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Group Project – Connor Street Early Childhood Program’s Major Findings EDDD-8084 April 25, 2022
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Team Members’ Group Job 2 {79C08C98-0C33-4979-9066-DB2A27208FE7} Yokita PPVT-4 Brionna TROLL Simon CLASS Janet PAS Lua NAEYC Accreditation Decision Report
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1. The Peabody Picture Vocabulary Test PPVT-4
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The PPVT-4 Results 4 The students at Connor Street scored in the 62 nd percentile. 41 st percentile for low-income children 76 th percentile for middle-income children DLL students scored below the mean across all children from a national sample.
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2. The Teacher Rating of Oral Language and Literacy ( Brionna Boyd) TROLL
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TROLL allows educators to track individual language, writing, speaking, listening, and literacy skills (Dickinson et al., 2003) Data results on student engagement in literacy activities and patterns of use of oral language Provides authentic results to be shared with families Retesting is encouraged to promote diagnostic results and to avoid bias The TROLL Results 6
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Connor Street TROLL Evaluation Observations DLL Learners performed lower on oral interactions Families need more input into the classroom DLL scores improved with culturally relevant practice 7
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3. Classroom Assessment Scoring System (Simon Kim) CLASS
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· an observation tool that assesses the quality of teacher-child interactions in preschool classrooms · three domains or categories of teacher-child interactions that support children’s learning and development: Emotional Support, Classroom Organization, and Instructional Support · domain contain dimensions that capture more specific details about teachers’ interactions with children (Thorpe et al., 2020) 9 THE CLASS RESULTS
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Aggregating the Data from Connor Street’s Evaluations · The collaboration and two-way communication with family stakeholders, parents, legal guardians, and any other caregivers, is a strength of this program that must continue to be maintained. · Teachers are well-informed, professionally guided, and motivated to employ diverse assessment tools to observe, track, and assess children’s development progress and decipher when interventions are needed. · One suggestion for improvement is educating and informing parents on how to employ authentic assessments for their children at play in their home environments to help devise interventions at home and school to address their weaknesses and reinforce their strengths. · Another suggestion for improvement is realizing opportunities to improve social learning and social skills for children during play on the playground and how those learning experiences contribute to social development and benefit the children in the classroom. 10 THE CLASS RESULTS
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teacher-student interaction domain in the context of expanding student agency. provide a space-and-time provision for students during instructional interactions students could be challenged by incorporating more language development (Barnes-Najor et al, 2021) 11 Opportunities for growth
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CLASS can have conflicts with other evaluations when aggregating data due to differences in data collection and data interpretation Data stories document academic learning issues or social/emotional issues within the realm of these teacher-student interactions which is significant and noteworthy. Evaluators can learn from each other 12 CLASS DATA STORIES
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4. Program Administration Scale (Janet Grigg) PAS
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PAS Evaluation R esults 14 Connor Street Administration Recommen dations 02 Develop a mission and vision statement for strategic planning purposes 03 01 Improve professional development Strengthen staff certification process
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5. NAEYC Accreditation Decision Report NAEYC
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17 The Connor Street Early Childhood Program NAEYC Accreditation Evaluation Findings Families Standard – 93%
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Comparisions and trends 17
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NAEYC Survey Comparsion between teachers and families 18 Interventions Accreditation Relationships Instruction Communication Community Teachers and families feel they have good relationships. Teachers and families recognize the need to improve communication in support of student needs. T eachers feel positively about their teaching practice. Families expressed the need to improve platforms of engagement. T eachers surveyed expressed positive results for community relationships. Families would like more information on community events and resources. T eachers believe there is adequate instruction and assessment practices at the center. Families expressed a need to be more involved as a stakeholder. Both groups need to have an understanding of the NAEYC Early Childhood Program Standards.
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19 Connor Street Key Funding National CLASS Averages for Instructional Support Concept development national average – 2.46 Quality of feedback national average – 2.9 Language Modeling national average – 3.45 2 4 3 5 (ECLKC, n.d.) Connor Street CLASS Averages
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Connor Street C LASS Results 20 {2D5ABB26-0587-4C30-8999-92F81FD0307C} Strengths Opportunities to improve Em otional Support Positive classroom climate, responsive to children’s needs Increase child-led activities from the classroom to the home Instructional Support Good classroom organization, behavior management Increase culturally relevant instruction and dialog in the classroom and with parents
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The Strengths and Opportunities for Improvement for Connor Street 20 STRENGTHS Robust social-emotional intera ctions WEAKNESSES OPPORTUNITIES GOALS S W O G Collaboration of data elevates professional development Cultural relevant practice Create digital communication platforms to reach parents – short term Long term – professional development to improve CLASS scores
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References 23 Afroz, S., & Tiwari, P. S. (2016). Why do we belong to groups: An empirical study. Indian Journal of Community Psychology, 12 (1), 69. Barnes-Najor, J. V., Thompson, N. L., Cameron, A. F., Smith, T. M., Calac Verdugo, M., Brown, P. L., & Sarche , M. C. (2021). Cultural and practice perspectives on the classroom assessment scoring system: Voices from american indian and alaska native head start programs. Journal of Research in Childhood Education, 35(1 ), 162-183 Delaney, K. K., & Krepps, K. (2021). Exploring head start teacher and leader perceptions of the pre-k classroom assessment scoring system as a part of the head start designation renewal system. Early Childhood Research Quarterly, 55 , 214-229. Dickinson, D. K., McCabe, A., & Sprague, K. (2003). Teacher rating of oral language and literacy (TROLL): Individualizing early literacy instruction with a standards-based rating tool. The Reading Teacher , 56 (6), 554-564.
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References 24 Durden, T., Escalante, E., & Blitch , K. (2015). Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom. Early Childhood Education Journal , 43 (3), 223–232. https://doi.org/10.1007/s10643-014-0651-8 Early Childhood Learning and Knowledge Center. National Overview of Grant Recipients CLASS Scores by Year. (ECLKC, n.d.). https://eclkc.ohs.acf.hhs.gov/data-ongoing-monitoring/article/national-overview-grant-recipients-class-scores-year Freeman-Loftis, B. (2019). How to really listen to parents – Educational Leadership. http://www.ascd.org/publications/educational-leadership/may11/vol68/num08/How-to-(Really)-Listen-to-Parents.aspx Gregory, K. D., & Oetting , J. B. (2018). Classification Accuracy of Teacher Ratings When Screening Nonmainstream English-Speaking Kindergartners for Language Impairment in the Rural South. Language, speech, and hearing services in schools , 49 (2), 218–231. https://doi.org/10.1044/2017_LSHSS-17-0045 Kuh , L. P. (2012). Promoting communities of practice and parallel process in early childhood settings. Journal of Early Childhood Teacher Education, 33 (1), 19–37. Kush, J., & Shaw, S. (2010). Peabody Picture Vocabulary Test, Fourth Edition. The Eighteenth Mental Measurements Yearbook .
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References 25 National Association for the Education of Young Children. (NAEYC, 2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf National Association for the Education of Young Children. (NAEYC, n.d.-a). The 10 NAEYC program standards. http://families.naeyc.org/accredited-article/10-naeyc-program-standards#1 Thorpe, K., Rankin, P., Beatton , T., Houen , S., Sandi, M., Siraj, I., & Staton , S. (2020). The when and what of measuring ECE quality: Analysis of variation in the classroom assessment scoring system (CLASS) across the ECE day. Ear ly Childhood Research Quarterly, 53 , 274-286. p Work Group for Community Health and Development. (2016a). Chapter 6, Section 1: Developing a plan for communication. In Community Tool Box . http://ctb.ku.edu/en/table-of-contents/participation/promoting-interest/communication-plan/main
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The team members reviewed the major finding from the Connor Street Early Childhood Program. Five evaluations were made to disaggregate the data from assessments related to student learning outcomes, teacher effectiveness, and program administration competencies. The group duties included the following: Yokita – The Peabody Picture Vocabulary, 4 th Edition (PPVT-4) student assessment results Brionna – The Teacher Rating of Oral Language and Literacy (TROLL) student assessment results Simon and Dawn – The Classroom Assessment Scoring System (CLASS) teacher observation results Janet – Program Administration Scale (PAS) administration evaluation results Lua – National Association for the Education of Young Children (NAEYC) Accreditation Decision Report program evaluation
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Peabody Picture Vocabulary Test was originally designed to measure verbal intelligence in school-aged children. Two forms were updated, each with 228 test items consisting of four colored pictures. The Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4) is administered to each child separately and is untimed, according to Kush and Shaw (2010). You can score the test manually or using the computerized ASSIST Scoring and Reporting System.
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As the Connor Street students score in the 62nd percentile, we need to determine if these children are being adequately served. To preserve instructional time, all the program’s components must receive emphasis. Program functions that address school readiness need to be improved. NAEYC (2003) states that high-quality programs use data to identify children at risk and support teaching and learning. Language learning can be enhanced by using the CLASS assessment of teachers’ effectiveness. As Kuh (2012) points out, the current approach to school culture compromises the quality of learning environments.
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TROLL allows educators to track individual language, writing, speaking, listening, and literacy skills (ex. Starting conversations, communicating personal experiences, asking questions, pretending, vocabulary, expressing curiosity, reading etc.) (Dickinson et al., 2003). ” TROLL includes information about the child’s engagement in literacy activities and patterns of use of oral language. Formal assessments do not tap such interests and inclinations to use language and print in any way” (Dickinson et al., 2003, p.561). Scores can be used as evidence when communicating progress to families “Authors cautioned against using the TROLL with culturally and linguistically diverse groups of children. One limitation of the study was that the teachers completed their ratings within the first 6 weeks of school when they may not have known the children well. Nevertheless, findings from the study were alarming given the dialects of our study sample” (Gregory & Oetting , 2018, p. 220).
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At the beginning of the school year TROLL results showed that Dual Language Learners (DLL) had significantly lower levels of oral interaction than English speaking classmates. DLL’s scores increased as the school year progress. The time when the assessment was conducted may have affected scores. Family survey results indicate that families felt like academic information on their child was communicated frequently. Families positively saw that the teacher asked them about things that were important to their family, but there was not a unanimous positive score on if the home language was discussed. Evaluation 6 and 7 impact TROLL as educators must be aware of linguistically and culturally diverse pedagogy that inhibits growth in DLLs. As there was growth and interest in diverse families this assessment would be seen as having a positive impact on program, however teacher training, family collaboration, data sharing, classroom environment, teacher child interactions and non-verbal communication affects culturally appropriate teaching and learning (Durden et al., 2015).
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Definition and Description of CLASS · The CLASS is an observation tool that assesses the quality of teacher-child interactions in 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 (Thorpe et al., 2020). · Within each domain are dimensions that capture more specific details about teachers’ interactions with children.
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· There are specific program improvements that can be pursued in the teacher-student interaction domain in the context of expanding student agency. · One of these improvements for expanding student agency is providing a space-and-time provision for students to ask teachers any relevant questions about the learning materials in academic areas (Delaney & Krepps, 2021). · For example, students will be challenged to ask their teachers about what they are learning and be given a chance to have teachers explain exactly the purpose and outcome of that learning experience in a language that the children comprehend and understand.
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· Data stories can be in direct contrast to each other when using CLASS or other evaluation tools for aggregating data because of the differences in data collection and data interpretation from individual evaluators telling the data stories. · Data stories which are similar are important for closer consideration because evaluators have recognized aggregated data and clarified separately an academic learning issue or social/emotional issue within the realm of these teacher-student interactions which is significant and noteworthy (Thorpe et al., 2020). · Evaluators can learn from each other and complement each other through sharing their data stories and comparing and contrasting their data stories to provide a more complete depiction of the program’s effectiveness (Barnes-Najor et al, 2021).
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Early childhood education (ECE) program administrators use the Program Administration Scale (PAS) to keep track of high-value administrative criteria. It is an instrumental component of reflective practice. The quality of classrooms can only be sustained by effective leadership and management. Validated documents include staff development, supervision, evaluations, compensation, and benefits. An in-depth evaluation also covers student assessment, engagement of families, and public relations.
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The PAS evaluation of the Connor Street program was overall positive. There were two subscales that were noted with below-average ratings, which included teacher qualifications and program strategic planning. If we review other data from the program, there is other evidence from teacher surveys that additional professional development is needed. Improving collaborative processes that include cohorts to develop a mission and goals for the center and cohorts that develop methods and practice in the classroom. Those who partner with others who share their values benefit from social support and well-being (Afroz & Tiwari, 2016). In addition to strengthening problem-solving skills and critical thinking capabilities, cooperative learning groups have long been noted to enhance achievement. The NAEYC (2003) encourages professional identity and recognition within the early childhood educational field.
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The report stated that the families standard was 93 percent. The program scored high due to the positive relationships between families and staff. One growth opportunity for program improvement is to provide and support families with resources and services as needed.
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CLASS data shows quality relationships in the classroom Families indicate that they are respected and valued at the center The NAEYC gave the program a 93% score on familial relationships
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CLASS data shows quality relationships in the classroom Families indicate that they are respected and valued at the center The NAEYC gave the program a 93% score on familial relationships
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When reviewing the survey answers from teachers and families, there are several areas where both are in agreement. Teachers and families feel respected and value their relationships. Communication is positive and open. However, families have expressed the need for additional classroom information related to student progress or resources for additional interventions. Also, families would like to be more involved in the classroom and this would support culturally relevant practice. Finally, both groups need to be provided additional information on the accreditation process for better understanding and support.
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In looking at the findings from Connor Street, the evidence shows weaknesses in the instructional support dimension of the CLASS scores. It is associated with culturally relevant practices in the classroom and appropriate language modeling. Investigation of the evaluation of the English Language Learners (ELLs) deficits from the Peabody Picture Vocabulary Test (PPCT-4). Also, there is some evidence that professional development is required to improve assessment practices and instruction from the teacher survey answers. When we compare the national CLASS averages for instructional support, the greatest area of improvement we can promote will be in language modeling. The national average is a CLASS score of 3.45 (ECLKC, n.d.). NAEYC Standard Seven states that communication should take place in a language that is understood by diverse individuals. Family survey results indicated this need. Additionally, other evaluations indicate that administrators need to appraise culturally relevant practices and incorporate more training with a clinical approach that addresses the needs of the serviced community. Families are considered to be part of the accreditation and evaluation process for ECE students as part of the learning outcomes. ECE programs must promote relationships that promote respect and trust (NAEYC, n.d.-a). In addition, Standard Six encourages program development of the education staff so that classroom environments are conducive to learning and relationships are fostered, allowing stakeholders to be more engaged. Family connections are an important resource that must be continually nurtured. Families’ involvement in the school system positively impacts students’ efforts and experiences (Freeman-Loftis, 2019).
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Aggregating the Data from Connor Street’s Evaluations · The collaboration and two-way communication with family stakeholders, parents, legal guardians, and any other caregivers, is a strength of this program that must continue to be maintained. · Teachers are well-informed, professionally guided, and motivated to employ diverse assessment tools to observe, track, and assess children’s development progress and decipher when interventions are needed. · One suggestion for improvement is educating and informing parents on how to employ authentic assessments for their children at play in their home environments to help devise interventions at home and school to address their weaknesses and reinforce their strengths. · Another suggestion for improvement is realizing opportunities to improve social learning and social skills for children during play on the playground and how those learning experiences contribute to social development and benefit the children in the classroom.
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