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West VirginiaSchool ReadinessProfile2015

West Virginia School Readiness

West Virginia Board of education

2015-2016

Michael I. Green, PresidentLloyd G. Jackson II, Vice President

Tina H. Combs, Secretary

Thomas W. Campbell, MemberBeverly E. Kingery, MemberGayle C. Manchin, MemberWilliam M. White, MemberJames S. Wilson, Member

Paul L. Hill, Ex OfficioChancellor

West Virginia Higher Education Policy Commission

Sarah Armstrong Tucker, Ex OfficioChancellor

West Virginia Council for Community and Technical College Education

Michael J. Martirano, Ex OfficioState Superintendent of Schools

West Virginia Department of Education

Foreword

Dear Early Childhood Stakeholders,

West Virginia’s comprehensive approach to school readiness includes not only schools but communities, families, and all early learning programs. Ready, Set, Go! West Virginia provides a comprehensive model to support children and families as they transition into and out of various early childhood settings prior to first grade. It is with this model in mind that we prepare all entities to provide support to children.

The 2014-2015 West Virginia School Readiness Profile may be utilized by counties to make data driven decisions and create goals to support school readiness efforts through the County Campaign for Grade Level Reading, West Virginia’s comprehensive approach to close the literacy achievement gap by the end of third grade for all West Virginia students.

This publication includes programmatic and child outcome data, as well as health and attendance information for West Virginia Universal Pre-K and Kindergarten Programs. The Profile may be utilized by county collaborative early childhood teams to gain a deeper understanding of the status of children prior to entering first grade.

Due to the collaborative efforts of the West Virginia Department of Education’s Office of Early Learning, the West Virginia Department of Health and Human Resources Bureau for Children and Families, Division of Early Care and Education, and West Virginia Head Start Programs, the 2014-2015 Profile includes snapshots of aggregated county and state-level information.

It is with great enthusiasm that I share this Profile with you as we continue to make progress toward college and career readiness for all students by increasing attendance, closing the literacy achievement gap, and raising high school graduation rates. Using the Profile to better understand how we can best meet the needs of our youngest learners will help us achieve these goals.

Sincerely,

Michael J. Martirano, Ed.D.State Superintendent of Schools

Acknowledgements

Purpose/Introduction

Defining School Readiness in WV

What is Ready, Set, Go! WV?

An Overview of WV Universal Pre-K

Data-driven School Readiness Decisions

Roadmap to the County Profile Pages/Early Childhood Program Profile

West Virginia Profile

Barbour County

Berkeley County

Boone County

Braxton County

Brooke County

Cabell County

Calhoun County

Clay County

Doddridge County

Fayette County

Gilmer County

Grant County

Greenbrier County

Hampshire County

Hancock County

Hardy County

Harrison County

56789

1314222426283032343638404244464850525456

Table of Contents

Table of Contents

586062646668707274767880828486889092949698

100102104106

Jackson County

Jefferson County

Kanawha County

Lewis County

Lincoln County

Logan County

Marion County

Marshall County

Mason County

McDowell County

Mercer County

Mineral County

Mingo County

Monongalia County

Monroe County

Morgan County

Nicholas County

Ohio County

Pendleton County

Pleasants County

Pocahontas County

Preston County

Putnam County

Raleigh County

Randolph County

108110112114116118120122124126128130132134

Ritchie County

Roane County

Summers County

Taylor County

Tucker County

Tyler County

Upshur County

Wayne County

Webster County

Wetzel County

Wirt County

Wood County

Wyoming County

Summary/Resources

Table of Contents

5

Acknowledgements

The West Virginia Department of Education’s Office of Early Learning would like to thank the following entities for their assistance with the development of the 2015 WV School Readiness Profile:

West Virginia Board of Education

Early Childhood Advisory Council of West Virginia

National Institute for Early Education Research

West Virginia Department of Education and the Arts

West Virginia Department of Education Office of Assessment

West Virginia Department of Education Office of Communications and Partnerships

West Virginia Department of Education Office of Federal Programs

West Virginia Department of Education Office of Data Management & Analysis

West Virginia Department of Education Office of Special Education

West Virginia Head Start State Collaboration Office

West Virginia Department of Health and Human Resources, Division of Early Care & Education

West Virginia Department of Education Office of Research, Accountability & Data Governance

6

Purpose/Introduction

The intent of the 2015 West Virginia School Readiness Profile is to provide those who serve on county collaborative early childhood teams with various forms of data so they can make informed decisions about the scope, intensity, and quality of early childhood programming available at the local level. Other early childhood leaders and stakeholders may also benefit from use of this document when used as a resource to learn more about a specific county or counties.

The data in this profile is provided to help county collaborative early childhood teams align their efforts with the Ready, Set, Go! WV Comprehensive Framework for School Readiness. This framework includes an approach that focuses on how the state and local communities, schools, and programs can offer support and resources for families and children prior to and during their transition into school. The availability of access to WV Universal Pre-K and WV kindergarten also provides opportunities for children to build solid foundations and positive dispositions to learning.

As a result, a wealth of data are now available to the WVDE and collaborative partners regarding both programmatic and child outcomes of the WV Universal Pre-K Program. Kindergarten health entry data, along with attendance for WV Universal Pre-K and Kindergarten programs, are also available and included in the profile. These data can be shared with those in counties who make decisions regarding strategic planning, programming, curriculum, professional learning, and other components of a comprehensive early childhood education approach.

This edition of the WV School Readiness Profile provides information for individual counties as they continue to refine practices that support school readiness efforts throughout their early childhood and early elementary programs. The intent of this resource is not to dictate school readiness goals for county collaborative early childhood teams, but instead to provide data to assist teams as they develop school readiness goals.

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Defining School Readiness in WV

School readiness is a process of assuring children have access to the best available resources prior to entering first grade. Available resources support children and their families, and focus on maximizing children’s holistic development from birth. Acknowledging that each child’s development is significantly impacted by previous experiences, school readiness also entails the capacity of schools and programs to welcome families and be prepared to serve all children effectively within the developmental domains of health and physical development, social and emotional development, language and communication, cognition and general knowledge, and individual approaches to learning.

To support school readiness efforts and assure the use of developmentally effective methods for children prior to entering first grade, the Ready, Set, Go! West Virginia Comprehensive Framework for School Readiness is utilized in West Virginia early learning programs. This comprehensive framework includes an approach that focuses on how the state and local communities, schools, and programs can offer support and resources for families and children prior to and during their transition into school. Programs serving children in Early Learning Readiness grades (WV Pre-K and Kindergarten) also provide opportunities for children to build solid foundations and positive dispositions to learning.

8

Ready, Set, Go! WV is a framework to help individuals understand and support the various transitions in which young children engage prior to and after school entry.

Originally established to support kindergarten transition efforts, Ready, Set, Go! WV was expanded in 2014 to align with WV Governor Earl Ray Tomblin’s assertion that all young children should be afforded opportunities to transition successfully into and out of early childhood settings prior to the first grade. Provisions of the school readiness framework include a holistic view that supports young children’s development across domains, as well as transition strategies to support children and families as they enter school.

The Framework’s focus on children is reflected below:

What is Ready, Set, Go! WV?

Rea

dy State and CommunitiesR

ea

dy Schools and ProgramsReady Families

R

eady Children

Ready, Set, Go! WV:West Virginia's Comprehensive Framework

for School Readiness

9


West Virginia’s school readiness efforts are largely reflected in the state’s Universal Pre-K Program. West Virginia’s commitment to providing high-quality pre-k opportunities for all 4-year-olds, as well as all 3-year-olds with an Individualized Education Plan (IEP), was solidified by the 2002 development of West Virginia Board of Education Policy 2525: West Virginia’s Universal Access to a Quality Early Education System. This WVBE Policy was created to support ongoing collaboration with the WV Department of Health and Human Resources and federally-funded Head Start Programs to offer no-cost, high-quality pre-k services for children of all interested families.

Major components of the original version of WVBE Policy 2525 proposed:

• By 2012-13 all 4 year old children, as well as 3 year old children with an IEP, will have access to a quality Universal Pre-k program.

• WV Universal Pre-K enrollment was 15,256 children in 2014-2015.

• In order to support counties in the effort to maximize existing resources, 50% of the classrooms are to be collaborations with community partners.

• During 2014-2015, 79% of the classrooms were in collaboration with community partners, far surpassing the original 50% mandate.

• Funding for Universal Pre-K is part of the State School Aid Funding Formula.

• As enrollment increases, funding to implement increases – FY2015 Total State Aid funding generated by Pre-K was over 91 million dollars (in addition to Federal Head Start and Childcare funding).

10


West Virginia’s Universal Pre-K Program is a national leader for assuring universal access and comprehensive services in all 55 counties. The National Institute for Early Education Research (NIEER) notes that West Virginia’s Universal Pre-K Program offers 9 of 10 quality benchmarks indicative of high-quality programming during the 2014-2015 school year, and is on target to meet all ten benchmarks in 2015-2016. The benchmarks are reflected below:

As well-documented in early childhood education research, high-quality programming is likely to yield positive outcomes for young children that resonate well past the early childhood years.

NIEER Quality Standards Checklist

Benchmarks Met in West VirginiaDoes

Requirement Meet Benchmark?

Policy State Pre-K Requirement

Benchmark 2014-2015 2015-2016

1. Early learning standards Comprehensive Comprehensive ü ü

2. Teacher degree BA1 ü ü

3. Teacher specialized training EC Endorsement, Preschool Special Needs

(public); Community Program Permanent

Authorization2

Specializing in Pre-K ü ü

4. Assistant teacher degree HSD3 CDA or equivalent No ü

5. Teacher in-service 15 clock hours At least 15 hours/year ü ü

6. Maximum class size3-year olds4-year olds

2020

20 or lower ü ü

7. Staff-Child ratio3-year olds4-year olds

1:101:10

1:10 or better ü ü

8. Screening/referral and support services

Vision; hearing; health, dental4

Vision, hearing, health; and at least 1 support service

ü ü

9. Meals Depend on length of program day5

At least 1/dayü ü

10. Monitoring Site visit and other monitoring

Site visitsü ü

Benchmarks Met 9 10

1 All pre-k teachers employed by the public school must hold a Bachelor’s degree and state certification. Beginning August 1, 2013, all newly hired teachers employed by community collaborative programs must hold a Bachelor’s degree.

2 Teachers employed by public schools must be certified in Birth-5, Early Childhood Education, Preschool Special Needs, or Elementary Education (with a Pre-K/K endorsement). Since August 1, 2013, all newly hired teachers in nonpublic school settings will be required to have a Bachelor’s degree in Child Development/ Early Childhood or in Occupational Development with an emphasis in Child Development/Early Childhood.

3 Assistant Teacher degree is the remaining NIEER Quality Standard for WV Universal Pre-K that was made possible through legislation passed in SB 359 in 2013. This benchmark will be met in the 2015 State of Pre-K. Beginning July 1, 2014, all assistant teachers must have a CDA or equivalent determined by the WVBE.

4 Support services include two annual parent conferences or home visits, transition to kindergarten activities, and other locally determined services.5 Meals must be offered if the program operates for more than 4 hours per day.

Barnett, W.S., Carolan, M.E., Squires, J.H., Clarke Brown, K., & Horowitz, M. (2015). The state of preschool 2014: State preschool yearbook. New Brunswick, NJ: National Institute for Early Education Research. Access online at: http://nieer.org/yearbook

11


Central to the establishment of school readiness goals for county collaborative early childhood teams is the ongoing commitment to ensuring continuous quality improvement across all WV Universal Pre-K settings. This is demonstrated by the high levels of collaboration between the WV Department of Education, WV Department of Health and Human Resources, and Head Start to offer high-quality pre-k programs.

As noted in WV Board of Education Policy 2525, a minimum of 50% collaboration with available partners is required of county pre-k programs. The following data map reflects collaboration rates with available community partners for the 2014-2015 school year:

Hancock

Brooke

Ohio

Marshall

Monongalia

Marion Preston

Wetzel

Tyler

Pleasants

WoodRitchie

Mineral

Hampshire

Morgan

Berkeley

Jefferson

Kanawha

DoddridgeHarrison

Taylor

Barbour Tucker

LewisWirt

Jackson

Roane

CalhounGilmer

UpshurRandolph

Braxton

ClayPutnam

Mason

Cabell

Lincoln

Nicholas

Webster

Pocahontas

Fayette

Greenbrier

Summers

Boone

Wayne

Mingo Logan

Wyoming

McDowell

Raleigh

Mercer

Monroe

Pendleton

Grant

Hardy

100%

100%

100%

67%

45%

47%

65%

56%

41%

70%

90%

0%*

100%

100%

100%100%

100%

100%

100%

100%

100%100%

100%100%

100%

100%

100%

100%100%

100%89%

56%

90%

78%80%

14%55%

100%

63%

77%

44%

98%

95%

98%

60%

83%

72%

100%

100%

62%100%

80%

75%

47%

72%

West Virginia Universal Pre-K • 2014-2015 Collaboration Rates

Less than 50%

50% - 74%

75% - 100%

State average: 79%

* no collaborative partner available

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Participation in WV’s Universal Pre-K Program is voluntary. The participation rates below were compiled by comparing the 2015-2016 5 yr. old kindergarten enrollment with the 2014-2015 Pre-K 4 yr. old population. This is used as a rough estimate for participation and needs.

Hancock

Brooke

Ohio

Marshall

Monongalia

Marion Preston

Wetzel

Tyler

Pleasants

WoodRitchie

MineralHampshire

Morgan

Berkeley

Jefferson

Kanawha

DoddridgeHarrison

Taylor

BarbourTucker

LewisWirt

Jackson

Roane

CalhounGilmer

UpshurRandolph

Braxton

Clay

Putnam

Mason

Cabell

Lincoln

Nicholas

Webster

Pocahontas

Fayette

Greenbrier

Summers

Boone

Wayne

Mingo

Logan

Wyoming

McDowell

Raleigh

Mercer

Monroe

Pendleton

Grant

Hardy

76%

88%

84%

92%

83%

82%

73%

59%

73%

83%

81%

99%

74%

92%

91%99%

69%

87%

80%

80%

80%

82%

89%97%

87%

76%

91%

85%78%

80%78%

79%

67%

78%90%

88%72%

89%

64%

97%

75%

71%

88%

81%

89%

100%

70%

65%

80%

77%75%

85%

77%

57%

55%

West Virginia Universal Pre-K • 2014-2015 Participation Rates

Less than 60%

60 - 70%

Above 70%


State average: 76%

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Data-driven School Readiness Decisions

The various types of data presented in this profile are arranged to provide county collaborative early childhood teams, administrators, and other stakeholders with valuable information about the status of young children during the kindergarten year, as well as the year prior to kindergarten entry. Those groups utilizing this document are asked to collectively analyze data elements to make informed decisions regarding programming, professional learning, and other services to assist with continuous quality improvement across programs.

The WV School Readiness Profile can be utilized to facilitate dialogue among early childhood stakeholders and to promote continuous quality improvement throughout the early childhood community. Strategies to employ through use of this resource may include (but are not limited to) engaging in ongoing communication with other stakeholders and groups to:

• Increase the quality of a county’s early childhood programs, including not just WV Universal Pre-K but also the entire birth through age five community;

• Increase the relationship between medical providers and other stakeholders, including families, administrators, and educators;

• Strengthen the health status of West Virginia’s early learners; • Focus on methods to ensure more reliable data collection and use to

better articulate school readiness (such as methods for ensuring WV Pre-K attendance is captured properly in WVEIS);

• Prioritize professional learning efforts for educators, administrators, and families; and

• Increase family engagement opportunities.

It is important that groups using this profile understand that the elements contained within are not a checklist, but instead provide a comprehensive view of several data elements available to them to help design efficient school readiness strategies. By combining the information contained in this resource with the strategies contained in the WV Kindergarten Transitions Toolkit, groups will be able to tailor specific components of the Ready, Set, Go! WV Kindergarten Transition model to best serve the young children in their communities as they enter kindergarten. It can be noted that having a thorough understanding of how children are supported and fare as they enter school from various settings can help inform classroom instruction and ultimately, help close the achievement gaps that are so prevalent in our state.

14

Roadmap to the County Profile Pages

Early Childhood Program Profile

Descriptors for Early Childhood Program elements are provided for each piece of data collected below.

Program Information (2014-2015)

Number of WV Universal Pre-K Classrooms (as reported to the WV Pre-K Steering Team annually via the West Virginia Early Reporting System; classrooms operating with AM and PM sessions are reflected in this count as two classrooms)

This includes all WV Universal Pre-K classrooms serving 4-year-olds and 3-year-olds with special needs in both collaborative and non-collaborative settings.

WV Universal Pre-K Collaboration Rate (WVBE Policy 2525 requires a minimum of 50% collaboration with potential community partners, including licensed childcare and Head Start programs)

Calculated based on the number of classrooms that are collaborative with either childcare and/or Head Start compared to the total number of classrooms in the county’s WV Universal Pre-K program.

WV Universal Pre-K Enrollment Information (2014-2015)

WV Universal Pre-K Enrollment As reported in WVEIS 2nd Month Enrollment Number of 3-year-old children in WV Universal Pre-K Receiving Head Start Services

As reported in WVEIS menu item STU.380: Collaborative Early Childhood Programs

Number of 4-year-old children in WV Universal Pre-K Receiving Head Start Services

As reported in WVEIS menu item STU.380: Collaborative Early Childhood Programs.

Number of children in WV Universal Pre-K Identified as Having Special Needs

As reported in WVEIS 2nd Month Enrollment.

WV Universal Pre-K Participation Rate The comparison between the 2015-2016 5 yr. old kindergarten enrollment and the 2014-2015 4 yr. old Pre-K population.

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WV Universal Pre-K and WV Kindergarten Attendance as reflected in WVEIS(2014-2015)

WV Universal Pre-K Average Daily Attendance As reported by districts in WVEIS

WV Kindergarten Average Daily Attendance As reported by districts in WVEIS

Potential Uses for Early Childhood Program Profile Data

These data can be utilized for multiple purposes, including but not limited to:

• Examining collaborations with entities such as Head Start and childcare;

• Brainstorming additional opportunities for collaboration with partners;

• Looking at potential methods to increase access for children eligible for WV

Universal Pre-K;

• Examining attendance patterns as an indicator to address 3rd grade

literacy proficiency.

From the Field:

How did you or your team use the 2014-2015 WV School Readiness profile?

“The School Readiness Profile has become a key component to program planning, data collection and analysis, and professional development to support children across their early childhood developmental years from the ages of birth through five.”

-- Brenda YohnDirector of Early Childhood

Monongalia County Schools

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Child Outcome Data

Child outcome data has been compiled based on information provided by WV Universal Pre-K Educators as reported on the WV Early Learning Reporting System (ELRS): Pre-K during the 2014-2015 School Year.

The WV ELRS: Pre-K utilizes the Pre-K Early Learning Scale, a valid formative assessment instrument developed by the Rutgers University’s National Institute for Early Education Research (NIEER), as an anchor process for educators to inform daily instruction, guide lesson planning, and articulate individual children’s progress to families.

The formative assessment process is a key foundation of all high-quality early learning programs. Evidence found during the formative assessment process are used to tailor individualized instruction and articulate children’s ongoing development to families over time.

To assist with the provision of high-quality WV Universal Pre-K programming, West Virginia Board of Education Policy 2520.15 (WV Early Learning Standards Framework) was revised and went into effect August 2015. The WV Early Learning Standards Framework is utilized throughout all WV Universal Pre-K classrooms to provide high-quality experiences for all children who attend WV Universal Pre-K. The relationship between standards and the formative assessment process includes the ongoing process of gathering evidence through various formative methods to inform individualized, standards-based experiences for children.


17

Support to Inform Professional Learning and Technical Assistance

Engage in the formative assessment

processes

Offer high-quality, standards-based

instruction

Analyze data to assist with individual

and group

Partner with families to share

children’s ongoing developmental

progress

Support for educators and stakeholders as they aspire to link instruction and the ongoing formative assessment process with continuous quality improvement to provide high-quality professional learning opportunities and technical assistance is reflected in the graphic below:

Standards-based learning and the formative assessment process


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Potential Uses for Child Outcome Data

Important reminder: The child outcome data provided on the next pages should be viewed as a tool to look at growth trends across developmental domains. Child outcome data should not be utilized with the goal of getting all children to the highest level (a “5”). Instead, educators and stakeholders should be aware of the individualized growth of each child across all domains based on authentic assessment, which includes gathering evidence and reflecting on each child’s development throughout the school year.

Child outcome data can be used for multiple purposes, including but not limited to:

• Making decisions about potential professional learning opportunities for early childhood educators and administrators.

• Making decisions about potential family engagement experiences to focus on heightened awareness of learning domains.

Understanding Child Outcomes

Inherent to the formative assessment process is the regular collection, analysis, and reflection of evidence that informs educators of children’s ongoing development. WVBE Policy 2525 includes support for this process through the ongoing reporting of data elements to the state’s Webtop-based platform.

Child outcome data from the WV ELRS: Pre-K are presented below in a format to assist county collaborative early childhood teams as they examine growth over time across domains. The report below, as well as multiple other types of reports to assist with decision making and professional learning plans, are available to administrators on a secure website found at http://wvde.state.wv.us/apps/elrs/.


http://wvde.state.wv.us/apps/elrs/

19

Pre-K Early Learning Scale Domain Descriptors *

Math/Science

1. Number and numerical operations From basic counting and measurement to identifying shapes and observing the natural world, the strands within these items target those math and science skills that form the foundation for future learning and academic success.

2. Classification and algebraic thinking

3. Geometry and measurement

4. Scientific inquiry

Language and Literacy

7. Oral language This domain includes items that support core aspects of later literacy and language competence, such as speaking in sentences of varying complexity, retelling familiar stories, identifying print concepts and developing foundations of writing. These indicators are used to help teachers as they engage in the ongoing process of formative assessment to support each child.

8. Phonological awareness

9. Print awareness

10. Writing

*Domain descriptions adapted from http://wvde.state.wv.us/oel/childhood-assessment.php

Social-Emotional/Social Studies

5. Self-regulation Current research indicates that unless children achieve a degree of social competence by the age of 6, they have a high probability of being at risk throughout their lives. By focusing on skills related to self-regulation, prosocial behavior, and cooperative play among others, the ELS provides teachers with an accurate and appropriate measure of each child’s social development.

6. Play

Elements of the Pre-K Early Learning Scale are aligned to WV Universal Pre-K’s curricular framework, the WV Early Learning Standards Framework for Children Ages 3-5. Additionally, the Pre-K Early Learning Scale is divided into three domains to highlight key aspects of school readiness:


http://static.k12.wv.us/oel/docs/ELS.Head%20Start.ELSF%20Alignment%20Condensed%20May%202011.pdf

20

To help county collaborative early childhood teams and other stakeholders better understand the child outcome data, a roadmap is provided:

Early Learning Scale ItemCheckpoint 1 Checkpoint 3

%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations2. Classification And Algebraic Thinking3. Geometry And Measurement4. Scientific Inquiry5. Self-Regulation6. Play7. Oral Language8. Phonological Awareness9. Print Awareness10. Writing

Early Learning Scale Item: Ten items are provided upon which educators report individual children’s progress three times per year via the WV ELRS: Pre-K.

Checkpoints: Three checkpoints for data entry occur each year. Checkpoints typically occur in October, February and May.

Percentages and Growth: Compare the percentage of children during Checkpoint 1 who scored at a specific level with the percentage of children during Checkpoint 3 who scored at the same level to determine areas of growth.

Scoring: Items of the Pre-K Early Learning Scale are broken down further into 24 strands upon which teachers provide scores of 1, 3, or 5 (based on performance descriptors). These strand scores are averaged into an item score for each of the ten items provided.

For more information about strand scoring, contact the WVDE Office of Early Learning by emailing [email protected]


21

Potential Uses for Health Data

Kindergarten Entry Health Data

These data have been compiled based on information provided to WVEIS for the 2014-2015 School Year, and includes information regarding the health status of children at kindergarten entry.

• HealthCheck Form: state and county averages percentages on file in WVEIS. » Hearing » Vision » Oral Health » Developmental » Speech and Language

• Immunization Completion Rate • HealthCheck Form state and county average percentages referred (from records

on file in WVEIS) for the same 6 components above. • Kindergarten children with an Individual Health Plan as reported in WVEIS.

Kindergarten entry health data are used to help inform the status of children as they enter the state’s kindergarten programs. Elements of this data set are considered on file if they are fully or provisionally entered into WVEIS.

These data can be used for multiple purposes, including but not limited to:

• Reviewing of current immunizations records to ensure completion rates to prevent communicable disease outbreaks and increase daily student attendance.

• Analyzing completion rates for compliance with vaccine law requirements and utilization for DHHR de-identified annual immunization survey data for Center for Disease control and Prevention.

• Determining the extent to which specific components of the Health Check form are being completed and received by kindergarten programs.

• Analyzing referral rates for specific components of the Health Check form to determine potential under- or over-use of the referral process to promote health and wellness while providing early identification and intervention for possible educational deficits.


22



Unless otherwise noted, these data have been compiled based on 2014-2015 2nd Month Enrollment as reported by counties to the West Virginia Education Information System (WVEIS).

Program Information (2014-2015) State

Number of WV Universal Pre-K Classrooms (as reported to the WV Pre-K Steering Team annually; classrooms operating with AM and PM sessions are reflected in this count as two classrooms)

990


79%

WV Universal Pre-K and WV Kindergarten Attendanceas reflected in WVEIS (2014-2015)

State

WV Universal Pre-K Average Daily Attendance 93%

WV Kindergarten Daily Attendance 93%

WV Universal Pre-K Enrollment Information (2014-2015) State

WV Universal Pre-K Enrollment 15,256

Number of 3-year-old children in WV Universal Pre-K Receiving Head Start Services (as reported in WVEIS menu item STU.380: Collaborative Early Childhood Programs)

1,320


4,365

Number of children in WV Universal Pre-K Identified as Having Special Needs (as reported in WVEIS 2nd month enrollment)

2,502

WV Universal Pre-K Participation Rate (See Roadmap for description) 76%

23

Child Outcome DataThese data have been compiled based on information provided by WV Universal Pre-K educators as reported on the WV ELRS:Pre-K during the 2014-2015 School Year.

Kindergarten Entry Health DataThese data have been compiled based on information provided to WVEIS for the (2014-2015) School Year, and includes information regarding the health status of children at kindergarten entry.


%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 52.64 43.33 4.01 10.89 34.2 54.92. Classification And Algebraic Thinking 35.53 58.02 6.41 4.09 32.85 63.063. Geometry And Measurement 39.28 57.6 3.07 4.89 41.53 53.584. Scientific Inquiry 62.56 34.98 2.4 12.79 43.72 43.55. Self-Regulation 15.51 57.61 26.84 2.74 24.07 73.196. Play 14.68 60.68 24.59 2.52 19.11 78.367. Oral Language 17.46 63.38 19.12 4.38 25.37 70.248. Phonological Awareness 53.58 43.85 2.46 10.05 46.46 43.479. Print Awareness 29.16 58.79 11.98 4.21 29.26 66.5110. Writing 30.98 64.15 4.8 5.56 42.67 51.75

Key ElementState Average % On File in WVEIS

Of those On File, State Average % Referred

Health Check Form: Hearing 60.76 2.41Health Check Form: Vision 71.77 4.57Health Check Form: Oral Health 26.92 3.36Health Check Form: Developmental 18.09 0.31Health Check Form: Speech and Language 46.60 2.26Immunizations: 77.04 N/A

Key Element State Average %

Kindergarten Children with an Individual Health Plan 6.38


24



Barbour County

Program Information (2014-2015) County State


9 990


56% 79%


County State

WV Universal Pre-K Average Daily Attendance 95% 93%

WV Kindergarten Daily Attendance 92% 93%

WV Universal Pre-K Enrollment Information (2014-2015) County State

WV Universal Pre-K Enrollment 136 15,256


11 1,320


36 4,365


11 2,502

WV Universal Pre-K Participation Rate (See Roadmap for description) 79% 76%

25

Kindergarten Entry Health DataThese data have been compiled based on information provided to WVEIS for the 2014-2015 School Year, and includes information regarding the health status of children at kindergarten entry.

Child Outcome DataThese data have been compiled based on information provided by WV Universal Pre-K educators as reported on the WV ELRS: Pre-K during the 2014-2015 School Year.


%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5


Key ElementCounty % On File in WVEIS

State Average % On File in WVEIS

Of those On File, County % Referred


Health Check Form: Hearing 49.75 60.76 0.00 2.41Health Check Form: Vision 57.64 71.77 5.98 4.57Health Check Form: Oral Health 16.75 26.92 0.00 3.36Health Check Form: Developmental 17.73 18.09 0.00 0.31Health Check Form: Speech and Language

35.47 46.60 1.39 2.26

Immunizations % Complete 72 77

Key Element County Average % State Average %

Kindergarten Children with an Individual Health Plan 5.42 6.38

26



Berkeley County



45 990


47% 79%


County State






6 1,320


179 4,365


195 2,502


27




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







66.75 46.60 2.06 2.26




28



Boone County



23 990


70% 79%


County State






18 1320


76 4365


29 2502


29




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







45.50 46.60 11.30 2.26




30



Braxton County



7 1,030


100% 74%


County State






17 1,320


105 4,365


30 2,502


31




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 100 0 0 14.18 36.17 49.652. Classification And Algebraic Thinking 96.45 3.55 0 3.55 24.82 71.633. Geometry And Measurement 91.49 8.51 0 2.13 36.17 61.74. Scientific Inquiry 99.29 0.71 0 8.51 50.35 41.135. Self-Regulation 19.86 58.16 21.99 1.42 28.37 70.216. Play 17.73 66.67 15.6 2.13 17.73 80.147. Oral Language 87.23 12.77 0 1.42 19.86 78.728. Phonological Awareness 89.36 10.64 0 14.18 51.77 34.049. Print Awareness 91.49 8.51 0 5.67 26.24 68.0910. Writing 87.94 12.06 0 2.84 46.1 51.06






69.47 46.60 0.76 2.26




32



Brooke County



9 990


66% 79%


County State






0 1,320


24 4,365


23 2,502


33




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







2.55 46.60 0.00 2.26




34



Cabell County



49 990


100% 79%


County State






61 1,320


214 4,365


142 2,502


35




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







82.50 46.60 0.52 2.26




36



Calhoun County



4 990


100% 79%


County State






2 1,320


12 4,365


5 2,502


37




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 22.58 70.97 6.45 9.09 45.45 45.452. Classification And Algebraic Thinking 9.68 97.1 3.23 6.06 36.36 57.583. Geometry And Measurement 22.58 74.19 0 3.03 27.27 69.74. Scientific Inquiry 51.61 48.39 0 12.12 60.61 27.275. Self-Regulation 19.35 54.84 25.81 3.03 39.39 57.586. Play 0 70.97 25.81 3.003 27.27 69.77. Oral Language 6.45 70.97 19.35 9.09 39.39 51.528. Phonological Awareness 54.84 45.16 0 9.09 36.36 54.559. Print Awareness 3.23 70.97 25.81 3.03 15.15 81.8210. Writing 25.81 64.52 9.68 3.03 51.52 45.45






91.53 46.60 8.33 2.26




38



Clay County



8 990


100% 79%


County State






12 1,320


56 4,365


22 2,502


39




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 68.99 29.75 1.27 18.47 36.94 44.592. Classification And Algebraic Thinking 48.1 50 1.9 7.01 43.95 49.043. Geometry And Measurement 52.53 47.47 0 5.73 44.59 49.684. Scientific Inquiry 65.82 30.38 3.16 9.55 55.41 35.035. Self-Regulation 17.09 62.66 20.25 5.73 36.94 57.326. Play 20.25 70.89 8.23 5.1 30.57 64.337. Oral Language 16.46 70.89 12.66 3.18 36.31 60.518. Phonological Awareness 63.92 34.18 1.27 6.37 57.32 36.319. Print Awareness 37.97 55.7 6.33 9.55 32.48 57.9610. Writing 31.65 65.19 3.16 8.28 41.4 50.32






50.86 46.60 8.99 2.26




40



Doddridge County



5 990


100% 79%


County State






2 1,320


22 4,365


14 2,502


41




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 70.59 27.94 1.47 13.04 21.74 65.222. Classification And Algebraic Thinking 54.41 45.59 0 5.8 13.04 81.163. Geometry And Measurement 60.29 39.71 0 8.7 28.99 62.324. Scientific Inquiry 58.82 41.18 0 13.04 17.39 69.575. Self-Regulation 11.76 41.18 47.06 1.45 18.84 79.716. Play 14.71 70.59 14.71 2.9 14.49 82.617. Oral Language 29.41 64.71 5.88 10.14 13.04 76.818. Phonological Awareness 64.71 35.29 0 14.49 53.62 31.889. Print Awareness 32.35 63.24 4.41 7.25 13.04 79.7110. Writing 30.88 69.12 0 7.25 33.33 59.42






11.34 46.60 0.00 2.26




42



Fayette County



25 990


72% 79%


County State






80 1,320


270 4,365


60 2,502


43




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







16.26 46.60 1.06 2.26




44



Gilmer County



5 990


80% 79%


County State






11 1,320


1 4,365


5 2,502


45




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 49.35 46.75 3.9 8.86 32.91 58.232. Classification And Algebraic Thinking 11.69 81.82 6.49 1.27 24.05 74.683. Geometry And Measurement 36.36 63.64 0 3.8 49.37 46.844. Scientific Inquiry 63.64 36.36 0 10.13 55.7 34.185. Self-Regulation 12.99 53.25 33.77 0 24.05 75.956. Play 3.9 62.34 33.77 0 8.86 91.147. Oral Language 6.49 58.44 35.06 0 22.78 77.228. Phonological Awareness 53.25 46.75 0 8.86 45.57 45.579. Print Awareness 14.29 80.52 5.19 1.27 29.11 69.6210. Writing 11.69 85.71 2.6 0 49.37 50.63






9.38 46.60 0.00 2.26




46



Grant County



6 990


100% 79%


County State






0 1,320


0 4,365


19 2,502


47




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







44.96 46.60 1.72 2.26




48



Greenbrier County



18 990


100% 79%


County State






43 1,320


87 4,365


39 2,502


49




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







73.97 46.60 2.96 2.26




50



Hampshire County



10 990


100% 79%


County State






6 1,320


63 4,365


31 2,502


51




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 55.56 44.44 0 22.4 40.1 37.52. Classification And Algebraic Thinking 45.56 53.33 1.11 7.29 48.96 43.753. Geometry And Measurement 46.67 53.33 0 9.9 57.29 32.814. Scientific Inquiry 85.56 13.89 0.56 21.88 57.29 20.835. Self-Regulation 17.22 60.56 22.22 2.6 31.77 65.636. Play 13.89 67.22 18.89 4.69 28.65 66.677. Oral Language 18.89 73.33 7.78 4.17 40.63 55.218. Phonological Awareness 70.56 28.89 0.56 15.63 59.38 259. Print Awareness 46.11 48.33 5.56 7.29 42.71 5010. Writing 40 59.44 0.56 7.81 57.29 34.9






9.85 46.60 0.00 2.26




52



Hancock County



17 990


41% 79%


County State






20 1,320


46 4,365


48 2,502


53




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







30.77 46.60 0.00 2.26




54



Hardy County



10 990


100% 79%


County State






27 1,320


16 4,365


28 2,502


55




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 57.06 42.33 0.61 15.29 35.67 49.042. Classification And Algebraic Thinking 23.31 69.94 6.75 3.18 34.39 62.423. Geometry And Measurement 42.94 56.44 0.61 5.73 45.86 48.414. Scientific Inquiry 60.12 39.26 0.61 17.83 50.96 31.215. Self-Regulation 23.31 69.94 6.75 3.82 33.76 62.426. Play 19.63 68.1 12.27 1.91 29.3 68.797. Oral Language 19.63 58.28 22.09 3.18 29.3 67.528. Phonological Awareness 63.19 36.81 0 18.47 50.32 31.219. Print Awareness 30.67 60.12 9.2 8.28 38.85 52.8710. Writing 22.09 72.39 5.52 2.55 43.31 54.14






81.28 46.60 0.00 2.26




56



Harrison County



41 990


98% 79%


County State






46 1,320


215 4,365


96 2,502


57




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







54.58 46.60 0.58 2.26




58



Jackson County



19 990


89% 79%


County State






32 1,320


56 4,365


59 2,502


59




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 42.12 52.74 5.14 10 39.64 50.362. Classification And Algebraic Thinking 26.37 69.18 4.45 1.79 39.29 58.933. Geometry And Measurement 31.51 64.38 4.11 5 42.14 52.864. Scientific Inquiry 65.07 33.9 1.03 15.71 45.36 38.935. Self-Regulation 15.07 55.48 29.45 1.07 27.5 71.436. Play 14.04 53.77 32.19 1.07 20.71 78.217. Oral Language 17.47 65.75 16.78 3.93 27.86 68.218. Phonological Awareness 53.77 41.78 4.45 14.29 38.93 46.799. Print Awareness 29.45 57.19 13.36 3.93 30.71 65.3610. Writing 30.48 65.75 3.77 5.36 51.43 43.21






69.82 46.60 0.38 2.26




60



Jefferson County



18 990


72% 79%


County State






9 1,320


91 4,365


41 2,502


61




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 38.97 58.28 2.76 8.44 37.34 54.222. Classification And Algebraic Thinking 28.28 68.28 3.45 3.25 34.09 62.663. Geometry And Measurement 28.62 71.38 0 2.6 62.34 35.064. Scientific Inquiry 53.79 45.17 1.03 14.61 43.18 42.215. Self-Regulation 13.1 54.48 32.41 1.95 31.49 66.566. Play 8.62 74.48 16.9 1.95 23.38 74.687. Oral Language 12.41 74.48 13.1 3.9 30.52 65.588. Phonological Awareness 35.52 62.07 2.41 4.22 54.55 41.239. Print Awareness 16.21 69.31 14.48 1.62 36.36 62.0110. Writing 18.97 75.86 5.17 3.57 48.7 47.73






71.52 46.60 0.57 2.26




62



Kanawha County



79 990


98% 79%


County State




WV Universal Pre-K Enrollment 1,316 15,256


46 1,320


465 4,365


131 2,502


63




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 42.18 52.74 5.09 8.91 29.09 622. Classification And Algebraic Thinking 21.13 67.45 11.35 3.36 23.53 73.13. Geometry And Measurement 25.74 69.41 4.77 4.07 34.17 61.774. Scientific Inquiry 52.35 43.35 4.23 10.48 36.2 53.325. Self-Regulation 11.5 60.33 28.01 3.13 19.62 77.256. Play 9.86 65.96 24.02 2.74 14.62 82.647. Oral Language 12.13 67.37 20.34 4.61 19.39 768. Phonological Awareness 43.9 53.52 2.35 9.62 39.56 50.829. Print Awareness 17.14 68.54 14.16 3.28 23.14 73.5710. Writing 22.54 72.61 4.69 4.85 35.81 59.34






2.89 46.60 0.00 2.26




64



Lewis County



8 990


78% 79%


County State






25 1,320


10 4,365


13 2,502


65




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 55.13 42.95 1.92 8.39 47.74 43.872. Classification And Algebraic Thinking 42.31 53.85 3.85 3.87 38.06 58.063. Geometry And Measurement 43.59 56.41 0 4.52 51.61 43.874. Scientific Inquiry 72.44 27.56 0 12.9 48.39 38.715. Self-Regulation 14.1 61.54 24.36 3.87 23.23 72.96. Play 10.26 64.74 25 1.29 12.26 86.457. Oral Language 14.1 67.95 17.95 2.58 24.52 72.98. Phonological Awareness 60.9 35.9 3.21 9.68 57.42 32.99. Print Awareness 21.79 75 3.21 4.52 34.19 61.2910. Writing 26.92 71.15 1.92 3.23 54.19 42.58






24.88 46.60 0.00 2.26




66



Lincoln County



14 990


100% 79%


County State






12 1,320


62 4,365


44 2,502


67




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







9.76 46.60 0.00 2.26




68



Logan County



25 990


100% 79%


County State






91 1,320


125 4,365


44 2,502


69




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 63.4 34.93 1.67 9.48 34.91 55.612. Classification And Algebraic Thinking 61.72 37.8 0.48 3.49 38.4 58.13. Geometry And Measurement 52.63 46.17 1.2 2.24 48.88 48.884. Scientific Inquiry 70.1 29.19 0.72 9.48 46.13 44.395. Self-Regulation 25.6 61.96 12.44 2.74 26.93 70.326. Play 22.97 70.57 6.46 1.75 18.7 79.557. Oral Language 23.92 69.38 6.7 2.99 25.19 71.828. Phonological Awareness 64.59 34.93 0.48 9.23 46.88 43.899. Print Awareness 40.19 52.15 7.66 0.75 30.17 69.0810. Writing 30.86 66.75 2.39 2 43.89 54.11






75.28 46.60 1.79 2.26




70



Marion County



34 990


62% 79%


County State






70 1,320


137 4,365


56 2,502


71




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







71.97 46.60 1.57 2.26




72



Marshall County



17 990


47% 79%


County State






16 1,320


76 4,365


41 2,502


73




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 60.21 38.41 1.38 11.93 30.53 57.542. Classification And Algebraic Thinking 50.17 47.06 2.77 3.51 32.63 63.863. Geometry And Measurement 50.52 48.44 1.04 7.37 40 52.634. Scientific Inquiry 85.12 14.53 0.35 16.49 43.16 40.355. Self-Regulation 20.76 70.24 9 4.21 23.86 71.936. Play 24.22 66.44 9.34 3.51 21.4 75.097. Oral Language 19.38 73.7 6.92 6.32 23.16 70.538. Phonological Awareness 74.74 25.26 0 11.58 51.23 37.199. Print Awareness 46.37 46.37 6.92 4.56 33.68 61.7510. Writing 48.1 50.17 1.73 5.26 49.82 44.91






21.09 46.60 1.23 2.26




74



Mason County



19 990


95% 79%


County State






6 1,320


72 4,365


47 2,502


75




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







18.32 46.60 1.69 2.26




76



McDowell County



20 990


100% 79%


County State






78 1,320


187 4,365


21 2,502


77




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 76.62 23.02 0.36 18.11 48.68 33.212. Classification And Algebraic Thinking 58.63 40.65 0.72 4.53 57.74 37.743. Geometry And Measurement 71.22 28.78 0 3.77 60 36.234. Scientific Inquiry 84.53 15.11 0.36 20.75 54.72 24.535. Self-Regulation 23.02 60.43 16.55 2.26 36.6 61.136. Play 26.62 55.4 17.99 2.26 33.21 64.537. Oral Language 28.06 68.35 3.6 4.15 42.26 53.588. Phonological Awareness 78.78 20.5 0 11.32 70.57 18.119. Print Awareness 56.12 41.01 2.52 6.79 47.17 46.0410. Writing 70.14 29.14 0.36 6.04 61.51 32.45






2.37 46.60 14.29 2.26




78



Mercer County



39 990


47% 79%


County State






49 1,320


161 4,365


114 2,502


79




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 51.18 45.27 3.55 11 35.36 53.642. Classification And Algebraic Thinking 37.67 56.25 6.08 5.08 37.23 57.73. Geometry And Measurement 44.26 53.72 1.86 6.6 40.44 52.964. Scientific Inquiry 71.28 27.2 1.52 13.71 41.79 44.55. Self-Regulation 14.02 58.11 27.87 2.88 17.26 79.866. Play 16.22 59.63 24.16 3.89 16.41 79.77. Oral Language 17.06 60.64 22.3 5.75 24.87 69.378. Phonological Awareness 46.79 51.69 1.18 9.14 53.81 37.069. Print Awareness 27.7 65.37 6.93 5.41 29.44 65.1410. Writing 36.82 60.64 2.53 7.28 40.44 52.28






69.31 46.60 14.06 2.26




80



Mineral County



20 990


80% 79%


County State






35 1,320


118 4,365


46 2,502


81




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 48.99 43.62 7.38 13.24 37.28 49.482. Classification And Algebraic Thinking 30.2 62.75 7.05 7.32 39.72 52.963. Geometry And Measurement 34.56 59.4 6.04 8.01 44.25 47.744. Scientific Inquiry 50.34 42.95 6.71 12.54 48.08 39.375. Self-Regulation 13.76 59.73 26.51 3.48 27.87 68.646. Play 10.4 62.75 26.85 2.79 26.48 70.737. Oral Language 18.46 60.74 20.81 5.92 35.19 58.898. Phonological Awareness 50 47.65 2.35 17.42 45.3 37.289. Print Awareness 26.85 51.01 22.15 5.92 26.83 67.2510. Writing 29.87 63.09 7.05 5.57 50.52 43.9






40.36 46.60 2.24 2.26




82



Mingo County



20 990


100% 79%


County State



WV Universal Pre-K Enrollment Information(2014-2015) County State



111 1,320


104 4,365


40 2,502


83




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







81.36 46.60 3.23 2.26




84



Monongalia County



44 990


100% 79%


County State






33 1,320


136 4,365


72 2,502


85




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







65.73 46.60 0.31 2.26




86



Monroe County



6 990


100% 79%


County State






16 1,320


40 4,365


20 2,502


87




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 84.14 15.86 0 20.44 27.01 52.552. Classification And Algebraic Thinking 52.41 47.59 0 20.44 19.71 59.853. Geometry And Measurement 61.38 38.62 0 21.17 22.63 56.24. Scientific Inquiry 69.66 30.34 0 22.63 25.55 51.825. Self-Regulation 27.59 53.1 19.31 5.84 33.58 60.586. Play 24.83 60.69 14.48 4.38 32.12 63.57. Oral Language 13.79 76.55 9.66 3.65 37.23 59.128. Phonological Awareness 54.48 45.52 0 18.98 31.39 49.649. Print Awareness 49.66 48.28 2.07 17.52 24.82 57.6610. Writing 54.48 44.83 0.69 17.52 30.66 51.82






43.79 46.60 2.99 2.26




88



Morgan County



8 990


75% 79%


County State






15 1,320


48 4,365


32 2,502


89




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 44.95 54.13 0.92 23.02 25.4 51.592. Classification And Algebraic Thinking 22.94 76.15 0.92 3.97 34.13 61.93. Geometry And Measurement 44.04 55.05 0 12.7 49.21 38.14. Scientific Inquiry 63.3 35.78 0 15.08 46.83 38.15. Self-Regulation 6.42 63.3 29.36 3.17 33.33 63.496. Play 12.84 66.97 19.27 3.17 23.81 73.027. Oral Language 14.68 71.56 12.84 4.76 36.51 58.738. Phonological Awareness 48.62 50.46 0 7.94 57.94 34.139. Print Awareness 11.93 82.57 4.59 1.59 37.3 61.1110. Writing 11.01 87.16 0.92 5.56 57.94 36.51






58.45 46.60 7.44 2.26




90



Nicholas County



13 990


100% 79%


County State






9 1,320


103 4,365


23 2,502


91




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 39.07 52.09 8.84 4.31 28.23 67.462. Classification And Algebraic Thinking 30.7 57.67 11.63 3.83 18.18 77.993. Geometry And Measurement 26.98 69.3 3.72 2.87 33.97 63.164. Scientific Inquiry 44.19 50.23 5.58 6.7 36.84 56.465. Self-Regulation 8.84 51.16 40 3.35 20.1 76.566. Play 7.91 53.49 38.6 1.44 13.88 84.697. Oral Language 8.84 57.21 33.95 2.87 18.66 78.478. Phonological Awareness 48.37 45.58 6.05 7.66 33.49 58.859. Print Awareness 21.4 62.33 16.28 1.44 25.36 73.2110. Writing 20.47 74.42 5.12 1.91 38.28 59.81






20.92 46.60 0.00 2.26




92



Ohio County



20 990


63% 79%


County State






2 1,320


48 4,365


70 2,502


93




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







2.71 46.60 0.00 2.26




94



Pendleton County



5 990


67% 79%


County State






0 1,320


0 4,365


8 2,502


95




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 51.52 48.48 0 6.15 46.15 47.692. Classification And Algebraic Thinking 31.82 66.67 1.52 4.62 21.54 73.853. Geometry And Measurement 37.88 62.12 0 0 36.92 63.084. Scientific Inquiry 90.91 9.09 0 10.77 53.85 35.385. Self-Regulation 15.15 77.27 7.58 1.54 21.54 76.926. Play 16.67 75.76 7.58 0 13.85 86.157. Oral Language 15.15 81.82 3.03 3.08 18.46 78.468. Phonological Awareness 83.33 16.67 0 3.08 47.69 49.239. Print Awareness 30.3 69.7 0 3.08 18.46 78.4610. Writing 16.67 78.79 4.55 3.08 60 36.92






91.14 46.60 0.00 2.26




96



Pleasants County



4 990


100% 79%


County State






3 1,320


22 4,365


10 2,502


97




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 69.44 30.56 0 5.71 28.57 65.712. Classification And Algebraic Thinking 31.94 68.06 0 1.43 25.71 72.863. Geometry And Measurement 65.28 34.72 0 1.43 47.14 51.434. Scientific Inquiry 77.78 22.22 0 8.57 30 61.435. Self-Regulation 16.67 61.11 22.22 1.43 17.14 81.436. Play 19.44 55.56 25 1.43 12.86 85.717. Oral Language 18.06 66.67 15.28 2.86 28.57 68.578. Phonological Awareness 47.22 52.78 0 4.29 31.43 64.299. Print Awareness 16.67 75 8.33 1.43 22.86 75.7110. Writing 25 73.61 1.39 2.86 37.14 60






53.13 46.60 0.00 2.26




98



Pocahontas County



5 990


60% 79%


County State






7 1,320


19 4,365


10 2,502


99




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 63.64 33.33 3.03 20 41.67 38.332. Classification And Algebraic Thinking 33.33 60.61 6.06 11.67 38.33 503. Geometry And Measurement 51.52 46.97 1.52 11.67 56.67 31.674. Scientific Inquiry 51.52 40.91 4.55 16.67 46.67 36.675. Self-Regulation 13.64 54.55 31.82 1.67 30 68.336. Play 15.15 50 34.85 1.67 36.67 61.677. Oral Language 15.15 54.55 28.79 5 31.67 63.338. Phonological Awareness 40.91 53.03 6.06 10 40 509. Print Awareness 34.85 56.06 9.09 6.67 33.33 6010. Writing 51.52 46.97 1.52 16.67 53.33 30






7.77 46.60 0.00 2.26




100



Preston County



15 990


100% 79%


County State






3 1,320


93 4,365


44 2,502


101




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 46.4 44.4 9.2 7.2 36.8 562. Classification And Algebraic Thinking 23.6 64.4 12 2.8 29.6 67.63. Geometry And Measurement 25.6 64.8 9.6 2.8 39.6 57.64. Scientific Inquiry 47.2 49.6 3.2 10 49.2 40.85. Self-Regulation 17.2 51.2 31.2 2.4 22.4 75.26. Play 9.6 59.6 30.8 1.2 16 82.87. Oral Language 16 65.2 18.8 3.6 23.6 72.88. Phonological Awareness 54.8 42.8 2 8.8 43.2 489. Print Awareness 31.6 54.8 13.6 2.4 27.6 7010. Writing 23.6 69.6 6.8 2.4 37.2 60.4






5.54 46.60 0.00 2.26




102



Putnam County



27 990


63% 94%


County State






30 1,320


91 4,365


77 2,502


103




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







41.85 46.60 0.00 2.26




104



Raleigh County



52 990


90% 79%


County State






66 1,320


197 4,365


122 2,502


105




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







31.32 46.60 0.30 2.26




106



Randolph County



13 990


100% 79%


County State






2 1,320


84 4,365


25 2,502


107




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







78.74 46.60 1.14 2.26




108



Ritchie County



7 990


14% 79%


County State






11 1,320


2 4,365


24 2,502


109




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 60 39.09 0.91 8.04 36.61 55.362. Classification And Algebraic Thinking 60.91 36.36 2.73 7.14 37.5 55.363. Geometry And Measurement 59.09 40 0.91 6.25 43.75 504. Scientific Inquiry 74.55 24.55 0.91 10.71 37.5 51.795. Self-Regulation 20.91 40 39.09 1.79 21.43 76.796. Play 20 50.91 29.09 0 12.5 87.57. Oral Language 25.45 61.82 12.73 2.68 29.46 67.868. Phonological Awareness 60 40 0 8.93 33.04 58.049. Print Awareness 44.55 46.36 9.09 2.68 29.46 67.8610. Writing 50.91 46.36 2.73 13.39 30.36 56.25






59.05 46.60 4.84 2.26




110



Roane County



8 990


100% 79%


County State






9 1,320


55 4,365


14 2,502


111




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 62.61 35.65 1.74 11.61 34.82 53.572. Classification And Algebraic Thinking 58.26 41.74 0 3.57 36.61 59.823. Geometry And Measurement 60.87 36.52 1.74 5.36 42.86 51.794. Scientific Inquiry 83.48 15.65 0.87 13.39 43.75 42.865. Self-Regulation 20.87 64.35 14.78 2.68 23.21 74.116. Play 17.39 59.13 23.48 1.79 13.39 84.827. Oral Language 21.74 75.65 2.61 4.46 25 70.548. Phonological Awareness 73.91 26.09 0 11.61 38.39 509. Print Awareness 28.7 67.83 3.48 1.79 33.93 64.2910. Writing 27.83 71.3 0.87 2.68 53.57 43.75






13.09 46.60 16.00 2.26




112



Summers County



8 990


100% 79%


County State






33 1,320


44 4,365


25 2,502


113




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 62.16 37.84 0 19.31 28.97 51.722. Classification And Algebraic Thinking 35.14 58.11 6.76 3.45 35.86 60.693. Geometry And Measurement 50.68 48.65 0.68 4.83 41.38 53.794. Scientific Inquiry 74.32 25 0.68 19.31 44.14 36.555. Self-Regulation 22.3 58.78 18.92 3.45 26.21 70.346. Play 32.43 51.35 16.22 8.97 21.38 69.667. Oral Language 27.7 60.81 11.49 7.59 26.21 66.218. Phonological Awareness 68.92 30.41 0.68 16.55 37.93 45.529. Print Awareness 41.89 50.68 7.43 11.72 28.97 59.3110. Writing 39.86 59.46 0.68 8.97 64.14 26.9






35.43 46.60 2.22 2.26




114



Taylor County



7 990


100% 79%


County State






19 1,320


45 4,365


23 2,502


115




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 72.81 26.32 0.88 9.3 41.86 48.842. Classification And Algebraic Thinking 55.26 44.74 0 6.2 33.33 60.473. Geometry And Measurement 65.79 34.21 0 6.98 40.31 52.714. Scientific Inquiry 87.72 12.28 0 10.08 44.96 44.965. Self-Regulation 21.93 57.89 20.18 4.65 26.36 68.996. Play 28.95 61.4 9.65 3.1 17.83 79.077. Oral Language 38.6 50.88 10.53 5.43 26.36 68.228. Phonological Awareness 88.6 11.4 0 12.4 59.69 27.919. Print Awareness 47.37 41.23 10.53 6.2 37.98 55.8110. Writing 52.63 46.49 0.88 7.75 51.16 41.09






46.52 46.60 0.93 2.26




116



Tucker County



4 990


100%* 79%


County State






0 1,320


0 4,365


9 2,502


117




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 34.29 61.43 4.29 7.46 38.81 53.732. Classification And Algebraic Thinking 20 61.43 18.57 2.99 38.81 58.213. Geometry And Measurement 20 80 0 4.48 43.28 52.244. Scientific Inquiry 37.14 62.86 0 7.46 76.12 16.425. Self-Regulation 4.29 47.14 48.57 1.49 17.91 80.66. Play 2.86 48.57 48.57 1.49 8.96 89.557. Oral Language 5.71 82.86 11.43 1.49 29.85 68.668. Phonological Awareness 15.71 84.29 0 1.49 55.22 43.289. Print Awareness 27.14 61.43 11.43 1.49 28.36 70.1510. Writing 22.86 75.71 1.43 1.49 43.28 55.22






5.75 46.60 0.00 2.26




118



Tyler County



4 990


100% 79%


County State






2 1,320


29 4,365


9 2,502


119




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 38.16 60.53 1.32 5.97 26.87 67.162. Classification And Algebraic Thinking 13.16 84.21 2.63 2.99 31.34 65.673. Geometry And Measurement 27.63 65.79 6.58 4.48 29.85 65.674. Scientific Inquiry 64.47 35.53 0 8.96 56.72 34.335. Self-Regulation 10.53 65.79 23.68 2.99 13.43 83.586. Play 9.21 46.05 44.74 4.48 5.97 89.557. Oral Language 14.47 80.26 5.26 2.99 26.87 70.158. Phonological Awareness 47.37 52.63 0 4.48 58.21 37.319. Print Awareness 31.58 61.84 6.58 4.48 28.36 67.1610. Writing 22.37 77.63 0 4.48 50.75 44.78






54.80 46.60 0.00 2.26




120



Upshur County



10 990


90% 79%


County State






0 1,320


65 4,365


36 2,502


121




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 42.16 49.19 8.65 3.98 27.27 68.752. Classification And Algebraic Thinking 28.65 66.49 4.86 0.57 23.86 75.573. Geometry And Measurement 26.49 62.7 10.81 1.14 26.7 72.164. Scientific Inquiry 55.14 41.08 3.78 4.55 35.8 59.665. Self-Regulation 6.49 58.92 34.59 0.57 17.61 81.826. Play 7.57 54.59 37.84 0 9.09 90.917. Oral Language 8.65 61.08 30.27 1.14 10.8 88.078. Phonological Awareness 45.95 41.62 12.43 1.7 28.98 69.329. Print Awareness 18.92 67.57 13.51 0.57 17.05 82.3910. Writing 13.51 78.92 7.57 0.57 35.8 63.64






20.86 46.60 4.76 2.26




122



Wayne County



21 990


100% 79%


County State






7 1,320


26 4,365


71 2,502


123




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







72.54 46.60 1.97 2.26




124



Webster County



6 990


83% 79%


County State






0 1,320


0 4,365


8 2,502


125




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 52.94 46.08 0.98 6.19 30.93 62.892. Classification And Algebraic Thinking 33.33 64.71 1.96 1.03 38.14 60.823. Geometry And Measurement 45.1 54.9 0 1.03 32.99 65.984. Scientific Inquiry 72.55 27.45 0 9.28 48.45 42.275. Self-Regulation 11.76 70.59 17.65 1.03 23.71 75.266. Play 12.75 56.86 30.39 1.03 6.19 92.787. Oral Language 7.84 67.65 24.51 3.09 22.68 74.238. Phonological Awareness 73.53 26.47 0 9.28 48.45 42.279. Print Awareness 34.31 58.82 6.86 1.03 16.49 82.4710. Writing 36.27 62.75 0.98 1.03 43.3 55.67






29.93 46.60 2.44 2.26




126



Wetzel County



9 990


45% 79%


County State






29 1,320


36 4,365


27 2,502


127




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 47.59 47.59 4.83 7.74 34.84 57.422. Classification And Algebraic Thinking 22.76 72.41 4.83 1.94 29.03 69.033. Geometry And Measurement 30.34 69.66 0 3.23 27.1 69.684. Scientific Inquiry 64.83 34.48 0.69 7.1 40.65 52.265. Self-Regulation 13.79 68.28 17.93 1.94 23.23 74.846. Play 8.97 80.69 10.34 3.23 13.55 83.237. Oral Language 15.86 73.1 11.03 3.87 22.58 73.558. Phonological Awareness 52.41 46.9 0.69 4.52 40 55.489. Print Awareness 31.03 55.17 13.79 1.94 27.74 70.3210. Writing 28.28 64.83 6.9 4.52 31.61 63.87






18.95 46.60 0.00 2.26




128



Wirt County



3 990


100% 79%


County State






0 1,320


28 4,365


18 2,502


129




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 73.91 14.49 11.59 13.85 52.31 33.852. Classification And Algebraic Thinking 17.39 62.32 20.29 1.54 44.62 53.853. Geometry And Measurement 47.83 50.72 1.45 7.69 69.23 23.084. Scientific Inquiry 62.32 27.54 10.14 32.31 46.15 21.545. Self-Regulation 4.35 53.62 42.03 1.54 21.54 76.926. Play 5.8 59.42 34.78 1.54 13.85 84.627. Oral Language 13.04 50.72 36.23 7.69 36.92 55.388. Phonological Awareness 56.52 36.23 7.25 13.85 53.85 32.319. Print Awareness 26.09 62.32 11.59 0 49.23 50.7710. Writing 30.43 60.87 8.7 1.54 67.69 30.77






40.48 46.60 17.65 2.26




130



Wood County



42 990


55% 79%


County State






2 1,320


139 4,365


139 2,502


131




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5







91.30 46.60 0.51 2.26




132



Wyoming County



22 990


77% 79%


County State






73 1,320


92 4,365


93 2,502


133




%1-1.99 %2-3.99 %4-5 %1-1.99 %2-3.99 %4-5

1. Number And Numerical Operations 63.35 33.85 2.8 16.19 40 43.812. Classification And Algebraic Thinking 50.31 45.65 4.04 7.3 45.71 46.983. Geometry And Measurement 43.48 54.35 2.17 6.03 45.08 48.894. Scientific Inquiry 69.88 26.09 3.73 26.03 38.73 35.245. Self-Regulation 25.16 52.48 22.36 4.44 33.02 62.546. Play 25.16 58.39 16.46 3.49 31.11 65.47. Oral Language 22.36 63.04 14.6 2.22 38.41 59.378. Phonological Awareness 54.35 44.41 1.24 12.7 49.52 37.789. Print Awareness 34.16 57.76 8.07 5.4 40.32 54.2910. Writing 42.86 54.35 2.48 7.3 53.65 39.05






40.92 46.60 1.41 2.26




134

Summary

Resources

Data for the 2015 WV School Readiness Profile have been compiled using various measures which focus on both programmatic data collection as well as child outcome information. Self-reported data by counties to the WVDE Office of Early Learning, as well as data reported by counties to WVEIS, compile the primary resources from which data were pulled to design this profile.

It is the intent that this resource serve county collaborative early childhood teams as they work together to develop school readiness goals that align with the philosophy of the Ready, Set, Go! WV School Readiness and Transitions Framework. Facilitating healthy transitions and school readiness children in WV is a goal to which all stakeholders—families, educators, administrators, and community members—should aspire.

The following resources are available to assist county collaborative early childhood teams as they make data-driven decisions and provide support for their county early childhood community:

WVDE Office of Early Learning: http://wvde.state.wv.us/oel/

Ready, Set, Go! WV Resources to Support School Readiness and Transitions: http://wvde.state.wv.us/oel/school-readiness.php

National Institute for Early Education Research (NIEER) State of Preschool Yearbook: http://www.nieer.org/yearbook

West Virginia Leaders of Literacy: Campaign for Grade Level Reading: http://wvde.state.wv.us/leaders-of-literacy/

West Virginia Early Childhood Advisory Council: http://wvearlylearning.org/

West Virginia Birth to Three: http://www.wvdhhr.org/birth23/

West Virginia In-Home Family Visitation: http://www.wvdhhr.org/wvhomevisitation/

Coalition for Community Schools: http://www.communityschools.org/

West Virginia Kids Count: http://www.wvkidscount.org/

West Virginia Regional Education Service Agencies (RESAs): http://resa2.k12.wv.us/wvresa.asp

West Virginia DHHR Office of Maternal, Child and Family Health: http://www.wvdhhr.org/mcfh/

West Virginia Head Start Programs: http://www.wvheadstart.org/programs.php

West Virginia Early Childhood Training Connections and Resources: http://www.wvearlychildhood.org/

A l l S t u d e n t s A c h i e v i n g

Michael J. Martirano, Ed.D.State Superintendent of Schools

west virginia · 3. teacher specialized training ec endorsement, preschool special needs (public);...

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