Database Needs for Early Learning Programs Essay Example for Free

Database Needs for earlier Learning chopines EssayThe Outcomes and Targets for the recently passed Families and study Levy are very high. At the heart of the bill is accountability and using information in fourth dimensionly ways to improve annual outcomes. In the realm of Early Learning the dollars leave parlay and the estimate of pip-squeakren and professional staff served exit increase dramatically. The need for reliable, accessible selective information is great. An HSD IT web ground data system (ELNIS) was created in 2006 for the previous levy. It was deployed in the summer of 2007 and began to be economic consumptiond in the 2007-2008 cultivate year. Hosted by the state of Washington, it is accessible to individually termncy 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 platform substantially flip-flopd its enrollment form. ELNIS no longer matches the data elements required by the state. It was decided, because the form came so late in the year, that it was non feasible to touch on 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 earliest acquisition data base for ECEAP, touchstone Ahead, and nipper Care Subsidy. This proved to be unfeasible given the time constraints and limited resources available to accomplish the task. baby birdren are entered into multiple data bases that do not connect with distributively other, but all ECEAP sisterren are also in ELNIS. In 2010 Creative course of study substantially change the boor judicial decision pricking, such that in the final year of the levy 2010-2011 the pip-squeak sagaciousness data is no longer uploaded into ELNIS.Again it was decided not to reconfigure ELNIS to match the changes in the assessments because o f time and cost, until the newborn levy passed. The OFE monthly report drives the immediate need for data. Each month OFE requires a data set of demographics, attention and assessment data be delivered on the last day month following the month reported. In the MOA individually year between OFE and HSD the data elements are negotiated. The data account required for early learning in 2010-2011 is on pages 5 8 of this report.These will still form a substantial division of the required data, but there will 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 marvelous/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 next school year. This process begins 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 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 infant Profile mind 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 three are new and three are expanded professional person Development Family engagement and Outreach Preschool Kindergarten Transition Home Visiting design Health and Mental Health admit for chelaren The new required elements for reporting are expected to include the following indicators of progress toward the outcomes Parent-Child Home Program (PCHP) Caregi vers/Adults will demonstrate increased positive look on the Parent and Child Together tool ( covenant).PCHP Children will meet streamer on the Child Behavior Traits (CBT) and the Teacher Rating of spontaneous delivery and Literacy ( cycle). Family Friend and Neighbors (FFNS) Care Providers Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). Step Ahead Preschool Programs Children enrolled will meet the criterion stool and/or make gains on the Peabody visualize vocabulary Test-4 (PPVT-4) of Receptive English by the end of the preschool year.Step Ahead Preschool serving children who are English linguistic process Learners Children will make statistically significant gains in English row Acquisition at the end of the preschool year on the PPVT-4. Step Ahead Preschool Children will meet age take expectations at the end of the preschool year on statement Strategies Gold Child (TSG) assessment. Children served by Step Ahead and SEEC and enrolled in full-day kindergarten Children will meet the age- take expectations on Washington Kindergarten Inventory of growth Skills (WaKIDS) .SEEC Pre-K schoolrooms 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 discernment 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 level 2 or higher on the district English assessment demonstrate at the beginning of Kindergarten. repress 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 observe 90% of school days. % of children who meet the birth to 3-year indicator for wellness (TBD). % of 4 year olds who meet standard on the curriculum embedded assessment in preschool. Early 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 wellness 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. estimation Tools used to provide outcome and indicator data Formative Assessments Child tenet Strategies Gold (administered fall, winter and jounce of the pre-k year) Classroom Curriculum-embedded classroom checklist (administered annually) CLASS Annual voluntary observation of pre-k and kindergarten- third grade teachers to measure teacher effectiveness.Summative Assessments Child PPVT-4 (administered fall and spring of pre-k ) Child WaKIDS ( administered fall and spr ing of kindergarten) Classroom ECERS ( administered annually) Performance Payment with OFE will likely include these Outcomes (indicators) 2010-11 indicant BaselinesNumber of scholars Meeting IndicatorPercent of Students Meeting Indicator Families demonstrating increased positive behavior 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 meet age-level expectations on Teaching Strategies Gold397/546 73. 0% Children are in classrooms meeting an ECERS standard of 5 in each subscale or an comely out 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%.Childr en 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 mediocre of 6 in all subscales. 62. 4% 67% 71% 76% 80% 85% 89% 90% Conclusions ELNIS as currently put together 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 payment 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 computer software system, such as Adsystech or ETO. Data 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 O FE (2010-2011) SEEC Early Learning Pre-K stemma HSD (monthly) Data ElementData TypeNotes YearNumericThe year of the stopover that the data is reported for. e. g. 2006 for reporting period declination 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 = some other than English 3 = English and another language 4 = not reported Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity Code set fire to 25 categories from SPS Childs Home LanguageNumeric Gender CodeChar 1 SEEC role 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 stageNumericTier I Step Ahead, Tiny Tots, Refugee Womens Alliance, and Jose Marti Tier II Denise Louie Education Center/Head Sta rt Tier III Non-Step Ahead Early childishness 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/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 establish of 4 across all 7 elements Classroom Quality StandardYes/No/NullClassroom met quality standards Classroom LevelNumeric/NullClassroom check off based on years of experience and training inaugural Child Assessment well-disposed/Emotional DevelopmentNumeric/NullStudents level from the initiatory Creative Curriculum child assessment or spicy/ sphere COR beginning(a) Child Assessment Physical DevelopmentNumeric/NullStudents level from the world-class Creative Curriculum child assessment or lofty/Scope COR.1st Child Assessmen t 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 2nd 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. third Child Assessment Social/Emotional DevelopmentNumeric/NullStudents level from the tertiary Creative Curriculum child assessment or High/Scope COR. tertiary Child Assess ment 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 espouse by the SEEC assessment workgroup. PCHPYes/No/NullParticipated in Parent-Child Home Program. SEEC Early Learning Peabody Picture wording Test, 4th 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 foolNumeric/NullStudents standard score from the 1st Peabody Picture dictionary Test. 1st assessment keen scoreNumeric/NullStudents raw score from the 1st Peabody Picture Vocabulary Test 1st assessment grade resembling 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 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 scale valueNumeric/NullStu dents 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 Space 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 cumulative classroom scoreNumeric/NullAverage score across all subscales 2nd ECERS Score Space and FurnishingsNumeric/NullAverage score fo r 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 categories from SPS, Oth er, 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 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 Behavior Traits (CBT) Assessment Cooperation with Adults Domain Numeric/NullScore ranges 1-4 average score for items that make up the human beings shown at left 1. Does not exhibit this behavior 2. sometimes exhibits this behavior 3. just about of the time exhibits this behavior 4. endlessly exhibits this behavior 1st CBT Assessment Attention to Task Domain.Numeric/NullScore ranges 1-4 average score for items that make up the domain shown at left 1. Does not exhibit this beha vior 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) Assessment Parent-Ch ild 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/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment instruction ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment Print 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 Print Concept ScoreNumeric/NullScore ranges 0-28 (7 items with maximum of 4 points for each item).