8084 MD3 Dis
Unique1961
USW1_EDDD_8084_majorFindingsLearningOutcomesProject.docxEDDD 8084/7084: Evaluating and Supporting Early Childhood Programs
Major Findings
Program: Connor Street Early Childhood Program
Program Profile: Connor Street Early Childhood Program is a private child care center serving working class and low-income families. Over the past several years, more Hispanic families have been served and their children now constitute about 20 percent of the total. Two Asian children and three from the Caribbean are also in the program. There are four classrooms of 4-year-olds with a lead teacher and an assistant teacher in each classroom. All but three of the children are at the center for about 7–9 hours; most of their parents work outside the home.
Connor Street is seeking NAEYC Accreditation for the first time. In preparation, the program conducted evaluations 1–4, identified in the tables below. Latoya, the program’s director, then selected major findings from each of these evaluations for which she wanted the evaluation team to focus.
As the program underwent the initial stages of NAYEC Accreditation, Connor Street then participated in evaluations 5–7. Latoya then distributed major findings from evaluation 5, as well as cumulative totals for both evaluation 6 and 7.
Getting Started:
Starting in Module 2, you and your evaluation team will begin to analyze the data. Using the major findings, you will work to determine the program’s quality, strengths, and opportunities for improvement. You will also consider how to share this information with the stakeholders at Connor Street, such as Sabrina, a first-year teacher whom you will be introduced to in the online classroom.
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Evaluation 1: The Peabody Picture Vocabulary Test, 4th Edition (PPVT-IV)
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Evaluation Background: The PPVT-IV is a widely used, reliable test which assesses children’s language and literacy. Available in both English and Spanish, the PPVT-IV tests children’s receptive vocabulary, which has been found to be a strong predictor of kindergarten readiness.
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Evaluation Results: · As a group, the Connor Street 4-year-olds scored in the 62nd percentile.
Demographic breakdown: · Low-income children averaged in the 41st percentile · Middle-income children averaged in the 76th percentile · Children from Spanish-speaking families averaged below the mean across all children in the national sample.
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Evaluation 2: Teacher Rating of Oral Language and Literacy (TROLL)
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Evaluation Background: The Teacher Rating of Oral Language and Literacy (TROLL) assesses skills identified as critical in speaking and listening. In 5–10 minutes and without prior training, teachers can assess an individual child on skills that research has identified as critical for literacy acquisition. Skills assessed include language, reading, and writing abilities. The instrument is reliable and has strong internal consistency, and it correlates significantly with scores on the Peabody Picture Vocabulary Test. Children’s scores on TROLL can help in planning a systematic language and literacy program for a class.
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Evaluation Results: · Dual language learners (DLL) had significantly lower levels of oral interaction than their English-speaking peers, who scored in the average range in oral language.
· As a group, DLL’s scores increased significantly over the course of the year.
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Evaluation 3: Classroom Assessment Scoring System (CLASS)
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Evaluation Background: The CLASS is a widely assessment which evaluates teachers based upon their interactions with students. The CLASS evaluates interactions in three domains: emotional support, classroom organization, and instructional support.
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Evaluation Results: · On the Emotional Support subscale, all four prekindergarten teachers were observed to “create a positive classroom climate” and be “responsive to children’s needs and abilities.” · On the Instructional Support subscale, the observation ratings on two of the four teachers had ratings below 3.0, which is the level that has been found to foster learning and language skills. · One of these teachers had her lowest rating on Quality of Feedback. Later observation by the director indicated that this teacher frequently corrected low-income and dual language learners on their English usage, which has been proven to inhibit language development. · The other teacher, who scored low on Language Modeling, was found to do most of the talking in small and large groups rather than encouraging the children to talk. · On the Classroom Organization subscale, three teachers were rated above 5.0 on Behavior Management, and one, the newest teacher, was rated 3.9.
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Evaluation 4: Program Administration Scale (PAS) |
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Evaluation Background: The PAS assesses the leadership and management practices of early childhood programs and provides directors with information about the quality of their administrative practices. The assessment consists of documentation submitted by the director and a PAS observation which is then evaluated on a 7-point scale across 25 items clustered into 10 subscales.
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Evaluation Results: · The program received overall positive ratings on the PAS. · Two subscales received below-average ratings: · Subscale: Staff Qualifications – Teachers had begun work on their PAS, but had made little progress over the last three years. · Subscale: Program Planning and Evaluation – Documentation and observations indicated the program had participated in little strategic planning over the past two years.
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Evaluation 5: NAEYC Accreditation Decision Report
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Evaluation Background: The NAEYC Accreditation Decision Report is sent three months after an on-site accreditation visit. The report summarizes the program’s scores in each of the 10 NAEYC Early Childhood Program Standards. It also assigns a percent to each of the observed criteria and offers suggestions for ongoing improvement based upon data collected during the site visit.
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Evaluation Results: · Standard: Families Score: 93% · To meet this standard, a program must create reciprocal relationships with families, treating parents as real partners. · Area for Improvement: Having resources available and ability to help families obtain services which are needed for the child and the family to thrive.
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Evaluation 6: NAEYC Self-Assessment Teaching Staff Survey
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Evaluation Background: Each program getting ready to go through accreditation by the National Association for the Education of Young Children conducts the Teaching Staff Survey as part of its self-assessment. The survey was developed by NAEYC.
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Please see the end of this document to review assessment results.
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Evaluation 7: NAEYC Self-Assessment Family Survey
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Evaluation Background: Each program preparing to go through accreditation by the National Association for the Education of Young Children conducts the Family Survey as part of its self-assessment. The survey was developed by NAEYC.
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Please see the end of this document to review assessment results.
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Final Submission
In Weeks 8 and 9, you and your evaluation team will use the major findings and the insights and decisions made within your Group Discussion Boards to create a data story. To create your data story, you will combine a compelling narrative, with clear visuals and accurate data to motivate stakeholders towards positive programmatic change.
Requirements
Create a data story in the form of PowerPoint presentation that is 20–25 slides in length. The PowerPoint presentation must meet the following requirements:
· Create a narrative that carries throughout the presentation. A compelling narrative follows the following guidelines:
· Be accessible. What does the data represent? What do the scores mean for the evaluation?
· Be audience specific. What audience is the data meant for? Who are you trying to explain the data to?
· Be appealing. Why is the data important? Why should the stakeholders care about the data?
· Be insightful. What does the data mean for the young children at this program? How will this data be used to both continue effective practices and improve where needed?
Note: The answers to these questions should be woven through your narrative and not directly answered in a question and answer style. The narrative, which would normally be given while speaking to an audience, should be captured using the “Notes” feature in the PowerPoint.
· Create at least three graphs which can be used to visually portray the major findings data. Each graph must be linked to a different evaluation.
· You must have at least one circle graph and one bar graph within your presentation.
· One graph must compare Connor Street’s data to either an average score within your region/nation OR to the desired goal/highest score for the evaluation.
· Synthesize the collaborative responses and insights from the Group Discussion Boards. Then, integrate the response to each question into your PowerPoint as it fits with your data story.
· Introduce at least three of the evaluations which your group relied on when determining the quality of Connor Street.
· Provide at least one resource per evaluation that the stakeholders for which your presentation is aimed can visit to learn more.
· Explain at least two comparisons and trends that existed among the major findings.
· Explain at least one major finding that impacted (either positively or negatively) the successfulness of another data set and why.
· Describe the quality of the program.
· Explain whether Connor Street is effectively responding to the needs of children and families and why.
· Explain how the quality of the program impacts the stakeholders for which your presentation is aimed.
· Explain the greatest strength of the program.
· In addition, explain at least three areas in which Connor Street is proficient.
· Explain the most important area for which the program needs to improve and why.
· Describe one short-term goal and one long-term goal which should be implemented to address this area.
· Explain why each goal would address this need.
· Explain how each goal could be integrated into Connor Street’s program.
Evaluation 6: NAEYC Self-Assessment Teaching Staff Survey
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# |
NAEYC Category: Relationships |
Yes |
No |
DK (Don’t Know) |
NA (Not Applicable) |
|
1 |
When children have serious, challenging behavior, the teacher(s) works with the family as a team to develop an individual plan to support the child’s inclusion and success. (1.E.01) |
8 |
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|
|
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2 |
When children have serious, challenging behavior, the teacher(s) has access to professionals who help us work successfully with the child and his or her family. (1.E.01) |
6 |
1 |
1 |
|
|
# |
NAEYC Category: Curriculum |
Yes |
No |
DK (Don’t Know) |
NA (Not Applicable) |
|
1 |
The curriculum is implemented in a manner that is responsive to the home values, beliefs, experiences, and language of children’s families. (2.A.08) |
8 |
|
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Not an option. |
|
2 |
We take into account the home language of the child when working on literacy and provide children opportunities to learn in a language they are comfortable with. (2.D.01, 2.D.02) |
8 |
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|
|
3 |
We limit the use of passive media such as television, videos, and tapes to developmentally appropriate programming. (2.H.01) |
8 |
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Not an option |
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# |
NAEYC Category: Teaching |
Yes |
No |
DK (Don’t Know) |
NA (Not Applicable) |
|
1 |
I work with other program and teaching staff as a team to implement daily teaching and learning activities. (3.A.01) |
8 |
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Not an option. |
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2 |
For teaching staff working with infants only: The teachers talk to families of infants about how they meet their child’s needs at home, and use the information in planning opportunities and materials. (3.G.06) |
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|
8 |
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# |
NAEYC Category: Assessment |
Yes |
No |
DK (Don’t Know) |
NA (Not Applicable) |
|
1 |
Teachers assess the developmental progress of each child across all developmental areas. (8.C.02) |
8 |
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Not an option. |
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2 |
Teachers refer to the curriculum goals when interpreting assessment data and then use the results to make decisions about curriculum content, teaching approaches, and interactions with children. (8.C.03, 8.D.01, 8.D.03, 8.D.08) |
8 |
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Not an option. |
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3 |
Teaching staff understand the purpose, value, and uses of assessment in the program and can explain these to others. (8.B.06) |
8 |
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Not an option. |
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4 |
Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process. (8.E.01) |
8 |
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Not an option. |
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5 |
Teachers have the time and knowledge to talk to each family about their child’s development at home and school. (8.E.03) |
8 |
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Not an option. |
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6 |
All children receive a complete developmental screening within 3 months of entering the program. (8.C.01; Emerging Practice) |
8 |
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Not an option. |
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7 |
Teachers regularly assess children in the following areas of development and content: |
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7a |
Social-emotional |
8 |
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Not an option. |
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7b |
Physical |
8 |
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Not an option. |
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7c |
Language |
8 |
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Not an option. |
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7d |
Cognitive |
8 |
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Not an option. |
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7e |
Literacy |
8 |
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Not an option. |
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7f |
Math |
8 |
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Not an option. |
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7g |
Science |
6 |
2 |
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Not an option. |
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7h |
Technology |
2 |
4 |
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2 |
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7i |
Social studies |
5 |
3 |
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7j |
Creative expression—music, art, dance |
8 |
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7k |
Health and safety (8.C.02) |
8 |
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|
|
|
8 |
Teachers are capable in using the following assessment tools: |
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8a |
Checklists |
8 |
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Not an option. |
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8b |
Anecdotal notes |
8 |
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|
Not an option. |
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8c |
Individual child portfolios |
8 |
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|
Not an option. |
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8d |
Other (8.B.06; 8.C.02) |
7 |
1 |
|
|
|
9 |
Teaching staff meet regularly to discuss assessment results and to decide how we need to change our teaching practices to meet children’s needs. (8.D.02) |
4 |
4 |
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|
10 |
Teachers use interactions with children to inform curriculum development and individualize teaching. (8.D.03) |
8 |
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Not an option. |
|
11 |
Family members are provided information about the child’s development and learning in written reports at least two times a year. (8.E.02) |
8 |
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Not an option. |
|
12 |
Program staff attempt to work with the child’s family on all aspects of the child’s assessment plan, including explanation of all the measures used by our program and purposes of each. (8.E.08; 8.E.06) |
6 |
2 |
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Not an option. |
|
13 |
Communication with families about their child’s assessments take into account their cultural values and the home language. (8.E.05) |
8 |
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18 |
Families are provided with detailed information about the confidentiality of assessment results and the limits of such confidentiality. (8.E.07; Emerging Practice) |
8 |
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Not an option. |
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# |
NAEYC Category: Health |
Yes |
No |
DK (Don’t Know) |
NA (Not Applicable) |
|
1 |
I feel comfortable that I can meet children’s health needs. |
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1a |
I am aware of at least one staff member who is always present with each group of children who has been trained in pediatric first aid and CPR. (5.A.03) |
8 |
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1b |
I know when and how to exclude an ill child from the rest of the group. (5.A.08) |
8 |
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1c |
If I am asked to administer medication, I know how to safely administer and store medications. If not asked to administer medication, mark NA. (5.A.11) |
8 |
|
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2 |
The children have daily opportunities to play outside unless conditions pose a health risk. When it is necessary to play inside, equipment is available indoors to provide safe opportunities for large-motor activity. (5.A.06) |
8 |
|
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3 |
Liquids and foods hotter than 110 degrees Fahrenheit are kept out of children’s reach. (5.B.07) |
8 |
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Not an option. |
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4 |
Our program is supportive of breastfeeding moms, and we try and accommodate their needs by storing and handling milk properly and providing comfortable space for breastfeeding. (5.B.09) |
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8 |
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5 |
For teaching staff working with infants only: We are instructed on and follow specific feeding procedures and strict guidelines to ensure freshness. (5.B.10) |
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|
8 |
|
# |
NAEYC Category: Teachers |
Yes |
No |
DK (Don’t Know) |
NA (Not Applicable) |
|
1 |
My orientation included information on: |
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1a |
the program philosophy, values, and goals; |
8 |
|
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Not an option. |
|
1b |
expectations for ethical conduct; |
8 |
|
|
Not an option. |
|
1c |
health, safety, and emergency procedures; |
8 |
|
|
Not an option. |
|
1d |
accepted guidance and classroom management techniques; daily activities and routines of the program |
8 |
|
|
Not an option. |
|
1e |
program curriculum; |
8 |
|
|
Not an option. |
|
1f |
child abuse and neglect reporting procedures; |
8 |
|
|
Not an option. |
|
1g |
program policies and procedures; |
8 |
|
|
Not an option. |
|
1h |
NAEYC Early Childhood Program Standards; |
4 |
4 |
|
Not an option. |
|
1i |
regulatory requirements. (6.A.03) |
8 |
|
|
Not an option. |
|
2 |
I have a plan in place to inform my continuous professional development. (6.B.01) |
8 |
|
|
|
|
3 |
I work to improve the conditions of children and families within our program as well as in our community and beyond. (6.B.02; Emerging Practice) |
8 |
|
|
Not an option. |
|
# |
NAEYC Category: Families |
Yes |
No |
DK (Don’t Know) |
NA (Not Applicable) |
|
1 |
I have participated in events in the community outside of my teaching responsibilities that help me understand the family lives of the children I work with. (7.A.08; Emerging Practice) |
7 |
1 |
|
Not an option. |
|
2 |
Program staff know about community resources and help families get the services they need, including transitions for their child to other programs, schools, etc. (7.C.07) |
6 |
2 |
|
Not an option. |
|
3 |
Before information is shared with other agencies, we obtain written consent from the families. (Mark NA if you are not in a position to share information with other agencies.) (7.C.08) |
|
|
|
8 |
|
4 |
Teaching staff informally share information with parents about their child at least once a week. (7.B.06) |
8 |
|
|
Not an option. |
|
5 |
For teaching staff of infants and toddlers only: we informally share information with parents on a daily basis. (7.B.05) |
|
|
|
8 |
|
6 |
If problems arise in our interactions with families, staff are encouraged to use a variety of techniques to work through conflicts and ensure resolution in a language that the family understands and can communicate in. (7.C.08) |
8 |
|
|
|
|
# |
NAEYC Category: Community Relationships |
Yes |
No |
DK (Don’t Know) |
NA (Not Applicable) |
|
1 |
Program staff are encouraged and given the opportunity to participate in community or statewide interagency councils or service integration efforts. (8.C.05) |
8 |
|
|
|
|
# |
NAEYC Category: Leadership and Management |
Yes |
No |
DK (Don’t Know) |
NA (Not Applicable) |
|
1 |
The program administrator provides leadership to program staff to implement the program mission. (10.A.05) |
8 |
|
|
Not an option. |
|
2 |
The program administrator responds proactively to changing conditions to enhance program quality. (10.A.06) |
8 |
|
|
Not an option. |
|
3 |
The program administrator systematically supports an organizational climate that fosters trust, collaboration, and inclusion. (10.A.07) |
8 |
|
|
Not an option. |
|
4 |
Teaching staff informally share information with parents about their child at least once a week. (7.B.06) |
8 |
|
|
Not an option. |
|
5 |
Our program minimizes the number of group, teaching staff, and classroom transitions experienced by a child during the day and program year. (10.B.13) |
8 |
|
|
Not an option. |
|
6 |
When transitions do occur, they are well planned for. (10.B.13, 10.B.18) |
8 |
|
|
Not an option. |
|
7 |
If I work directly with children for more than 8 hours, I am provided a break of at least 15 minutes in each 8 hour period. (10.E.07) |
8 |
|
|
|
|
8 |
The program has written policies that detail the personnel policies, including the benefits package and job descriptions. (10.E.01, 10.E.06) |
8 |
|
|
Not an option. |
|
9 |
I receive an evaluation from my supervisor annually. (10.E.09) |
8 |
|
|
Not an option. |
|
10 |
Program staff are involved in a comprehensive program evaluation that measures progress toward the program’s goals and objective. (10.E.11, 10.E.12, 10.F.01) |
6 |
2 |
|
Not an option. |
|
11 |
When the annual evaluation is completed, program staff are given a report of the findings. (10.F.02) |
7 |
1 |
|
Not an option. |
|
12 |
The program has a professional development plan to improve staff credentials and competencies. (10.E.11) |
6 |
|
2 |
Not an option. |
|
13 |
Trainings that are relevant to the needs of staff are offered through the professional development plan. (10.E.12) |
6 |
1 |
1 |
Not an option. |
|
14 |
I have opportunities to contribute to feedback and decision making related to program improvement. (10.A.07, 10.F.01, 10.F.08) |
7 |
1 |
0 |
Not an option. |
|
|
Totals |
495 |
29 |
4 |
42 |
Evaluation 7: NAEYC Self-Assessment Family Survey
|
# |
NAEYC Survey Question |
Yes |
No |
DK (Don’t Know) |
NA (Not Applicable) |
|
1 |
I have a good relationship with my child’s teacher and other staff. |
29 |
0 |
0 |
0 |
|
2 |
The teacher takes good care of my child, helps my child learn to get along with others, and is a good teacher. |
29 |
0 |
0 |
0 |
|
3 |
The teacher often shares information about things happening in the program and wants to know about things my child is doing at home. |
29 |
0 |
0 |
0 |
|
4 |
I talk with a teacher about my child at least once a week (or every day if my child is a baby). |
24 |
5 |
0 |
0 |
|
5 |
I have received information at enrollment and/or throughout the year about the program and my child’s classroom, including information about: |
||||
|
5a |
Program mission and philosophy |
29 |
0 |
0 |
0 |
|
5b |
Rules and expectations |
29 |
0 |
0 |
0 |
|
5c |
Procedures for drop-off and pickup and handling emergencies |
29 |
0 |
0 |
0 |
|
6 |
I receive this information in a language that I understand. |
26 |
3 |
0 |
0 |
|
7 |
The teacher asks about things that are important to our family and uses this information to help my child grow and learn. |
25 |
4 |
0 |
0 |
|
8 |
For families who speak a language other than English at home: The teacher and I discuss the language used to teach my child |
7 |
1 |
0 |
21 |
|
9 |
I am invited to take part in classroom activities and events. |
29 |
0 |
0 |
0 |
|
10 |
When I disagree with how a teacher works with my child, I feel comfortable letting the teacher know and working together to find a solution that works for both of us. |
19 |
2 |
0 |
8 |
|
11 |
I am comfortable with what my child is learning and how my child’s progress is measured. I have the opportunity to discuss what is learned and how it is measured. |
24 |
2 |
3 |
0 |
|
12 |
I know how the program makes sure that information about my child and his or her progress is kept confidential. |
24 |
5 |
0 |
0 |
|
13 |
I receive written reports about my child at least twice a year. |
29 |
0 |
0 |
0 |
|
14 |
I am told about my child’s progress in language I understand and in ways that are respectful to me and my family. |
26 |
3 |
0 |
0 |
|
15 |
The teacher and program work with me to meet my child’s individual or special needs and help me get other resources within the community when needed. |
12 |
6 |
0 |
11 |
|
16 |
The program helps me get to know other families in the program and encourages us to support each other. |
25 |
4 |
0 |
0 |
|
17 |
I am always welcome at the program and am invited to participate by helping to plan events, being involved in decisions about the program, and taking on leadership roles. |
23 |
5 |
1 |
0 |
|
18 |
I am provided a translator when needed. |
4 |
3 |
0 |
22 |
|
19 |
The program staff helps me learn about community events and resources that can help my child and family. |
23 |
5 |
1 |
0 |
|
20 |
The program gives me information to help my child make a smooth transition to kindergarten or first grade. |
13 |
3 |
1 |
12 |
|
21 |
When program evaluations are completed, I receive information about the findings |
3 |
2 |
4 |
20 |
|
22 |
I generally feel respected by the program staff and that my contributions are valued. |
29 |
0 |
0 |
0 |
|
23 |
For families with babies only: The program supports breastfeeding by providing space, storing milk, instructing staff on handling procedures, etc. |
0 |
0 |
0 |
29 |
|
24 |
For families with babies or children with special nutritional needs: Staff work with me to meet my child’s nutritional needs and document for me what my child eats each day. |
5 |
1 |
0 |
23 |
|
|
Totals: |
561 |
54 |
10 |
146 |
