Group Presentation
Unique1961
EDDD8084_7084Presentation-GroupAFinal1.pptxConnor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
● Connor Street serves low-income and working-class families.
● Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Street’s mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their child’s learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
Curriculum is inclusive and supports the needs of all students.
Teachers collaborate.
A variety of assessments are used
Assessments inform future teaching.
Assessments happen regularly and are communicated to parents.
(Walden University, 2022)
Some staff members present today may be familiar with the PAS assessment and what it is used for, but for others, this may be the first time you are hearing about this assessment. Before we look at how Connor School scored on the PAS assessment, we all must understand what PAS is. PAS stands for Program Administration Scale. It is an assessment completed by program directors to examine the administration, leadership conditions, and management of early childhood programs. The assessment consists of 25 questions, divided into ten subscales. These 25 questions are rated on a scale of one to seven. PAS can be completed as a self-assessment for progress to see how the administration is doing. In this case, we are using PAS as an evaluation for NAEYC accreditation.
Evaluations
Peabody Picture Vocabulary Test
CLASS
PAS
NAEYC Accreditation Decision Report
Each evaluation is unique in how it is assessed and the results that are collected. We will be discussing those results today in-depth and how they have impacted your program. We are looking forward to defining strengths and areas of focus that the Connor Street Early Childhood Program can strengthen and improve upon based on the evaluations conducted.
Evaluation 1:Peabody Picture Vocabulary Test:
The Peabody Picture Vocabulary Test (PPVT-IV) is utilized to assess children’s language and literacy skills in the area of receptive vocabulary. The assessment tool is widely known in early childhood and findings are deemed reliable (Walden University, 2022).
Receptive Vocabulary: words that children comprehend and respond to.
Good Morning Connor Street, as mentioned above your program was evaluated using various assessment tools. The Peabody Picture Vocabulary Test, 4th Edition or (PPVT-IV) was used to assess children’s language and literacy skills in the area of receptive vocabulary. assess children’s language and literacy skills in the area of receptive vocabulary. The assessment tool is widely known and deemed reliable (Walden University, 2022).
Evaluation 1: The Peabody Picture Vocabulary Test, (PPVT-IV)
The Peabody Picture Vocabulary Test, showed that Conner Street four-year-olds scored in the 62nd percentile as whole. Additional, data however; shows low scores for both low-income and Spanish speaking children.
Low-income: 41st percentile, and Spanish-speaking families scored below the mean of the national sample (Walden University, 2022).
Common trends exist in additional evaluations.
The Peabody Picture Vocabulary Test, showed that Conner Street four-year-old’s scored in the 62nd percentile as whole. Additional, data however; shows low scores for both low-income and Spanish speaking children. Low-income scores in the 41st percentile, and Spanish-speaking families scored below the mean of the national sample. Common trends exist in additional evaluations.
Evaluation 1: The Peabody Picture Vocabulary Test, (PPVT-IV): Major Findings
In later slides, we discuss common trends in language and literacy development within the data set. Based on major findings, Spanish-speaking families in particular struggle in language and literacy thus; presenting an inconsistency across evaluations Classroom Assessment Scoring System (CLASS) and Teacher Rating of Oral Language and Literacy (TROLL).
In later slides, we discuss common trends in language and literacy development within the data set. Based on major findings, Spanish-speaking families in particular struggle in language and literacy thus; presenting an inconsistency across evaluations Classroom Assessment Scoring System (CLASS) and Teacher Rating of Oral Language and Literacy (TROLL).
Evaluation 2 : CLASS
Reviews the importance of student-teacher interactions
Supports children’s development and learning
Engaging interactions and environments
Provides instructional support for teachers
(Classroom Assessment Scoring System, 2021)
The Classroom Assessment Scoring System (CLASS) is an observation instrument that assesses the quality of teacher-child interactions in center-based preschool classrooms. CLASS includes three domains or categories of teacher-child interactions that support children's learning and development: Emotional Support, Classroom Organization, and Instructional Support. Within each domain are dimensions that capture more specific details about teachers' interactions with children.
Evaluation 2 : CLASS
Results
Positive Feedback
“Created positive classroom climate”
“Responsive to the children’s needs and abilities”
Classroom organization two teachers rated above 5.0 and one newest teachers at 3.9
Areas of Focus/Negative Feedback
Two of four teachers rated below 3.0
Dual language correction
Small and large group interaction opposed to encouraging children to speak more
(Walden University, 2022)
The results of the CLASS assessment proved that the teachers observed create a positive learning environment and built strong connections with their students. There are positive interactions across the three domains: emotional support, classroom organization, and instructional support. Though there were positive results based on the CLASS observations, there were also areas of focus in which needed to be improved upon when working with dual language learners. The other area of focus was language modeling. One teacher was found to do most of the talking in small and large groups and not encouraging the children to talk.
Evaluation 2 : CLASS and TROLL
TROLL - assess skills identified as critical in speaking and listening
CLASS - evaluates interactions between teachers and their students
Impact
TROLL results showed that dual language learners had significantly lower levels of oral interaction than their English speaking peers
CLASS results showed that one of the teachers corrected low-income and dual language learners on their English usage
(Dickinson, McCabe, & Sprague, 2003)
The CLASS observations have negatively impacted the TROLL evaluation. This is due to the teacher who was observed to correct low-income and dual language learners on their English language, which has proven to stunt language growth. Once there is better support in working with children on lower oral and language literacy there will be better results among the CLASS and TROLL evaluations.
Evaluation 3 : PAS
PAS stands for Program Administration Scale.
Evaluated by the program director
Consists of 25 questions, divided into ten subscales, rated on a 1-7 scale
Measures the administration, management, and leadership conditions in early childhood programs.
PAS can be used for programs to self-assess or as part of a program evaluation or accreditation process.
(Pennsylvania Keystone Stars Office of Child Development and Early Learning, 2017; Walden University, 2022 )
The ten subscales of the PAS assessment help program administration pinpoint key areas of strength and weakness. The ten PAS subscales are human resources development, personnel cost and allocation, center operations, child assessment, fiscal management, program planning and evaluation, family partnerships, marketing and public relations, technology, and staff qualifications. Now that we know the ten subscales, we will look at how Connor School scored on the PAS assessment and which subscales we will focus on for program improvement.
Evaluation 3: PAS Overview
The 10 PAS subscale are:
Human Resources Development
Personnel Cost and Allocation
Center Operations
Child Assessment
Fiscal Management
(Pennsylvania Keystone Stars Office of Child Development and Early Learning, 2017)
Program Planning and Evaluation
Family Partnerships
Marketing and Public Relations
Technology
Staff Qualifications
The ten subscales of the PAS assessment help program administration pinpoint key areas of strength and weakness. The ten PAS subscales are human resources development, personnel cost and allocation, center operations, child assessment, fiscal management, program planning and evaluation, family partnerships, marketing and public relations, technology, and staff qualifications. Now that we know the ten subscales, we will look at how Connor School scored on the PAS assessment and which subscales we will focus on for program improvement.
Evaluation 3 : PAS Major Findings at Connors Street
Overall, Connor Street scored well on the PAS evaluation.
All but two areas received average or above average ratings.
Subscales that were below average:
Staff Qualifications- Not much progress on PAS was made by staff in the last three years
Programming and Evaluation- Though staff met for planning, not much specific and purposeful planning was done over the last two years.
(Walden University, 2022)
Overall, Connors Street scored well on the PAS evaluation. Connor Street scored average or above average in all but two subscales. Connor Street scored below average on two subscales: staff qualifications and programming and evaluations. For staff qualifications, the below-average score was due to the lack of progress teachers made working on their PAS. For programming and evaluations, the below-average score was due to the lack of time staff had participated in strategic planning. Connor Street can quickly increase its scores in both areas by having devoted time for collaborative staff planning. You, as teachers, know there is never enough time in the day to talk and collaborate with other teachers and staff. If time is devoted weekly to allow staff to work on their PAS and strategically plan with other staff members, these subscales will increase to average in no time!
Evaluation 4 - NAEYC Accreditation
Correlation between high quality care and positive outcomes for children!
Supports teachers as they learn to develop research based best practices for students.
Families can expect to build relationships with teachers and staff.
Community resources made available.
(National Association for the Education of Young Children, n.d.)
Congratulations on deciding to go through the NAEYC Accreditation process! Becoming accredited is the first step to committing to a high-quality center for both students and teachers! There are many benefits to accreditation. Children will benefit from having teachers that are well prepared and able to offer developmentally appropriate lessons for students as well as prepare them for school. Teachers can expect to be supported through research and best practices as well as support from other programs that have gone through the accreditation process. Families will also benefit as they build relationships with teachers and staff and use resources offered through the program and the community.
Evaluation 4 NAEYC Accreditation Standards
(National Association for the Education of Young Children, n.d.)
NAEYC Accreditation process uses ten standards that when put together provides a high-level of quality care for children birth through kindergarten. The first set of standards is geared toward children in the program and is comprised of assessment of child progress, curriculum, health, relationships, and teaching. The next set of standards reflects on teacher practices, relationships with families and the community, and finally administration. The standards focusing on administration concentrate on physical environment, leadership, and management. The program will complete a self-survey where they assess and document evidence of meeting high-quality standards. This includes surveys completed by both teachers, staff, and families. Once the self-study is complete the program will invite an accreditation site visit. Data taken from both the site visit and the submitted portfolio will be evaluated and an accreditation decision report will be sent within three months of the site visit.
Evaluation 5 - NAEYC Accreditation Decision Report
(Walden University, 2022)
Connor Streets Evaluation 5 was the NAEYC Accreditation Decision Report regarding the standard relating to families. Connor Street scored a 93%. In order for Connor Street to meet this standard they would have to create a program that includes reciprocal relationships with families. This means that families need to be treated like partners in the school where they help make decisions and they feel their voices are heard. Based on the NAEYC Self-Assessment Family Survey, 41% of families said the teacher and program work with them to meet their child’s individual or special needs and help get other resources with the community. 21% of families said no they did not feel like they receive support or resources to meet their child’s needs. The other 38% found the question to not apply to them. The NAEYC Accreditation Decision Report suggests an area for Improvement is to have resources available and ability to help families obtain services which are needed for the child and family to thrive.
Comparisons and Trends
TROLL & Peabody Picture Test both found Dual Language Learners need more support on oral language and literacy skills.
PAS & CLASS both find that Connor Street’s leadership and classroom environments can be improved.
NAEYC Teacher Self-Assessment reflects the need for professional development.
NAEYC Family Self-Assessment reflects the need for more resources and individual student support.
(Walden University, 2022)
After reviewing the different evaluations conducted by Connor Street, the recurring trends that stick out to us based on the TROLL & Peabody Picture Test, are that both oral language and literacy needs to improve, especially for Dual Language Learners (DLL). The PAS and the CLASS evaluations indicate that leadership and management are not supporting teacher professional development which is reflected on the CLASS evaluation where two out of the four classes scored below a 3.0 which is what is needed to foster an environment that promotes language and literacy. The NAEYC Family Self-Assessment also reflects that families are not receiving the necessary resources to meet individual student needs. Families surveyed indicated that community resources are not made available.
Program Recommendations
Program Recommendations for Conner Street are:
Identify strategies to implement home language into the classroom through, culture text, environmental print, songs, or other methods to enrich language and literacy for dual-language learners.
Develop professional development opportunities for staff to become bilingual in the program’s majority language.
Adhere, to recommendations and meet monthly to discussion professional development progress. Follow through, was found to be an issue for Conner Street.
Program Recommendations for Conner Street are: Identify strategies to implement home language into the classroom through, culture text, environmental print, songs, or other methods to enrich language and literacy for dual-language learners. Develop professional development opportunities for staff to become bilingual in the program’s majority language. Adhere, to recommendations and meet monthly to discussion professional development progress. Follow through, was found to be an issue for Conner Street. Bridging the gap for dual-language and low-income families is key to success for Conner Street.
Suggested Resources
NAEYC (National Association for the Education of Young Children) - https://www.naeyc.org/
Assessment in Early Childhood Education – Authors, Sue Wortham and Belinda Hardin (Book)
Education Development Center – Tools to Support Preschool Learning (Article) https://www.edc.org/early-ed-tools
The resources listed on this slide are to assist each of you in gaining more knowledge on how to successfully implement the program’s ideas based on the results of each evaluation. There is a book and an article that help explain the reasons why evaluations are important for the success of the program. The NAEYC website is also a great resource that provides information on NAEYC accreditation standards and articles/journals for recommendations on improved educational performance.
Program Goals
Short-Term Goals: goals that can be accomplished in short amount of time.
Add cultured based print, images, and language in the classroom
Find dual-language professional
development opportunities
Long Term Goals: goals that can be accomplished in the future.
Complete professional development opportunities to better support dual-language learners in the classroom.
Plan culturally responsive activities to bridge the gap for Spanish-speaking families.
Short term goals for Conner Street based on data should be to add cultural environmental print, images, and language in the classroom, find dual-language professional development opportunities. Long term goals should be to complete identified professional development opportunities to better support dual-language learners in the classroom, and plan culturally responsive activities to bridge the gap for Spanish-speaking families.
References
Classroom Assessment Scoring System. 2021). Use of classroom assessment scoring system in head start. https://eclkc.ohs.acf.hhs.gov/designation-renewal-system/article/use-classroom-assessment-scoring-system-class-head-start
Dickinson, David, McCabe, Allyssa, & Sprague, Kim. (2003, March). Teacher rating of oral language and literacy (TROLL): individualizing early literacy instruction with a standards-based rating tool. https://www.researchgate.net/publication/239588481_Teacher_Rating_of_Oral_Language_and_Literacy_TROLL_Individualizing_early_literacy_instruction_with_a_standards-based_rating_tool#:~:text=TROLL%20is%20a%20tool%20developed,tirety%20in%20Table%201.
National Association for the Education of Young Children. (2022). About naeyc. https://www.naeyc.org/
National Association for the Education of Young Children. (n.d.) Accreditation.
https:www.naeyc.org/accreditation
Pennsylvania Keystone Stars Office of Child Development and Early Learning. (2017). Program administration scale (PAS). https://www.pakeys.org/wp-content/uploads/2017/12/PAS-one-page-Sept-2017.pdf
Walden University. (2022, July 20). Major findings. https://content.waldenu.edu/content/dam/laureate/laureate-academics/wal/ed-eddd/eddd-8084/artifacts/USW1_EDDD_8084_majorfindingsLearningOutcomesProject.doc
