Group Presentation
Unique1961
MD6Assign-WinslowA.pptx
Becoming a Data Story Teller: Group Project
Group Members
Kelli Barnes
Elizabeth Bell
Angel
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Agenda
Introduction of Program
Review and Analyze Program Data
Stakeholders
Closing
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Introduction
Data has been an integral part of our education system for decades. As professionals we use it as a tool to drive instruction primarily. However, on a larger scale, data runs the educational process through progress, success, and achievement. Furthermore, program evaluations are a vital tool that provide this important data that not only ensures program success but the overall development of every child (Saracho, 2015).
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Connor Street Early Childhood Program
Private childcare center serving working class and low-income families.
Over the past several years, more minority families have been served and their children now constitute of 20 percent Hispanic of the total.
There are four classrooms of 4-year-olds with a lead teacher and an assistant teacher in each classroom.
This Photo by Unknown Author is licensed under CC BY-ND
This Photo by Unknown Author is licensed under CC BY
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Business Priorities
Connor Street is seeking NAEYC Accreditation for the first time. The following evaluations were researched, and the data was reviewed by each team member.
-The Peabody Picture Vocabulary Test, 4th Edition (PPVT-IV)
-Teacher Rating of Oral Language and Literacy (TROLL)
-Classroom Assessment Scoring System (CLASS)
-Program Administration Scale (PAS)
-NAEYC Accreditation Decision Report
-NAEYC Self-Assessment Teaching Staff Survey
-NAEYC Self-Assessment Family Survey
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Let’s Take a Closer look at the Data for each evaluation tool..
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The Peabody Picture Vocabulary Test Fourth Edition (PPVT™-4) is the outstanding vocabulary assessment unsurpassed for nearly a half century.
The Peabody Picture Vocabulary Test, Fourth Edition (PPVT-IV), measures listening and understanding of single-word vocabulary .
It was developed for individuals 2 years 6 months old through greater than 90 years old.
This brief test provides an approximate estimate of intelligence by measuring receptive vocabulary and replaces the original Peabody Picture Vocabulary Test (PPVT) published in 1959 (Dunn & Dunn, 1981).
The 1981 version retains many of its predecessor’s best features: it consists of two equivalent forms, allows for a verbal or nonverbal response, and is untimed.
The Peabody Picture Vocabulary Test, 4th Edition (PPVT-IV)
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The Teacher Rating of Oral Language and Literacy (TROLL) is an instrument that measures skills identified as critical in the New Standards for Speaking and Listening.
Teachers can assess an individual child's current standing with respect to skills that research has identified as critical for literary acquisition.
TROLL has been used with over 900 low-income children. The instrument is reliable and has strong internal consistency. Its validity has been established in numerous ways.
TROLL correlates significantly with scores on the Peabody Picture Vocabulary Test and the Early Phonemic Awareness Profile given to the same children by trained researchers.
Teacher Rating of Oral Language and Literacy (TROLL)
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Classroom Assessment Scoring System (CLASS) is an observation instrument which considers three categories, or domains, that support a child’s learning and development.
The three umbrella domains are Emotional Support, Classroom Organization, and Instructional Support.
The interactions between a teacher and a child are vital to a child’s learning and development. Research and developmental theory indicates that these interactions in early childhood classrooms, along with the overall learning environment, is foundational to learning.
The quality of teacher-child interactions is assessed using the Classroom Assessment Scoring System (CLASS).
Classroom Assessment Scoring System (CLASS)
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By: Kelli Barnes
Program Administration Scale (PAS)
7-point scale covering subscales
Scored below average in 2 subscales
-Program Self- Improvement
-Research and Evaluation
What Does this mean?
Overall positive rating for Connor Street
Teachers had begun work on their PAS, but had made little progress over the last three years.
Documentation and observations indicated the program had participated in little strategic planning over the past two years
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The Program Administration Scale or PAS is an evaluation tool that is given to assess leadership management for early childhood education programs. There are several indicators included within the four subscales seen here in the graph. Program Self-Improvement, technical assistance and monitoring, research and evaluation, and public awareness encompass the areas of concern within this tool. For Connor Street an overall positive rating is observed. However, there are areas of below average rating which need improvement. Teacher support and instruction should be a concern, while also strategically planning more effectively.
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Now let’s look at the Data for Conner Street
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CLASS evaluation for Conner Street
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Classroom Assesment Scoring System
Teacher 1 Emotional Support Classroom Organization Instructional Support 5 2.5 3.9 Teacher 2 Emotional Support Classroom Organization Instructional Support 5 2.5 5.8 Teacher 3 Emotional Support Classroom Organization Instructional Support 5 4 5.8 Teacher 4 Emotional Support Classroom Organization Instructional Support 5 4 5.8
Comparative PAS Evaluation for Connor Street
PAS – leadership scores above 3 are satisfactory. This graph focuses on program overall, subscale staff qualifications, subscale 2 program planning and evaluation.
Connor Street
Local School
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Program Administration Scale (PAS)
Program Overall PAS assesses leadership and management of early childhood programs(Scores of 3 or above meet satisfactory criteria anything under 3 fails to meet proper criteria.) PAS assesment from local school district (In comparison to the PAS program they appear to meet criteria other than a possible subscale category being below the necessary 3 value. 3.5 3.8 Subscale1 Staff Qualifications PAS assesses leadership and management of early childhood programs(Scores of 3 or above meet satisfactory criteria anything under 3 fails to meet proper criteria.) PAS assesment from local school district (In comparison to the PAS program they appear to meet criteria other than a possible subscale category being below the necessary 3 value. 2.5 3.2 Subscale2 Program Planning and Evaluation PAS assesses leadership and management of early childhood programs(Scores of 3 or above meet satisfactory criteria anything under 3 fails to meet proper criteria.) PAS assesment from local school district (In comparison to the PAS program they appear to meet criteria other than a possible subscale category being below the necessary 3 value. 2.5 2.1
PPVT-IV EVALUATION
Low-income 4 year olds - 41st percentile
Middle-income 4 year olds - 76th percentile
Children from Spanish-speaking- 59.6 percentile
As a group Connor Street 4 year olds scored – 62nd percentile
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4 Year Olds Middle Income 76th percentile Spanish Speaking 59.6th Percentile Low Income 41st Percentile 76 59.6 41
Helpful Websites concerning the evaluations Parents can refer to
A website concerning the PPVT 4th edition evaluation is https://doi.org/10.1080/13670050.2018.1494131
Some of the websites that offered valuable insights into each of these assessment instruments include https://www.qualitystartsbc.org/ and https://www.ryders-hayes.co.uk/.
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Who are the stakeholders?
Staff
Families?
Community?
Administration?
Teachers?
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Our Families are our priority!
Staff?
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Families
Families should be engaged and involved in the facilitating of any aspect of the education process. Social, emotional, cognitive, physical, and academic developmental domains are fostered to promote higher attendance records, higher test scores, stronger confidence, and overall growth when these stakeholders are committed.
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Conner Streets Strengths
Behavior management
Assessing the students
Working with families
Conner Streets Weaknesses
Professional development
Staff qualifications
Language modelling for DLLs
Connecting families with community services
Strengths and Weaknesses of Connor Street
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Conner Street is proud to be NAEYC accredited thanks to the hard work of the staff and our families.
Through the data we can see our strengths and weaknesses and ways in which to improve our services for your children and you.
We will work towards improving our professional development, upgrading our staff qualifications, improving our language modelling for our DLLS, and connecting our families to helpful community resources.
We are proud to say that our greatest strength is our behavior management which greatly benefits your children in the way we communicate and problem solve with them which will support their social skills.
Summary
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Congratulations Connor Street Families We are NAEYC Accredited!
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Saracho, O.N. (2015). Historical and contemporary evaluations of early childhood programs.
Early Child Development and Care, 185(8), 1255-1267
Major Findings ( Word Document)
Resources
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