Tuesday, March 5, 2019

Database Needs for Early Learning Programs Essay

The Outcomes and Targets for the latterly passed Families and Education Levy atomic number 18 very high. At the heart of the bill is accountability and using information in clockly ways to rectify annual outcomes. In the realm of Early erudition the dollars go away repeat and the number of babyren and professional staff served go out increase dramatic bothy. The need for reliable, cordial selective information is great. An HSD IT web based selective information system (ELNIS) was created in 2006 for the preceding(prenominal) levy. It was deployed in the summer of 2007 and began to be utilise in the 2007-2008 school year.Hosted by the state of Washington, it is accessible to each hop onncy under contract with the city through a city purchased computer and digital certificate. Help desk hold out and training are also provided by the city. In 2009 the state ECEAP course substanti in on the wholey changed its readjustment form. ELNIS no bimestrial matches the inform ation elements requisite by the state. It was decided, beca use the change came so late in the year, that it was non feasible to reconstruct 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 early erudition data base for ECEAP, stride Ahead, and boor Care Subsidy. This proved to be unfeasible given the time constraints and limited resources available to accomplish the task. electric razorren are entered into multiple data bases that do not connect with each other, scarce all ECEAP sisterren are also in ELNIS. In 2010 Creative political schedule substantially change the child sagaciousness tool, such that in the last(a) year of the levy 2010-2011 the child perspicacity data is no agelong uploaded into ELNIS.Again it was decided not to reconfigure ELNIS to match the changes in the sagacitys because of time and cost, until the new-fangl ed levy passed. The OFE monthly report drives the immediate need for data. Each month OFE requires a data set of demographics, att polish darkance and assessment data be delivered on the last day month following the month describe. In the MOA each year between OFE and HSD the data elements are negotiated. The data inform required for early learning in 2010-2011 is on pages 5 8 of this report.These result still form a substantial part of the required data, but there allow foring be additional items and number of records will increase substantially. Further, each year an analysis is completed by the data and evaluation strategic advisor in August/September for the anterior school year. The data is used to help managers and education specialists to improve the execution of the agencies in the next school year. This process begins by creating a magnanimous data set of assessments matched to each child who has been served.The early vision was that the data would be stored in E LNIS and download for use in evaluations ready to be reported or analyzed. ELNIS is capable of containing the demographic data (although it no longer matches the data collected for ECEAP families) for each child, the agency, site and classroom data, and the ECERS assessment. It can no longer upload the Embedded nipper Profile sound judgment data, the PPVT- 4 child data, nor any data about professional development. All of this data must be managed separately in Excel spreadsheets and app lasted to the download from ELNIS. change magnitude needs for data and new data elements The new levy includes sise components of which are three are new and three are grow Professional Development Family Engagement and Outreach Preschool Kindergarten Transition Home Visiting class wellness and Mental Health Support for Children The new required elements for inform are expected to include the following indicators of progress toward the outcomes kick upstairs-Child Home platform (PCHP) Caregi vers/Adults will demonstrate increased demonstrable mien on the Parent and Child Together tool ( agreement).PCHP Children will receive step on the Child fashion Traits (CBT) and the Teacher Rating of Oral wrangle and Literacy (TROLL). Family fellow and Neighbors (FFNS) Care Providers Caregivers/Adults will demonstrate increased positive sort on the Parent and Child Together tool ( obligation). stones throw Ahead Preschool Programs Children enrolled will meet the Standard Score and/or rat gains on the Peabody record mental lexicon show-4 (PPVT-4) of Receptive English by the end of the preschool year.Step Ahead Preschool serving children who are English Language Learners Children will mother statistically significant gains in English Language eruditeness at the end of the preschool year on the PPVT-4. Step Ahead Preschool Children will meet age train expectations at the end of the preschool year on teach Strategies Gold Child (TSG) assessment. Children served by St ep Ahead and SEEC and enrolled in full-day kindergarten Children will meet the age- take expectations on Washington Kindergarten Inventory of Developing Skills (WaKIDS) .SEEC Pre-K schoolrooms will meet the Environ mental Rating Scale (ERS) standard at the end of the program year. SEEC Pre-K Teachers will meet standard on the Classroom judging Scoring System (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 train 2 or higher on the district English assessment test at the beginning of Kindergarten. Number of early learning and child care settings receiving targeted consultation 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 endure to 3-year indicator for health (TBD). % of 4 year olds who meet standar d on the curriculum embedded assessment in preschool. Early discipline 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. judgment Tools used to provide outcome and indicator data Formative sagacitys Child precept Strategies Gold (administered adjudicate, winter and take form of the pre-k year) Classroom Curriculum-embedded classroom checklist (administered annually) CLASS yearly voluntary observation of pre-k and kindergarten- 3rd grade teachers to measure teacher effectiveness. additive judgments Child PPVT-4 (administered fall and spring of pre-k ) Child WaKIDS ( administered fall and sprin g of kindergarten) Classroom ECERS ( administered annually) Performance Payment with OFE will likely include these Outcomes (indicators) 2010-11 Indicator BaselinesNumber of scholarly persons brush IndicatorPercent of Students Meeting Indicator Families demonstrating increased positive mien on the PACT and the CBT 35/4283. 3% Children making 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 meeting age-level expectations on Teaching Strategies Gold397/546 73. 0% Children are in classrooms meeting an ECERS standard of 5 in each sub plateful or an intermediate 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%Children 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 improving outcomes, or to manage data for contract defrayal purposes and monitoring. Either work needs to begin ASAP on reconfiguring ELNIS or a new data system needs to be created or purchased.Options include an HSD IT build or a purchase of a configurable off the shelf software system, such as Adsystech or ETO. entropy will need to begin being reported to OFE in the fall of 2012, octad 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 Year numeralThe year of the block that the data is reported for. e. g. 2006 for reporting termination December 2006.Month numeralThe month of the period that the data is reported for. e. g. 12 for reporting period December 2006 Child HSD ID mathematical1 = English 2 = Other than English 3 = English and another(prenominal) language 4 = not reported Student ID mathematicalEnter SPS Student ID later on child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS Childs Home LanguageNumeric sex CodeChar 1 SEEC Agency CodeChar 4Corresponds with Agency name look-up table 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 courseNumericTier I Step Ahead, Tiny Tots, Refugee Womens Alliance, and Jose Marti Tier II Denise Louie Education Center/Head Start Tier III Non-Step Ahead Early Childhood Education and Assistance Programs (ECEAP) , nearness domicil Head Start Tier IV Comprehensive Child Care Program (CCCP), other Head Start Programs in the metropolis of Seattle Days in Pre-K ProgramNumeric/NullTotal number of days the student has participated in the Pre-K program during the month.ECERS Average Subscale Scores and average totalNumericRange 1-7 ECERS Met StandardYes/No/Null ECERS average gull of 4 across all 7 elements Classroom Quality StandardYes/No/NullClassroom met quality standards Classroom LevelNumeric/NullClassroom construct based on years of lie with and training first Child sagaciousness Social/ emotional DevelopmentNumeric/NullStudents level from the first Creative Curriculum child assessment or mellowed/Scope COR first Child Assessment somatogenic DevelopmentNumeric/NullStudents level from the beginning(a) Creative Curriculum child assessment or extravagantly/Scope COR. first Child Assessment Cognitive DevelopmentNumeric/NullStudents level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment Language DevelopmentNumeric/NullStudents level from the 1st Creative Curriculum child assessment or High/Scope COR second Child Assessment Social/Emotional DevelopmentNumeric/NullStudents level from the second Creative Curriculum child assessment or High/Scope COR second Child Assessment Physical DevelopmentNumeric/NullStudents level from the 2nd Creative Curriculum child assessment. or High/Scope COR 2nd Child Assessment.Cognitive DevelopmentNumeric/NullStudents level from the 2nd Creative Curriculum child assessment or High/Scope COR. 2nd Child Assessment Language DevelopmentNumeric/NullStudents level from the 2nd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment Social/Emotional DevelopmentNumeric/NullStudents level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessme nt Physical DevelopmentNumeric/NullStudents level from the 3rd 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 visualise Vocabulary Test, 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 levelNumeric/NullStudents standard cross from the 1st Peabody Picture Vocabulary Test. 1st assessment cutting get toNumeric/NullStudents raw sexual conquest from the 1st Peabody P icture Vocabulary Test 1st assessment grade resembling buildNumeric/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 growth scale valueNumeric/NullStudents growth scale value from the 1st Peabody Picture.Vocabulary Test 1st assessment percentile 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 Picture Vocabulary Test 2nd assessment growth sca le 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 table1st ECERS score Space and FurnishingsNumeric/NullAverage score for subscale 1st ECERS score private 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 cumulative 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 enrolled in Kindergarten Ethnicity CodeChar 25 cat egories from SPS, Other, Bi-Racial/Multi Racial sexual urge CodeChar 1 AgeNumeric In Parent-Child Home visitant ProgramYes/NoStudent has participated in the Parent-Child Home visitor Program during the month.Parent-Child Home Visitor Program Provider CodeNumeric292 = Atlantic alley Center 304 = Neighborhood House at Rainier Vista 305 = Neighborhood House at New 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 sort Traits (CBT) Assessment Cooperation with Adults res publica 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 CBT Assessment Attention to line dry land.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 CBT Assessment Engagement in developmentally Appropriate Tasks 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 CBT Assessment Cooperation with Adults DomainNumeric/NullScore ranges 1-4 2nd CBT Assessment Attention 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 Appropriate Tasks DomainNumeric/NullScore ranges 1-4 1st Parent and Child Together (PACT) Asse ssment 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 1-4.1st Teacher Rating of Oral Language and Literacy (TROLL) Assessment Language ScoreNumeric/N ullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment tuition ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment scrape Concept 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 cross Concept ScoreNumeric/NullScore ranges 0-28 (7 items with maximum of 4 points for each item).

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