8084 MOD 6 DISCUSSION

If you had to describe Connor Street’s program quality to a colleague, what would you say? Furthermore, if you had the chance to present these numbers to Sabrina, the first-year teacher at Connor Street,
ATTACHED FILE(S)
Discussion: Sharing Your Data Story
Visualizations act as a campfire around which we gather to tell stories.
—Al Shalloway, Founder and CEO of Net Objectives
If you had to describe Connor Street’s program quality to a colleague, what would you say? Furthermore, if you had the chance to present these numbers to Sabrina, the first-year teacher at Connor Street, how would you connect her prior understanding, interests, and needs to the major findings and insights gathered from the data?
In this Discussion, you and your colleagues gather around the Discussion Board to tell Connor Street’s story. You also draw comparisons between each group’s understanding and implementation of evaluation data.
To prepare
Identify the group member who willpostyour presentation to the Discussion Board.
By Day 5 of Week 10
Onegroup memberposts the presentation with an explanation of thestakeholder group(s)to which the presentation is aimed.
Reviewpresentations posted by a colleague from each group.
Reflectupon the quality of the program using data from all presentations. Note data stories told by each group.
By Day 3 of Week 11
Respondtoeachandeverypresentation in the following ways:
· Describe the quality of the program, using data from each of the presentations.
· Explain which program improvements might be the most important and why.
· Explain which data stories are in direct contrast with each other and why.
· Explain which data stories are similar and why.
· Identify personal learning as a result of collegial interaction
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https://eclkc.ohs.acf.hhs.gov/data-ongoing-monitoring
http://www.hfrp.org/hfrp-news/news-announcements/april-fine-newsletter-changing-the-conversation-sharing-education-data-with-families
https://www.mindtools.com/CommSkll/CommunicationsPlanning.htm
https://www.naeyc.org/resources/topics/12-principles-of-child-development
Group Project – Connor Street Early Childhood Program’s Major Findings
EDDD-8084
April 25, 2022
Team Members’ Group Job
2
Yokita PPVT-4
Brionna TROLL
Simon/Dawn CLASS
Janet PAS
Lua NAEYC Accreditation Decision Report
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, 4th 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
1.
The Peabody Picture Vocabulary Test
PPVT-4
The PPVT-4 Results
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2.
The Teacher Rating of Oral Language and Literacy
TROLL
The TROLL Results
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3.
Classroom Assessment Scoring System
CLASS
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THE CLASS RESULTS
4.
Program Administration Scale
PAS
The PAS RESULTS
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5.
NAEYC Accreditation Decision Report
NAEYC
The NAEYC RESULTS
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6.
NAEYC Self-Assessment Teaching Staff Survey
NAEYC
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7.
NAEYC Self-Assessment Family Survey
NAEYC
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Comparisions and trends
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Here you have a list of items
And some text
But remember not to overload your slides with content
Your audience will listen to you or read the content, but won’t do both.
KEY FINDINGS
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THE IMPACT OF KEY FINDINGS
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Vestibulum nec congue tempus
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The Strengths and Opportunities for Improvement
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STRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
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W
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THE STAKEHOLDERS VIEW
WHITE
BLACK
GRAY
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KEY TAKEAWAYS
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References
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AND TABLES TO COMPARE DATA
A B C
Yellow 10 20 7
Blue 30 15 10
Orange 5 24 16
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OUR PROCESS IS EASY
First
Second
Last
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LET’S REVIEW SOME CONCEPTS
Yellow
Is the color of gold, butter and ripe lemons. In the spectrum of visible light, yellow is found between green and orange.
Blue
Is the colour of the clear sky and the deep sea. It is located between violet and green on the optical spectrum.
Red
Is the color of blood, and because of this it has historically been associated with sacrifice, danger and courage.
Yellow
Is the color of gold, butter and ripe lemons. In the spectrum of visible light, yellow is found between green and orange.
Blue
Is the colour of the clear sky and the deep sea. It is located between violet and green on the optical spectrum.
Red
Is the color of blood, and because of this it has historically been associated with sacrifice, danger and courage.
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You can insert graphs from Excel or Google Sheets
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4000
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ROADMAP
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1
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5
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Blue is the colour of the clear sky and the deep sea
Red is the colour of danger and courage
Black is the color of ebony and of outer space
Yellow is the color of gold, butter and ripe lemons
White is the color of milk and fresh snow
Blue is the colour of the clear sky and the deep sea
FUNNEL
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PURCHASE
LOYALTY
AWARENESS
EVALUATION
DISCOVERY
INTENT
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Insert your content
Insert your content
Insert your content
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1
Brionna Boyd
RE: Group A Discussion – Module 3
COLLAPSE
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Hello Everyone,
In this week’s reading we learned about measures that guide the types of data collection. Measures of effort can track progress, and specific details on how activities were planned. Measures of effect look at changes in knowledge or behavior after this activity was implemented. Were there negative and positive effects from the activity and if there wasa changeovertimeare considered. Teacher Rating of Oral Language and Literacy (TROLL) is a research tool that looks specifically at measuring critical skills for speaking and listening. It allows educators to collect evidence on language and literacy development. “This tool has high internal consistency, with alphas exceeding .89 for all ages (see Table 2). In other words, there is good reason to believe that the instrument is measuring a child’s general oral language acumen rather than separate oral language skills” (Dickinson et al., 2001. P. 4). A perspective of thechild’s development is based on teacher perceptions.
References
Dickinson, D., McCabe, A., Sprague. (2001). Teacher rating of oral language and literacy (troll) a research-based tool.Center for the Improvement of Early Reading Achievement.
https://www.ryders-hayes.co.uk/images/LFDAy1/TROLL_full.pdf
U.S. Department of Health & Human Services, Early Childhood Learning and Knowledge Center. (n.d.). Measuring what matters: Exercises in data management-Exercise 2: Collect: Collecting data related to family outcomes. Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/measuring-what-matters-exercises-02.pdf
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Janet Grigg
RE: Group A Discussion – Module 3
COLLAPSE
Top of Form
Brionna,
Thank you for your post on the Teacher Rating of Oral Language and Literacy (TROLL). Dickinson et al. (2003) stated that this diagnostic assessment was informative and provided documented evidence of students’ speech and language development for guiding instructional practices. I noticed an obvious need for the education team to be intentional in bringing up children’s skill sets. Another tool, such as the Peabody Picture Vocabulary Test (PPVT-4), also referenced the need to improve instruction related to English Language Learners (ELL). Bagnato et al. (2011) stated that diagnostic and formative assessments supported intermediate understanding of progress, and summative evaluations report benchmark milestones.
Teaching new language learners is challenging since social and academic language must be combined. Based on observed human behaviors, emotional and cognitive processes are related to mental imagery (Goldstein, 2019). However, communication skills such as greetings, compliments, apologies, and polite requests may need to be taught and practiced as interpersonal skills. Some social language is formed through everyday experiences, according to Haynes (2019). In social contexts, visual cues clarify emotional variances in speech. When I looked at the family survey, I noticed several negative comments related to language processes by the program. If we disregard cultural considerations when assessing the ability of English language learners (ELLs) to manage their learning, we are being remiss. ELLs can learn more efficiently by considering prior knowledge, native knowledge, and cultural experiences. Culture can lead to misunderstandings, especially in math skills and language interpretation (Dong, 2020).I feel this is an area of program improvement.
References
Bagnato, S. J., Goins, D. D., Pretti-Frontczak, K., & Neisworth, J. T. (2014). Authentic assessment as “best practice” for early childhood intervention: National Consumer Social Validity Report.Topics in Early Childhood Special Education,34(2), 116–127.
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.
Dong, Y. (2020).The bridge of knowledge- Educational Leadership.http://www.ascd.org/publications/educational-leadership/dec13/vol71/num04/The-Bridge-of-Knowledge.aspx
Goldstein, E. B. (2019).Cognitive psychology: Connecting mind, research, and everyday experience(5th ed.). Boston, MA: Cengage.
Haynes, J., 2020.How students acquire social and academic language. [online] Ascd.org.http://www.ascd.org/publications/books/106048/chapters/How-Students-Acquire-Social-and-Academic-Language.aspx
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