Michelle Connavino, PRE4CLE
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Michelle Connavino serves as the Operations and Outreach Specialist for PRE4CLE, a plan to ensure all 3- and 4-year-old children in the city of Cleveland have access to high-quality preschool, where she coordinates the organization’s communication plan and supports its advocacy efforts. Previously, Michelle was the Liaison for the Center for Educational Leadership at Cleveland State University, managing program and assessment design and implementation for a number of school leadership licensure and professional development programs. Michelle is also a former middle school teacher in the Cleveland Metropolitan and North Olmsted City School Districts, and has teaching experience in rural and international settings.
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Michelle Connavino, PRE4CLE
- 2. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars Michelle Connavino Operations and Outreach Specialist PRE4CLE
- 3. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars Michelle Connavino PRE4CLE: Using Data to Drive Cleveland’s Preschool Expansion
- 4. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats • PRE4CLE is a plan to ensure all 3- and 4-year-old children in Cleveland have access to high-quality preschool. • Launched in 2014 • Part of The Cleveland Plan for Transforming Schools • Public-Private partnership PRE4CLE Michelle Connavino
- 5. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats PRE4CLE Strategies Michelle Connavino
- 6. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats Preschool in Cleveland Michelle Connavino • When we started: • 50% of children kindergarten ready • 23% of Cleveland’s children in high-quality preschool • 20% of high-quality slots were unfilled • Unequal distribution in Cleveland neighborhoods
- 7. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats PRE4CLE Benchmarks Michelle Connavino
- 8. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats • Includes all children born in Cuyahoga County since 1992 • Draws on routinely available administrative data • Brings together data at the individual child level for longitudinal analyses • Started with focus on young children, recently adding older youth, transition to adulthood, and linked parent records • 500,000 children and counting • Managed by Case Western Reserve University • Privacy measures in place ChildHood Integrated Longitudinal Data (CHILD) System Michelle Connavino
- 9. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats CHILD System Michelle Connavino
- 10. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats CHILD System Michelle Connavino
- 11. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats • Bracken School Readiness Assessment • After Year 1, 80% of children in PRE4CLE classrooms are on track for kindergarten readiness Achievement Data Michelle Connavino
- 12. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats • Individual preschool provider data • After Year 1: • The number of high-quality preschool seats expanded by 1,215 • Enrollment in high-quality preschool increased by 10% Enrollment Data Michelle Connavino
- 13. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats Neighborhood Analysis Michelle Connavino
- 14. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats Neighborhood Analysis Michelle Connavino
- 15. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats Transportation Analysis Michelle Connavino
- 16. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars #mapchats Transportation Analysis Michelle Connavino
- 17. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars Michelle Connavino PRE4CLE Operations & Outreach Specialist mconnavino@pre4cle.org
- 18. Advancing Early Childhood Education through Data and Mapping #mapchats policymap.com/mapchats- webinars Upcoming Mapchats policymap.com/mapchats-webinars
Editor's Notes
- PRE4CLE is a plan to ensure all 3- and 4-year-old children in Cleveland have access to high-quality preschool. Launched in 2014 Part of The Cleveland Plan for Transforming Schools Cleveland Plan: Cleveland’s School reform plan that articulated preschool expansion as a goal, but did not provide specific strategies around the goal, which led to the creation of PRE4CLE Public-Private partnership Partnership: Created by over 60 individuals who represented early learning, K-12, government, philanthropic, nonprofit, and the private sector as well as parents and educators and led by the Early Childhood Compact made up of 40 partners and chaired by Eric Gordon (CEO of Cleveland Schools) and Marcia Egbert (Gund Foundation). Providers include high-quality district schools, Head Start, private and family childcare homes.
- For Families PRE4CLE is raising awareness about the critical importance of high-quality preschool, and connecting families with the tools and resources to find the right preschool for their child. For Preschool Providers PRE4CLE provides resources to expand their capacity to serve more children and connects them to PRE4CLE partners that provide professional development and technical assistance to strengthen the quality of preschool programs. For the Community PRE4CLE leads a collaboration with cross-sector partners to coordinate available resources, advocate for additional funding, and create new opportunities for Cleveland’s preschool children.
- When we started: 50% of children kindergarten ready 23% of Cleveland’s children in high-quality preschool 23%=2,857 20% of high-quality slots were unfilled Unequal distribution in Cleveland neighborhoods
- PRE4CLE’s work is very data driven: we have child- and system-level benchmarks built into our Plan that guide our work. Child-Level: Significant Developmental Gains & 2/3 scoring above county mean (baseline 32%) System-Level: 2000 additional children & Target Underserved Neighborhoods
- We’re very lucky in Cleveland to have a rich dataset called the CHILD System that allows us to dig into the kinds of questions that Carlise posed in her presentation. Includes all children born in Cuyahoga County since 1992 Cuyahoga County=County where Cleveland is Draws on routinely available administrative data to monitor program delivery and outcomes Brings together data at the individual child level for longitudinal analyses Started with focus on young children, recently adding older youth, transition to adulthood and linked parent records 500,000 children and counting Managed by Center on Urban Poverty & Community Development in the Mandel School of Applied Social Sciences at Case Western Reserve University Privacy: A key feature of CHILD is the data security measures maintained as part of the system. Privacy is protected through various tactics to avoid identification of individuals. Analyses focus on cohorts of children and any reports contain only aggregate data. Under Case’s IRB rules, no individual-level data are ever released out of CHILD. Data provider agencies are asked to consent before their data are used in new studies.
- Most children touch systems at a variety of points – birth, childcare, possibly child protective services, home visits, well-child medical appointments, pre-kindergarten, after school and school. The CHILD system tries to bring together data on the experiences of children and families from these interactions. The CHILD system is not perfect but it contains a considerable amount of data. Since some points of connection are when there are negative occurrences (juvenile justice, abuse, etc.) the records do not capture the positive experiences and situations as much as the negative. Data partner agencies extract various types of individual records from their systems in formats that are convenient for them. Some records are received monthly, some quarterly, and some annually, though the ideal would be to have records submitted at least quarterly. The digital records are transmitted to the Center where they go through a cleaning and linking process. They are assigned a unique identifier by the CHILD system, and this serves as the connection to each child’s record across data sources. The “backbone” of the system links children’s IDs across multiple systems- CHILD registry.
- The end result is a longitudinal data system in which children are observed over time as they are served by one of the 20 plus administrative systems that contribute data to the CHILD system. This begins to allow a ‘cradle to career’ perspective on children in our county, though data are not equally deep across the time span.
- A snapshot of the data we are using right now. One type of data that is captured in CHILD is Assessment and kindergarten readiness data PRE4CLE uses The Bracken School Readiness Assessment, which is designed specifically to assess a child’s readiness for school by evaluating his or her understanding of 88 items that are organized into five areas related to basic concept formation and academic success. Children receive subscale scores on each category as well as a composite score based on overall performance that is norm-referenced and age-adjusted for each child. It is administered twice a year so that we can look at change over the year in addition to kindergarten readiness. Because of CHILD we are able to look at Bracken data subgroups by gender, race, blood lead levels and others. After Year 1, 80% of children in PRE4CLE classrooms are on track for kindergarten readiness
- Given our core goal of preschool expansion, we also track enrollment data. These data come from individual preschool providers and include Total number of seats Number of children enrolled Attendance for some sites, which allows us to get a “dose” variable Utilization rate Full/Part day seats Anticipated changes due to funding or other system changes Neighborhood data, which I’ll discuss next After Year 1: The number of high-quality preschool seats expanded by 1,215 Enrollment in high-quality preschool increased by 10%
- One of our benchmarks is to target underserved neighborhoods, so we have to track data at a neighborhood level. This map shows the percent of high-quality slots by neighborhood and has high-quality preschool provider sites layered on top and listed by provider type. Maps like this allow us to: Facilitate conversations about expansion decisions Target resources for expansion to neighborhoods most in need through classroom start-up grants, which we award to existing high-quality providers in high-need neighborhoods that have the space to expand, but need resources to do so It also allows us to think about and identify barriers to expansion, such as lack of building stock, and create strategies to address them
- This map shows the percent of preschool aged children enrolled in high quality preschool by neighborhood. Maps like this allow us to: Identify barriers to enrollment, such as transportation, and create strategies to address them Other features of these maps include: Ability to zoom in on a particular neighborhood and map resources Can also map data across neighborhood with CHILD data— for example Case has looked at blood lead level by neighborhood, or we can overlay data, for example, to see if there is a correlation between BLL and kdg. Readiness by neighborhood. Given the longitudinal nature, we can compare data across time to see changes. One thing to note is that because these maps show percentages, it doesn’t give a sense of size (Tremont has few kids and a high number of HQ sites vs. Central, which has a lot of kids and a high number of sites, but not enough to meet the demand; Edgewater or Hopkins where there aren’t any kids)
- I mentioned in the previous slide, examining barriers to preschool. Right now, we’re looking at how transportation might be a barrier to preschool by examining where kids live (indicated by the heat mapping), in this map shown for the whole city. This map also has a public transit overlay. And we’re going to zoom in on the Glenville neighborhood located here:
- And in this map just for the Glenville neighborhood). Layered on top of that is where high-quality sites are located (indicated by the yellow stars) , and how public transportation fits into that picture (indicated by the dark blue lines with the stops in light blue and our rapid transit line in pink) The main questions we hope to answer with this research are: How far are children traveling to get to preschool? What are the transportation options for children in each neighborhood to reach high-quality preschool, including how close are high-quality preschools by driving, public transportation, and walking options? Given these data, what are possible solutions to improve transportation to high-quality preschool in Cleveland overall, and by neighborhood? Other things we’re looking at include: How many kids are going to school within their own neighborhood? How many kids are leaving their neighborhood to attend preschool? Are preschools located near where kids are living? Are there physical or perceived barriers that keep children from attending preschool? What role does quality play in the choices families are making about where to send their children to preschool? This mapping doesn’t capture the whole story about transportation, so we’re also using surveys to unpack this issue more (i.e. driving to school-what does that mean (own the car, unreliable car, share a car, gas money, etc.)
- Mention communication data (if time permits) Thanks Contact Info