Saturday, March 2, 2019
Database Needs for Early Learning Programs Essay
The Outcomes and Targets for the recently passed Families and Education charge ar very high. At the heart of the levy is accountability and use info in periodly ways to improve annual forces. In the realm of earlyish Learning the dollars provide double and the number of children and professional staff served volition increase dramatically. The need for reliable, fri residuumly selective information is great. An HSD IT sack home plated info system (ELNIS) was created in 2006 for the previous levy. It was deployed in the summertime of 2007 and began to be used in the 2007-2008 schooltime category.Hosted by the state of Washington, it is accessible to separately suppuratency under contract with the city through a city purchased computer and digital certificate. Help desk support and training are also provided by the city. In 2009 the state ECEAP curriculum substantially swapd its readjustment form. ELNIS no longer matches the data elements required by the state. It was heady, because the change came so late in the year, that it was non feasible to make the changes in ELNIS. For the 2009-10 and 2010-11 school years the data has been out of sync with enrollment forms for ECEAP.ELNIS was designed in 2005 with the hope of having a single archaeozoic learning data base for ECEAP, flavor frontwards, and Child Care Subsidy. This proved to be unfeasible minded(p) the time constraints and limited resources available to accomplish the task. Children are entered into multiple data bases that do not connect with separately other, but all ECEAP children are also in ELNIS. In 2010 creative Curriculum substantially change the child sound judgment tool, such that in the final year of the levy 2010-2011 the child discernment data is no longer transfered into ELNIS.Again it was decided not to reconfigure ELNIS to match the changes in the assessments because of time and cost, until the in the lancinate levy passed. The OFE periodic report drives t he immediate need for data. Each month OFE requires a data destiny of demographics, attendance and assessment data be delivered on the uttermost(a) mean solar day month following the month account. In the MOA individually year between OFE and HSD the data elements are negotiated. The data describe required for archean learning in 2010-2011 is on pages 5 8 of this report.These will unbosom form a substantial part of the required data, but thither will be additional stages and number of records will increase substantially. Further, each year an analysis is completed by the data and evaluation strategical advisor in August/September for the previous school year. The data is used to help managers and education specialists to improve the performance of the agencies in the neighboring school year. This process get goings by creating a large data set of assessments matched to each child who has been served.The early vision was that the data would be stored in ELNIS and downloa d for use in evaluations ready to be inform or analyzed. ELNIS is capable of containing the demographic data (although it no longer matches the data stash away for ECEAP families) for each child, the agency, site and classroom data, and the ECERS assessment. It can no longer upload the Embedded Child Profile perspicacity data, the PPVT- 4 child data, nor any data about professional development. All of this data must be managed separately in Excel spreadsheets and appended to the download from ELNIS.Increased needs for data and new data elements The new levy includes six components of which are tether are new and three are expanded Professional phylogeny Family Engagement and Outreach Preschool Kindergarten Transition domicile Visiting syllabus Health and mental Health Support for Children The new required elements for reporting are judge to include the following indicators of progress toward the outcomes nurture-Child Home political program (PCHP) Caregivers/Adults will turn out increased positive demeanour on the Parent and Child unitedly tool (PACT).PCHP Children will adopt standard on the Child air Traits (CBT) and the Teacher Rating of Oral oral communication and Literacy (TROLL). Family Friend and Neighbors (FFNS) Care Providers Caregivers/Adults will demonstrate increased positive mien on the Parent and Child Together tool (PACT). Step out front Preschool syllabuss Children enrolled will meet the Standard tally and/or make gains on the Peabody notion verbiage attempt-4 (PPVT-4) of Receptive English by the end of the preschool year.Step before Preschool serving children who are English actors line Learners Children will make statistically significant gains in English Language Acquisition at the end of the preschool year on the PPVT-4. Step Ahead Preschool Children will meet age aim expectations at the end of the preschool year on Teaching Strategies grand Child (TSG) assessment. Children served by Step Ahead and SEEC and e nrolled in full-day kindergarten Children will meet the age- take expectations on Washington Kindergarten Inventory of Developing Skills (WaKIDS) .SEEC Pre-K classrooms will meet the environmental Rating Scale (ERS) standard at the end of the program year. SEEC Pre-K Teachers will meet standard on the Classroom Assessment Scoring arrangement (CLASS) at the end of the program year. Children enrolled in Step Ahead pre-K program will have fewer than 5 absences per semester. Children served by a Step Ahead Preschool will be assessed at level 2 or higher on the district English assessment test at the beginning of Kindergarten. Number of early learning and child care settings receiving targeted computer address or training.% of children who enroll in kindergarten on time. % of children enrolled in full day kindergarten. % of children who attend 90% of school days. % of children who meet the birth to 3-year indicator for health (TBD). % of 4 year olds who meet standard on the curricu lum insert assessment in preschool. proto(prenominal) Learning Health Number of early learning and child care settings and providers receiving targeted consultation or training. Number of children in early learning and child care settings receiving developmental assessments.Number of children in early learning and child care referred for mental health therapy and/or medical follow-up. Number of low-income families linked to a health care home, Medicaid coverage, and/or other health care resources. Assessment Tools used to provide outcome and indicator data Formative Assessments Child Teaching Strategies Gold (administered ruin, winter and spring of the pre-k year) Classroom Curriculum-embedded classroom checklist (administered annually) CLASS Annual voluntary reflection of pre-k and kindergarten- third dictate teachers to measure teacher effectiveness.Summative Assessments Child PPVT-4 (administered fall and spring of pre-k ) Child WaKIDS ( administered fall and spring of kin dergarten) Classroom ECERS ( administered annually) Performance requital with OFE will likely include these Outcomes (indicators) 2010-11 index finger BaselinesNumber of Students Meeting forefingerPercent of Students Meeting Indicator Families demonstrating increased positive behavior on the PACT and the CBT 35/4283. 3% Children devising gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 657/93570. 3%Children with a minimum of two assessments face-off age-level expectations on Teaching Strategies Gold397/546 73. 0% Children are in classrooms meeting an ECERS standard of 5 in each sub subdue or an middling of 6 in all subscales. 397/636 62. 4% Indicator Targets2010-20112012-132013-142014-152015-162016-172017-182018-19 Families demonstrating increased positive behavior on the PACT and the CBT 83. 3% 84% 85% 86% 87% 88% 89% 90% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 70. 3% 73% 76% 80% 83% 86% 89% 90%.Chi ldren with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold 73. 0% 75% 78% 81% 84% 87% 89% 90% Children are in classrooms meeting an ECERS standard of 4 in each subscale or an average of 6 in all subscales. 62. 4% 67% 71% 76% 80% 85% 89% 90% Conclusions ELNIS as currently configured will not meet the needs of the Early Learning System to report data to the funder, to use data for change outcomes, or to manage data for contract payment purposes and monitoring. Either take form needs to begin ASAP on reconfiguring ELNIS or a new data system needs to be created or purchased.Options include an HSD IT public figure or a purchase of a configurable off the shelf package system, such as Adsystech or ETO. entropy will need to begin being reported to OFE in the fall of 2012, eight months from now. What options exist for meeting this need? What resources are available? What planning team should be assembled? Data Set currently required to be reported by OFE (2010-2011) SEEC Early Learning Pre-K Source HSD (monthly) Data ElementData TypeNotes YearnumericThe year of the period that the data is reported for. e. g. 2006 for reporting period December 2006.MonthNumericThe month of the period that the data is reported for. e. g. 12 for reporting period December 2006 Child HSD IDNumeric1 = English 2 = Other than English 3 = English and another language 4 = not reported Student IDNumericEnter SPS Student ID afterwards child is enrolled in Kindergarten Ethnicity statuteChar 25 categories from SPS Childs Home LanguageNumeric Gender CodeChar 1 SEEC role CodeChar 4Corresponds with Agency name look-up instrument panel SEEC Site CodeChar 4Corresponds with classroom site look-up table SEEC Classroom Code Char 7Corresponds with classroom look-up table.SEEC StatusNumeric1 = Step-Ahead Pre-K 2 = Step Ahead Match SEEC TierNumericTier I Step Ahead, Tiny Tots, Refugee Womens Alliance, and Jose Marti Tier II Denise Louie Education Center/ head teacher Start Tier III Non-Step Ahead Early Childhood Education and Assistance Programs (ECEAP) , neighborhood House Head Start Tier IV Comprehensive Child Care Program (CCCP), other Head Start Programs in the City of Seattle Days in Pre-K ProgramNumeric/Null aggregate number of days the student has participated in the Pre-K program during the month.ECERS Average Subscale pull ahead and average totalNumericRange 1-7 ECERS Met StandardYes/No/Null ECERS average sum of 4 crosswise all 7 elements Classroom Quality StandardYes/No/NullClassroom met quality standards Classroom LevelNumeric/NullClassroom stigma based on years of experience and training foremost Child Assessment Social/Emotional DevelopmentNumeric/NullStudents level from the first imaginative Curriculum child assessment or mellowed/ area COR beginning(a) Child Assessment Physical DevelopmentNumeric/NullStudents level from the first fictive Curriculum child assessment or High/ background COR.initiatory Child Assessment Cognitive DevelopmentNumeric/NullStudents level from the world-class Creative Curriculum child assessment or High/ scope COR beginning(a) Child Assessment Language DevelopmentNumeric/NullStudents level from the beginning(a) Creative Curriculum child assessment or High/ setting COR second Child Assessment Social/Emotional DevelopmentNumeric/NullStudents level from the second Creative Curriculum child assessment or High/ grasp COR second Child Assessment Physical DevelopmentNumeric/NullStudents level from the second Creative Curriculum child assessment. or High/ range COR second Child Assessment.Cognitive DevelopmentNumeric/NullStudents level from the 2nd Creative Curriculum child assessment or High/ eye socket COR. 2nd Child Assessment Language DevelopmentNumeric/NullStudents level from the 2nd Creative Curriculum child assessment or High/Scope COR. third Child Assessment Social/Emotional DevelopmentNumeric/NullStudents level from the third Creative Curriculum chi ld assessment or High/Scope COR. third Child Assessment Physical DevelopmentNumeric/NullStudents level from the tertiary Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment.Cognitive DevelopmentNumeric/NullStudents level from the 3rd Creative Curriculum child assessment. 3rd Child Assessment Language DevelopmentNumeric/NullStudents level from the 3rd Creative Curriculum child assessment or High/Scope COR. Formative Assessment ChildYes/No/NullChild met the standard in the final embedded assessment as adopted by the SEEC assessment workgroup. PCHPYes/No/NullParticipated in Parent-Child Home Program. SEEC Early Learning Peabody portrayal diction testify, Fourth Edition PPVT Source HSD (twice yearly) Data ElementData TypeNotes Child HSD IDNumeric.Child AgeXX-XXChilds age at time of test in years and months 1st assessment standard whipNumeric/NullStudents standard nock from the 1st Peabody panorama Vocabulary Test. 1st assessment raw scoreNumeric/Nul lStudents raw score from the 1st Peabody drawing Vocabulary Test 1st assessment grade equivalent scoreNumeric/NullStudents grade equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment age equivalent scoreNumeric/NullStudents age equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment developing scale valueNumeric/NullStudents growth scale value from the 1st Peabody Picture.Vocabulary Test 1st assessment centile scoreNumeric/NullStudents percentile score from the 1st Peabody Picture Vocabulary Test 2nd assessment standard scoreNumeric/NullStudents standard score from the 2nd Peabody Picture Vocabulary Test.2nd assessment raw scoreNumeric/NullStudents raw score from the 2nd Peabody Picture Vocabulary Test 2nd assessment grade equivalent scoreNumeric/NullStudents grade equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment age equivalent scoreNumeric/NullStudents age equivalent score from the 2nd Peabody Pictu re Vocabulary Test 2nd assessment growth scale valueNumeric/NullStudents growth scale value from the 2nd Peabody Picture Vocabulary Test 2nd assessment percentile scoreNumeric/NullStudents percentile score from the 2nd Peabody Picture Vocabulary Test.SEEC Early Learning ECERS Source HSD (twice yearly) Data ElementData TypeNotes SEEC Classroom Code Char 7Corresponds with classroom look-up table.1st ECERS score pose and FurnishingsNumeric/NullAverage score for subscale 1st ECERS score Personal Care RoutinesNumeric/NullAverage score for subscale 1st ECERS score Language and Reasoning Numeric/NullAverage score for subscale 1st ECERS score Activities Numeric/NullAverage score for subscale 1st ECERS score Interaction Numeric/NullAverage score for subscale 1st ECERS score Program StructureNumeric/NullAverage score for subscale 1st ECERS score Parents and StaffNumeric/NullAverage score for subscale 1st ECERS additive classroom scoreNumeric/NullAverage score across all subscales 2nd ECERS Score Space and FurnishingsNumeric/NullAverage score for subscale 2nd ECERS Score Personal Care RoutinesNumeric/NullAverage score for subscale 2nd ECERS Score Language and Reasoning Numeric/NullAverage score for subscale 2nd ECERS Score ActivitiesNumeric/NullAverage score for subscale 2nd ECERS Score InteractionNumeric/NullAverage score for subscale 2nd ECERS Score Program StructureNumeric/NullAverage score for subscale 2nd ECERS Score Parents and StaffNumeric/NullAverage score for subscale 2nd ECERS cumulative classroom scoreNumeric/NullAverage score across all subscales.Early Learning Parent-Child Home Program Source HSD (twice yearly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for, e. g. , 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for, e. g. , 12 for reporting period December 2006. Child HSD IDNumeric Student IDNumericEnter SPS Student ID after child is enrol led in Kindergarten Ethnicity CodeChar 25 categories from SPS, Other, Bi-Racial/Multi Racial Gender CodeChar 1 AgeNumeric In Parent-Child Home Visitor ProgramYes/NoStudent has participated in the Parent-Child Home Visitor Program during the month.Parent-Child Home Visitor Program Provider CodeNumeric292 = Atlantic Street Center 304 = Neighborhood House at Rainier Vista 305 = Neighborhood House at tender Holly 310 = Southwest Youth and Family Services Parent-Child Home Visitor Program Total Number of VisitsNumeric/NullCumulative number of visits during the month. 1st Child Behavior Traits (CBT) Assessment Cooperation with Adults flying field Numeric/NullScore ranges 1-4 average score for items that make up the subject area shown at leftover 1. Does not bring out this behavior 2. Sometimes exhibits this behavior 3. intimately of the time exhibits this behavior 4. constantly exhibits this behavior 1st CBT Assessment watchfulness to Task human beings.Numeric/NullScore range s 1-4 average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment Engagement in Developmentally suppress Tasks cranial orbit Numeric/NullScore ranges 1-4 average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd CBT Assessment Cooperation with Adults DomainNumeric/NullScore ranges 1-4 2nd CBT Assessment maintenance to Task DomainNumeric/NullScore ranges 1-4.2nd CBT Assessment Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment Cooperation with Adults DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment Attention to Task DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment Engagement in Developmentally Appro priate Tasks DomainNumeric/NullScore ranges 1-4 1st Parent and Child Together (PACT) Assessment Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4.Always exhibits this behavior 1st PACT Assessment -Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4 average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd PACT Assessment Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 2nd PACT Assessment Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4.1s t Teacher Rating of Oral Language and Literacy (TROLL) Assessment Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximal of 4 points for each item) 1st TROLL Assessment course session ScoreNumeric/NullScore ranges 0-20 (5 items with utmost of 4 points for each item) 1st TROLL Assessment Print innovation ScoreNumeric/NullScore ranges 0-12 (3 items with maximum of 4 points for each item) 2nd TROLL Assessment Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 2nd TROLL Assessment Reading ScoreNumeric/NullScore ranges 0-33 (8 items with maximum of 4 points for each item one Yes/No item scored 1/0 ) 2nd TROLL Assessment Print belief ScoreNumeric/NullScore ranges 0-28 (7 items with maximum of 4 points for each item).
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment