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Early Education and Program Improvement: Using Data to Increase Results and Success

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Early Education and Program Improvement: Using Data to Increase Results and Success Community Day School (CDSA) and Data: A Growing Love Story – PowerPoint PPT presentation

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Title: Early Education and Program Improvement: Using Data to Increase Results and Success


1
Early Education and Program Improvement Using
Data to Increase Results and Success
Community Day School (CDSA) and Data A Growing
Love Story
  • 2011 Families Education Levy Workshop
  • 13 July 2011
  • Caryn Swan Jamero MA/ABS
  • Nicole Olsen MEd

2
Community Day School Association Agency Snapshot
  • Founded in 1977
  • Programs in Seattle Public Schools (SPS)
  • 6 City of Seattle Step Ahead preschool programs
  • 9 school age after school programs
  • 1,000 youth ages 3-12 125 pre-k served in
    2010-2011
  • Demographics
  • 70 low income youth
  • 75 students of color 65 staff of color
  • 20 ELL staff speak 14 of 18 languages in
    program
  • 2003 Opened 1st preschool
  • 2005 SEEC Funding began
  • had not done Head Start or ECEAP

3
Finance
  • Annual Budget (2009-2010) 2,750,000
  • 70 of revenue is fee based private pay, DSHS,
    City.
  • Provide 250,000 of uncompensated care annually

4
Program Goals
  • The overall goal of CDSA and SEEC is to support
    each child and his or her family to ensure the
    child is ready for kindergarten.
  • We establish and maintain a well-managed
    preschool program that offers comprehensive
    services promoting the physical, cognitive,
    social, emotional, cultural, and linguistic
    growth of children.
  • We support parents or guardians in their role as
    primary caregivers and educators of their
    children.
  • We provide leadership to the broader community in
    collaborating to support families.
  • Assessment and Data Analysis We will support the
    program, classroom and child assessment process.
    We will participate in a data analysis process
    and use assessment results comprehensively in
    order to improve program quality and teacher
    practice.

5
CDSA and Data Collected for United Way of King
County (UWKC)
  • UWKC agency in 1995
  • Quantitative data
  • Logic Model showing Inputs/Outputs
  • Outcomes and Indicators
  • Pre and Post Surveys
  • Focus groups

6
Step Ahead Funding Begins Lots of Learning
  • Steep learning curve
  • Hiring staff who want to and are willing to learn
    to use data for continuous quality improvement
  • Professional development (PD) for CDSA staff new
    and continuing finding qualified teachers
    reflective of and from the community we are
    serving (languages 18 spoken)
  • Quality improvement planning
  • Learning to do written observations of children
  • Learning to type observations into a computer
  • Learning to work with coaches
  • Learning to be observed and given feedback
    frequently

7
Milestones (Can be Intimidating)
  • What it is
  • Milestones are established to assist the agency
    and the City in determining progress toward the
    performance commitments in time to make course
    corrections. They are intended to guide the
    agency toward attaining the performance payments.
    Each activity shall be completed according to
    the guidelines in the Seattle Early Education
    Collaborative Pre-K Program Manual.
  • Every Month children will attend 85 of
    contracted program days. The agency will develop
    an attendance plan with the family to increase
    the childs attendance for children who continue
    to fall below 85 attendance and/or children with
    excessive unexcused absences.
  • 85 of children will receive two (2) Peabody
    Picture Vocabulary Test 4th edition (PPVT-4)
    assessments 1st - by November 15, 2011 2nd - by
    May 15, 2012.
  • By October 31, 2011 (or within 30 calendar days
    from the childs first service date), the agency
    will complete a development screening using one
    of the following tools ESI, Ages and Stages, or
    the Dial 3. Children identified with concerns
    will be referred, with the parents permission,
    for additional screening and services.
  • By November 15, 2011 the agency will work in
    partnership with a City consultant to complete
    the first Peabody Picture Vocabulary Test 4th
    edition for each child.
  • By November 30, 2011 (or within 60 calendar days
    of childs first service date), the agency will
    have accurately completed 1st Teaching Strategies
    Gold TM child assessment portfolio and entered it
    into TeachingStrategies.com, including
    observational records to support the assessment
    of each child.
  • By December 15, 2011 the agency will work in
    partnership with a City assessor to complete the
    first ECERS for each classroom.
  • By December 15, 2011 100 of program classrooms
    will participate in the first ECERS assessment.
    Program classrooms who received an average score
    of less than 4.0 in any of the seven subscales
    will participate in the second ECERS assessment.

8
Milestones, cont.
  • By December 30, 2011 (or within 90 calendar days
    of childs first service date), the agency will
    work in partnership with the Seattle-King County
    Public Health Department to complete health
    screenings for each child.
  • By February 15, 2012 the agency will participate
    in a data meeting sponsored, organized and
    facilitated by Child Care Resources.
  • By February 29, 2012 (or within 150 calendar days
    of childs first service date), the agency will
    have accurately completed 2nd Teaching Strategies
    Gold TM child assessment portfolio and entered it
    into TeachingStrategies.com, including
    observational notes to support the assessment of
    each child.
  • By May 31, 2012, the agency will work in
    partnership with a City assessor to complete the
    second ECERS for each classroom that received an
    average score of less than a 4.0 in any of the
    seven subscales on the first ECERS assessment.
  • By May 31, 2012, all program classrooms will meet
    the average score of a 4.0 in all seven subscales
    on the ECERS assessment.
  • By May 15, 2012, the agency will work in
    partnership with a City consultant to complete
    the final Peabody Picture Vocabulary Test 4th
    edition for each child.
  • By May 15, 2012, 85 of assessed children will
    meet the standard score or demonstrate progress
    on the Growth Scale Value (GSV) on the PPVT.
  • By May 31, 2012, the agency will have accurately
    completed the 3rd Teaching Strategies Gold TM
    child assessment portfolio and entered it into
    TeachingStrategies.com, including observational
    records to support the assessment of each child.
  • By May 31, 2012, 85 of children who receive 2 or
    more assessments by the end of the program year
    will meet the development and learning
    expectations for their age range on the Teaching
    Strategies Gold TM curriculum embedded
    assessment.

9
ECERS-R Summary Report Learning to Receive
Feedback and Use it to Plan and Change
Needs Improvement Items with scores less than
5 This section includes items with scores that
identify areas where improvements may be needed.
Items with scores below 5 are considered by the
Environment Rating Scales to reflect practices
that are less than developmentally appropriate.
Item Score Indicator/Comments
3. Furnishings for relaxation 4 5.1 substantial portion of the day
5. Space for privacy 4 5.2 substantial portion of the day
6. Child related display 4 5.2 most of the display is work that is not done by children
7. Space for gross motor 4 5.1 space is not adequate for the size of group using this area
8. Gross motor equipment 4 Gross motor equipment tricycles, etc. were not accessed during observation and were stored in a way that was difficult to access.
11. Nap/rest 1 1.2 nap/rest provisions unsanitary
12. Toileting/diapering 2 3.1 sanitary condition are not properly maintained
13. Health Practices 4 5.2 staff is not modeling good health practices
15. Books and pictures 4 5.1 substantial portion of the day
19. Fine motor 4 5.1 substantial portion of the day
20. Art 4 5.1 substantial portion of the day
21. Music/movement 2 3.1 no music instruments are accessible for children
22. Blocks 4 5.4 substantial portion of the day
24. Dramatic Play 3 5.1 lack of dramatic play materials including dress-up cloths
25. Nature/science 4 5.2 substantial portion of the day
26. Math/number 4 5.2 substantial portion of the day
28. Promoting acceptance of diversity 3 Limited materials/books/props/resources reflecting diversity.
29. Supervision of gross motor activities 2 3.1 inadequate supervision
34. Schedule 2 3.2 schedule has to posted and relates generally to what occurs
35. Free play 4 5.1 substantial portion of the day
10
ECERS and Creative Curriculum Implementation
Checklist
Areas of Improvement Suggestions/Items needed
Easel Set-up     Set-up the easel using 4 paint colors. Have paper attached to easel so that children can begin painting right away. Make the art area inviting.
Providing Comfortable and Soft areas Ensure that the classroom has a quite and comfortable space for just one or two children to be at. _____ is requesting 2 bean bag chairs to assist in defining a quiet space.
Sanitation before and after meal times     Ensure that children are washing hands for the appropriate length of time-equivalent to the Happy Birthday Song. Ensure that there is a staff member who is standing by the children while they wash hands to ensure that hands are correctly washed. Please be sure that children wash there hands during transitions from outside to inside. In addition if children are eating finger foods they must wash hands not just before but also after. If adults are staying in the classroom for more than just drop off or pick up then they will need to wash there hands as well.
Safety-Playground and staff Supervision     It is important that staff separate themselves from one another while supervisor children outdoors. Conversations not related to children should be minimal. Please use outside time to increase language in children. Ask children what they are doing or assist children in peddling, climbing, or create fun races or obstacles for the children. Create boundaries using orange cones. Bring items from inside the class outside dramatic play, a few blocks, easel board, science kits, art. _____ would like a mirror outside so that children can be seen at all times. The yard is L shaped so there has to be two teachers on each corner. If a teacher has to go into the class to care for children, although still in ratio, supervision can be a bit tricky.
Providing a variety of books- Abilities, Cultures, Occupations All programs would like additional books that address cultures, abilities, occupations, etc.
Gender Specific items   All programs will need 3 additional male items and female items for their dramatic play area.
11
ECERS and Creative Curriculum Implementation
Checklist, cont.
Computer and technology     Some programs would like a computer for the children. _____ would like a digital camera for the preschool classroom. _____, _____, and _____ would like small voice recorders to record observations, childrens language, etc.
Assessments and observations     Teachers should be able to articulate how they manage assessments and observations including information about parent/teacher conferences, cc.net, and child portfolios. Being able to articulate these items will assist in a higher score on the ECERS and Creative Curriculum Implementation Checklist.
Center Director supervision and evaluation of staff     It is important for teachers and Center Directors to know how to answer these questions when assessors or CDSA Admin ask. When it comes to supervising staff it is about informal and formal communication between the preschool team. What are the informal ways in which you communicate and supervise (quick check-ins, staff appreciation gifts, etc)? What are some of the formal ways in which you do so( yearly evaluations, staff meetings, etc)?
Music Equipment       Ensure that at least half the children in the classroom can play with musical instruments at any given time. Provide a CD player or tape recorder for children to listen to music during free choice time. Provide a variety of verbal and non-verbal music selections from different genres of cultures. _____ would like additional CDs. _____ would like additional musical instruments.
Science tools    Center Directors were encouraged to look at there ECERS book provided by ELN to find suggestions on what to include in this area.
Math Manipulatives   Center Directors were encouraged to look at there ECERS book provided by ELN to find suggestions on what to include in this area.
Informal reading opportunities     Ensure that children have the opportunity to read on there own and with teachers in an informal setting. Make the library more inviting by providing comfy spaces for children to sit. Teachers and Center Directors are encouraged to sit with children and read books to them during free choice time. _____ would like additional flannel stories for the library.
Writing opportunities   Programs may wish to set up an area just for writing if space allows for such. Programs may include clipboards in various areas in the classroom.
12
Assessment Tools
  • Embedded Curriculum Assessment
  • Peabody Picture Vocabulary Test (PPVT-4)
  • Early Childhood Environmental Rating Scale,
    Revised Edition (ECERS-R)

13
Embedded Curriculum Assessment (Developmental
Continuum)
  • What it is
  • An assessment embedded within the core
    curriculum, Creative Curriculum is completed
    based on weekly observations of the child in four
    domains of development Physical,
    Social/Emotional, Cognitive, and Language with
    50 different objectives.
  • Goals (Came from Milestones)
  • A minimum of 95 of children enrolled at the time
    of assessment and who have been enrollled for 30
    days will be assessed.
  • A minimum of 85 of the children will have three
    accurate assessments.
  • All completed assessments will be entered into
    cc.net (TeachingStrategies.com beginning Fall
    2011) including observational notes to support
    the assessment of each child.
  • 85 of children who receive 2 or more assessments
    by the end of the program year will meet the
    development and learning expectations for their
    age range on the curriculum embedded assessment.
  • Actions
  • Observe child weekly
  • Use the initial assessment done within first 30
    days to begin specific planning
  • Type weekly observations
  • Discuss observations with team Plan activities
    for large small group and
  • individuals based on observations
  • Continue to observe progress weekly

14
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15
CDSA Data Breakouts, 2009-2010
16
CDSA Data Breakouts, 2009-2010, cont.
17
Peabody Picture Vocabulary Test (PPVT-4)
  • What it is
  • A twice yearly assessment that evaluates
    preschool students receptive vocabulary skills,
    which involves no reading or writing.
  • Goals
  • 85 of children, who are not English Language
    Learners, will meet the standard score of 85 or
    higher as measured on the final PPVT-4
    assessment.
  • 85 of English Language Learner children will
    demonstrate progress on the Growth Scale Value
    (GSV) in their receptive vocabulary skills.
  • Actions
  • Peabody provides action plan
  • Plan for activities with individual children with
  • more knowledge about what they need
  • in language acquisition and vocabulary
  • Choose different books point to pictures
  • Plan rhyming and guessing games
  • Work with parents and families on home games
  • or books most appropriate for level
  • Keep looking for progress/results
  • Talk to children

18
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20
Early Childhood Environmental Rating Scale,
Revised Edition (ECERS-R)
  • What
  • ECERS-R scaling system is designed to assess the
    quality of early childhood centers. This scale
    assesses the child care environment through
    interactions and relationships, health and
    safety, opportunities for learning, the physical
    environment, etc.
  • Goals
  • Each classroom will meet the average score of 4.0
    in all seven subscales on the ECERS assessment by
    May 31st
  • Actions
  • Teachers work with coaches to develop Quality
    Improvement Plans (QIPs)
  • Teachers select areas of highest need from a
    point system
  • Done in November receive feedback in
    December/January to begin changes

21
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23
Continuous Quality Improvement Course Corrections
Reflective Practice Cultural Competence
24
  • The key is not how much information/data is made
    available to us by assessors and coaches, but
    what we do with it.
  • CDSA has learned increasingly to
  • love the active use of data.
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