Resilient, Engaged, and Connected Study

School district's measure of children's social-behavioral readiness to learn at kindergarten entry. Kindergarten Readiness Assessment (KRA) assesses 4 domains of readiness. Domain scores range from 202-298. Higher score is a better outcome.

Percent of children missing 10% or more school days during the kindergarten year. Data will be collected on number of days the school district records the students as absent from school.

Percentage of children retained in kindergarten for another year. Data will be collected based on report from the school district on whether child was retained.

change in measures of children's behavior and social-emotional skills from perspective of teachers. Teachers complete the Social Competence and Behavior Evaluation (SCBE-30). Teacher version contains 3 sub scales of 10 items each. Subscale scores range from 10- 60. Higher scores indicate higher levels of social competence.

change in measures of children's behavior and social-emotional skills from perspective of parents. Parent version of the SCBE-30 contains 3 sub scales of 10 items each. Subscale scores range from 10- 60. Higher scores indicate higher levels of social competence.

change in child behavior problems on the Eyberg Child Behavior Inventory (ECBI) ECBI contains two sub scales of 36 items each; Intensity Scale scores can range from 36-252; Problem Scale scores can range from 0-36. Higher scores indicate worse outcomes.

change in measures of parent's engagement in their children's early education from the perspective of teachers. Teachers will compete a 7-item measure of parent engagement from the Parent-Teacher Involvement Questionnaire. Scores range from 7-35. Higher scores indicate more parental involvement.

change in measure of parent engagement on the Parent Engagement in Early Childhood Education (PEECE) Survey, a 25-item measure of parent engagement. Scores can range from 25-100. Higher scores indicate higher involvement.

Total kindergarten readiness score as assessed by the Kindergarten Readiness Assessment including language/literacy, numeracy skills, physical well-being/motor development, and social-behavioral readiness. Administered by and calculated by the school district.

change in parenting skills measured by the Parenting Questionnaire a measure of parents' use of positive discipline, harsh discipline, and consistency of discipline techniques. The score ranges from 40-200. There are 3 subscales of interest for the parenting questionnaire that include: (1) Warmth: higher scores = greater warmth; (2) Corporal Punishment: higher scores = greater use of corporal punishment, and (3) Following Through on Discipline: higher scores = more likely to follow through on discipline.

Measures parents' sense of belonging and connection with the school, using the 25-item Intervention Group Environment Scale and items are measured along a 5-point continuum of strongly disagree to strongly agree. Includes 3 sub scales. Scores can range from 0-5 with higher scores indicating greater social connectedness.

Measured using the Chicago Parent Program Parent Satisfaction Form. The survey Includes 16 items. Scored on a Likert-type scale, aspects of the program that were most and least beneficial, and the extent to which the participant would recommend the program to other parents. Each item is scored and interpreted separately.

CPP Reach is defined by parent participation in CPP and will be measured by percent of eligible parents enrolled.

Parents will complete the End of Program Satisfaction Form at post-intervention to assess their satisfaction of the extent to which CPP improved their parenting skills, their children's behavior, their confidence in supporting their children's school success; supported their relationships with their children's teacher and school; created challenges for participation (including technology challenges for virtual groups and transportation challenges for in person groups); and their overall satisfaction with CPP. 8 questions on a 4-point scale, 8 questions on a 3 point scale, and 4 open questions. Each item analyzed separately, higher scores indicate higher satisfaction.

Perceived effectiveness will also be assessed from interviews with principals, school staff, and CPP group leaders (approximately 4 total individuals from each school) to understand their perceptions of CPP's benefits and limitations.

CPP Adoption will be assessed from interviews with school staff involved in CPP implementation (i.e., CPP group leaders, school leadership - approximately 4 total individuals from each school) to understand whether and how CPP was folded into their normal workflow; perceived benefits and challenges with offering virtual versus in-person CPP; what the participant learned over the course of the two years of implementation; whether the participant would want to adopt CPP at their school and why; and if CPP were to continue at their school, what the participant believes is needed to make CPP work well for the participant.

The investigators will collect data on group leader retention over two years

Differences in implementation challenges by rural versus urban school districts (e.g. travel distance to school, space in schools) and virtual versus in person groups (e.g. ease of internet access, space in schools).

Parent data will include CPP parent ratings of social connectedness formed within their group as measured by the Social Connectedness in Group Environments Scale. This is a 25-item parent report survey with 3 subscales measuring parents' perceptions of cohesion and sense of belonging among group members, extent to which group leaders generated a positive group environment and negative interactions among group members. Items are scored on a 5-point scale of strongly agree to strongly disagree. Score range 25-125. Higher score greater social connectedness.

CPP dose (number of sessions attended and CPP practice assignments completed) will be collected based on the session reports.

This will be assessed after the 11th session by group leaders using the Quality of Participation Form (QPF). The QPF is a 7-item group-leader report of the extent to which parents are actively engaged in the group sessions supportive to other members in the group, open to trying to new strategies, and able to correctly apply program principles, and quality of parent participation in the CPP groups. Items are rated from 1 (not at all) to 4 (most of the time) and summed. Score range 7-28, higher score better quality.

This will be assessed by independent raters from a random selection of three audio-recorded CPP sessions per 12-session group using the CPP Fidelity Checklist developed by the study team members. The CPP Fidelity Checklist assesses group leader competence (skill) and adherence to the protocol. For competence, there are 16 items (score range 1-3). For adherence, there are 12-14 items scored yes/no, and the score ranges from 0 to 100 percent adherence. Higher scores indicates better fidelity adherence.

Maintenance is defined as the likelihood of schools being able to sustain CPP. Data will include CPP implementation costs of in-person versus virtual CPP groups (including the Conditional Cash Transfers for participating in the CPP groups).

Maintenance is defined as the perceived likelihood of schools being able to sustain CPP based on the interviews with school-based staff (approximately 4 total individuals from each school).

Cost of the intervention will be estimated using incremental cost effectiveness ratios.