/13) returning PUP students made one year’s growth or better in their basic reading skills.
- 46% (6/13) made consistent growth in their basic reading skills
- 50% (3/6) of these students maintained scores within the average range from one year to the next.
- 15% (2/13) made rapid growth in their basic reading skills.
- 39% (5/13) did not make progress commensurate with their same-aged peers.
- 69% (9/13) returning PUP students made one year’s growth or better in their reading comprehension skills.
- 46% (6/13) made consistent growth in their reading comprehension skills.
- 17% (1/6) of these students maintained scores within the average range from one year to the next.
- 23% (3/13) made rapid growth in their reading comprehension skills.
- 31% (4/13) did not make progress commensurate with their same-aged peers.