Presentation on theme: "Desired Results for Children and Families"— Presentation transcript:
1Desired Results for Children and Families A Project of the California Department of Education,Child Development DivisionwithDesired Results T&TA ProjectDisplay the title screen to let participants know that they are in the correct location for the Desired Results training.1
2How far have you gone?Color in the steps you have taken since DR Training Day 2, as your agency implements the Desired Results System.
3Desired Results Training Day 3 Welcome everyone to the third and final day of the Desired Results System Training.Introduce or re-introduce yourself and other training staff.Go over the Agreements (prewritten). Ask if there are other items of importance that participants would like to add to the agenda.Refer to the Parking Lot and inform the audience that questions and comments are sent to CDE.Refer to the Gallery. New products include the Idea Exchange Newsletter, Mini-measures, and other observation tools.Welcome Back
4Day 3 Agenda Welcome Program Self-Evaluation Summarizing Desired Results DataAnalyzing data for continuous improvementSummary of Findings/Program Action PlansChallenges and StrategiesTaking It Back to the Agency, Q & A, and EvaluationsDescribe the day’s training plans.Read the agenda from the slide.Refer participants to the handouts in the folder.
5Intent of Day 3 Using data for continuous improvement Writing agency level Summary of Findings and Program Action PlansKnowing how to complete the Program Self-Evaluation (PSE)• Explain that participants will have an opportunity to share experiences in implementing the DR system up to this point.• Proceed to next slide to review directions for this opening activity.
7Program Self Evaluation Guides programs by examining all three components of the Desired Results system.Determines program strengthsDetermines areas of improvementEstablishes program goals for the upcoming year
8The PSE requires:Completion of Summaries of Findings for Parent Survey and Environment Rating ScalesCompletion of the the DRDP Summary of Findings/Program Action Plan which includes educational goals for each age group in each contractTo be at the Child Development Division by June 1st
10The PSE requires programs to compile data for analysis After completing each child’s DRDP, receiving completed Parent Surveys, and evaluating classrooms and FCC homes, the next task is to compile the data.Data is compiled in order to analyze and make programmatic decisions.In this session, participants can view the optional tools that are available for compiling data for each of the assessment instruments: DRDP, Parent Survey, and ERS.
11Data is compiled to assist programs in building a clear picture of group strengths and areas for improvement.Remember that summarizing data is only helpful when the results are shared with teachers!The compiling of data provides programs with an OVERVIEW of the program strengths and areas for improvement. It is an important step in the self-evaluation process. Since teachers compile data or write classroom summaries of findings, they should be familiar with the process.
12Group data is compiled to inform: Curriculum planningTeaching practicesParent/family servicesEnvironment designSupervisionThe grouped data can be used to inform classroom/group learning activities, professional development, the services provided to families, and even the structure, supervision, and schedule of the learning environment.
14ERS data is compiled… …by classroom or family child home by site (recommended)by contractNo matter the size of a program or agency, data is compiled at the classroom level for the Environment Rating Scale. Each teacher or supervisor groups the ERS data by:1st - classroom2nd - site (ONLY a recommendation; site summary is not required.)3rd - program or agency (It is recommended to compile by age group and family child care homes. Compile all of the ITERS, ECERS, FCCERS and SACERS. Write a Summary of Findings for each one or write it by type on one sheet of paper.)
15Parent Survey data is compiled… …by site (recommended)by contractNo matter the size of a program or agency, Parent Surveys are summarized at the contract level, although agencies may choose to compile it at the site level. Agencies group the data by:1st - site (ONLY a recommendation; site summary is not required.)2nd - program or agencyThis data will be used to write Summaries of Findings which will be analyzed again to determine a COMPREHENSIVE Program Action Plan for the agency.
28Parent Survey Group Data Summary Excel File There is also an Excel file for compiling Parent Survey data. This file follows the format of the Parent Survey:VS is very satisfiedS is satisfiedNS is not satisfiedOn question segment:The Y is equal to a YesThe N is equal to No
29Compile data by site (recommended), by contract No matter the size of a program or agency, Parent Surveys are summarized at the contract level, although agencies may choose to compile it at the site level. Agencies group the data by:1st - site (ONLY a recommendation; site summary is not required.)2nd - program or agencyThis data will be used to write Summaries of Findings which will be analyzed again to determine a COMPREHENSIVE Program Action Plan for the agency.
30Data from the Environment Rating Scale is scored on the Classroom/Family Child Care home ERS Profile form:Remind participants that any item below a score of “5” must be listed on the classroom/family child care network home ERS Summary of Findings. Although action steps must be completed by a date determined by the agency, items that involve the immediate safety of children should be addressed as soon as possible.Previous to July 2007, items below “4” had to be listed, but the requirement is now a “5”.
31Data from the Environment Rating Scale is scored by agency through combined ERS Profile subscale score averages:1. Average the ERS sub-scale scores for all classrooms/FCC homes in the contract. 2. List all sub-scale names and scores for averages below “5” on the agency contract ERS Summary of Findings.• An AGENCY ERS Summary of Findings must also be completed BY CONTRACT.• The steps are:Average the subscale scoresList all sub-scale items and scores for averages below “5” as a Key Finding. Do this by type of ERS.Put findings on one sheet or separately.
32To compute ERS contract average subscale: Add each classroom average and divide by the number of classrooms.• AGENCY average subscale scores are computed by adding up each classroom/home average subscale scores together and dividing that sum by the number of classrooms/homes.• All subscale score AVERAGES below “5” must be listed on the AGENCY ERS Summary of Findings.
34Writing a Summary of Findings And a program action plan!
35A Summary of Findings... Identifies the key findings based on the data Describes action steps to address key findingsIdentifies who will complete the action steps and completion datesDescribes follow up as neededExplain that the process is the same for all of the Summary of Findings.Participants will work in age level and program type groups (Infant/Toddler and Family Child Care Home Network programs; Preschool; and School age) for the next session on Determining Key Findings and Writing Action Steps.8
36Purpose of Agency Summaries of Findings The Summaries of Findings identify the what, how, who, and when that will be addressed in the agency.This process:assists programs in supporting children’s developmentprovides easier-to-access data for reflection and planning to improve programsShare the slide.These are some of the purposes of the process.
37Step 1 Identifying Key Findings Display the title screen.
39Key findings are the trends or important information found when analyzing data from the assessment tools on the previous page. These findings are used to improve the quality of the program resulting in better outcomes for children and families.Read slide.The key findings are those trends that you identified when analyzing your data.These findings are important enough to write action steps about.These findings will make an impact on children and families in the program.
46What does the data tell us? Look at domainLook in foundationsThink about what the data reflectsLanguage and literacy is the domain with 45% of children at the developing level.Within the domain, measures 17, 18, 20 and 21, 70% of the children are at the developing level.Activity-data in plastic folders
47Educational Program Goals.. address important issues regarding the educational needs of children identified in the program findingsAre based upon the DRDP findings
48Brainstorm the goal. The goal is the result toward which effort is directed. DiscussionThe notes on the three previous screens are on a handout on the table.Take five minutes and brainstorm what the educational/developmental goal for children might be.Pick a few tables and share the goal with the group.Correct the statement if it is not connected to the data or is not an educational/developmental goal for children, for example, “To increase children’s literacy growth and development.”Let participants know this goal will be revisited in the presentation shortly.
49ActivityAs a table group, come up with one key finding and one educational goal using the data provided or your own data.Allow 15 minutes for finding 2-3 key findings.Participants who have own data may work with a partner on key findings.
50Write a key finding and an educational goal for each age group in your program Infant/ToddlerPreschoolSchool-ageYou will need to write key findings and educational goals for each age group.
51DR Parent Survey Summary of Findings Consider the data for the Parent Survey. This data is only summarized by contract. Next the group will identify the key findings from the Parent Survey.
52ActivityNow as a table group, write Key Findings a Parent Survey Summary of Findings using the data provided or your own..Allow 10 minutes for this activity.Participants who have own data may work with a partner on key findings.
53ERS Summary of Findings List all sub-scale scoreaverages below “5.”This form looks familiar now.Follow the same process with the ERS in reviewing class room/ family child care home environments to determine key findings.All items at the classroom level that fall below a 5 must be addressed.At the agency level, address all items that fall below a subscale average of 5.
54Early Childhood Environment Rating Scale Data • CLICK to have all items below “5” circled.• Reinforce that all CLASSROOM/FCC HOME items scored below 5 must be listed in the ERS Summary of Findings for the classroom, or all subscale averages for an agency that are below 5.The slide considers subscale averages at the agency level.
55ActivityAs a table group, write key findings for the ERS Summary of Findings.Allow 10 minutes for this activity.Participants who have own data may work with a partner on key findings. Remember, when doing this for your program you must write one for each age group.
56Step 2 Writing Action Steps Proceed to Writing Action Steps for all Summaries of Findings forms.
57Action Steps Action steps are the what and the how May include resourcesBe specific and outline all stepsThink about the possible actions to take that support children’s development in this area. Think about professional development, parent materials, supervision, environment and materials.
60Action StepsWhat actions will support children’s development in the key findings?What actions will support families?What actions will support staff?Next we will discuss one of the resources that supports your work.
61What’s in the frameworks? Infant/Toddler coming soon!School-age frameworks available on CDE Web siteThe Curriculum Framework chapters provide information to support children's learning in the areas described in the California Preschool Learning Foundations, Volumes 1 and 2.Trainer Notes:Identify what domain each icon represents.Volume 1 contains the first four domains (the first four icons reading from the top of the page). Volume 2 contains the next three domains (visual/performing arts, physical development, and health), and Volume 3 will contain the last two domains (history/social science and science).The icons and their colors are used to identify domain sections inside of the book. We will look at the sections of the book on the next slide.
62What does the framework do? “Created as a companion to the California Preschool Learning Foundations, Volume 1, this framework presents strategies and information to enrich learning and development opportunities for all of California’s preschool children.” p. v
63Discover ideas for: Environments Building on children’s play Materials Teacher-guided learning activitiesClick to reveal each in turn:Setting up environments,Encouraging and building on child's self-initiated play,Selecting appropriate materials, andPlanning and implementing teacher-guided learning activities.
64The Curriculum Framework strategies are: Developmentally appropriateReflective of thoughtful observation and intentional planningIndividually and culturally meaningfulInclusive of children with disabilities and other special needsClick to reveal each in turn
65What’s first??? Guiding Principles Environments and Materials Summary of the Strands and SubstrandsSkim through the introductory matter of the domain until you find a section titled, “Guiding Principles.” Find and highlight the section heading, “Guiding Principles.” After all have been found, continue to next step. Each chapter includes domain specific guiding principles that supplement the overarching principles explored in Chapter 1.In each chapter after the guiding principles, find a section on “Environments and Materials.” Find and highlight the section heading, “Environments and Materials.” After all have been found, continue to next step. Each chapter includes suggestions of environments and materials to support children’s growth and development in that domain.Domain chapters end with a summary of strands and substrands that align with the strands and substrands in the Preschool Learning Foundations. Locate this feature in the chapter and highlight the section heading.
66VignettesEach chapter has numerous vignettes to illustrate typical classroom scenariosVignettes are in italicized typestyle and are identified in the column to the left with the word VIGNETTE in bold.
67Interactions and Strategies Interactions and strategies can be found in the paragraph immediately following each vignette.Following each vignette are suggested interactions and strategies to support children’s growth and development.After participants have highlighted the paragraph, provide a few moments to read the bolded paragraph headings that follow (not the whole section, just the bolded paragraph headings).
68Research HighlightsResearch highlights are in shaded boxes set off from the rest of the text and headed with the words “Research Highlight.”Although this volume concentrates on practice and not research, the content is research-based.
69End of Each Domain Bringing it All Together Engaging Families Questions for ReflectionBringing it All Together begins with a vignette that integrates the substrands into one scenario.Following the Vignette is an explanation of what the teacher did and why.Engaging Families has ideas for teachers to pass on to families in conferences, workshops, newsletters, etc.Finally, Questions for Reflection guides teachers to reflect on their practice and plan for implementation of new strategies learned in the strand section.
70Finally… Each chapter ends with: Teacher Resources References Endnotes Participants may locate these features at the end of the domain chapter. Inform them that the Teacher Resources have been contributed by California’s Early Childhood community.
71Don’t overlook… Glossary Appendices 71Don’t overlook…GlossaryAppendicesAppendix A. California Early Learning and Development System (p. 303)Appendix B. Reflections on Research: Phonological Awareness (p. 304)Appendix C. Reflections on Research: Alphabetics and Word/Print Recognition (p. 313)Appendix D. Resources for Teachers of Children with Disabilities or Other Special Needs (p. 319)Appendices begin on p. 303Glossary begins on p. 32371
72Strategies for Dual Language Learners throughout the Framework Support and use the child’s first language and cultureCombine words with actions or gesturesUse manipulatives and every day objectsModel and act outLanguage rich environmentMatch questions to the child’s proficiency levelExpand and extend-Preschool English Learners Resource GuideModified language: Use shorter sentences with concrete vocabulary.Use manipulative and everyday objects: Make sure that children understand what is said by showing them examples of what is being talked about.Modeling and acting out: Show children what they can do and encourage them to dramatize and act out their activities.Oral descriptors: Make sure the children are in a language-rich environment in which much oral discussion takes place to describe specific vocabulary.Respect the listening period: Allow children time to listen and to decide when they are ready to speak. Note that the silent period (or dormant period) is typically weeks or months in which the child will not attempt to speak the new language and sometimes avoids their home language for awhile while they integrate the meanings and functionality of the two language systems.Match questions: Determine the child’s level of proficiency in English and include the child in discussion by asking questions that are appropriate for the child’s proficiency so they are successful.Use the child’s first language and culture: Look for community members that can provide the children with explanations in their first language.Summary: Using these strategies will help young children learning English as a second language to become competent in mathematics as they acquire a second language.-This list came from a Chapter 23 in the book Mathematics in the Early Years (NAEYC).
73Strategies for Children with Special Needs throughout the Framework Use all the sensesUse physical gesturesUse visual cuesUse propsOffer adapted or specialized materialsUse repeated opportunities- Preschool English Learners Resource GuideResource: The list is adapted from Chapter 7, PEL guide.Use all senses:Use vision, hearing, touch, taste, physical movement when discussing both new and familiar concepts.The more “modes” of learning a child can employ the more connections are made to the concept.Using props will also provide a concrete example of the concept and help children develop a mental representation especially when they can touch feel and manipulate the prop themselves. This is useful strategy for children whose optimal mode of processing is oral, visual, or tactile.Provide multiple repeated opportunities: Many children require multiple times of learning a concept before comprehension, specifically to generalize the concept to new environments. The more connections a teacher can make between environments the easier it is for children to learn.
74How to Use the Framework with the Summary of Findings Process Participants may take 10 minutes and discuss with the table group how to use the framework in the Summary of Findings process.
75Summary of FindingsNow we are going to look at the Summary of Findings again and write action steps.
77Writing Action Steps• Action steps are the what and how, of the Summary of Findings.• The action steps’ significance gives the agency the necessary steps for improving outcomes for children and families.Be sure to consider your educational goal action steps also!Explain that the action steps identify what actions the program/agency will take to make program improvements. The framework will help identify some of your action steps.
78ActivityWrite action steps for your Summary of Finding/Program Action Plan. Remember be specific.Use the resources available on table.Remember to address staff development, family education, supervision, environment and materials if needed.Participants who have own data may work with a partner on key findings (20 minutes).Participants that have already completed a Summary of Findings may work with a partner who has also completed it. See if there are action steps that need to be more specific.
79Summary of FindingsTake a few minutes at the table to complete the three Summary of Findings..
80Review the DRDP Summaries of Findings/Program Action Plan: Are there any steps in the Parent Survey or ERS Summary of Findings that should be included in the DRDP Summary of Findings/Program Action Plan?
81Step 3 Completion Date and Person Responsible Record any follow up needed to complete the Action Step. This would take place after the next data collection.
83Step 4 Follow-upRecord any follow up needed to complete the Action Step. It will stay blank for now.
84Follow-upPeriodically review the action steps, completion dates, and who is responsible. Modify the summary of findings/program action plan as needed. What else may be needed to complete the action step? Record additional steps as needed.Record any follow up needed to complete the action step. Think about what might happen; staff leaves, new staff comes in that need additional training, etc.
85Lunch Break Be back promptly in one hour for raffle! Take a 60 minute lunch break.Remind them about raffle and must be present to win.85
87Sticky Note Responsibilities From the Parent Survey Summary of FindingsSend out block letter to parents. Translate letter into SpanishFrom the ERS Summary of FindingsInclude cooking utensils, relevant photos, multicultural dramatic play materialsFrom the DRDP Summary of FindingsMath focus; Block play- 1) bridges, 2) enclosures, 3) towersFrom the DRDP Summary of Findings: Worms: caring for them; body parts; oxygen; breathing; Why they come out in rain?These are examples of the post-it notes.
89Program Action Plan STEP 4 Add the expected time frame and who will take leadershipShare the plan with all participants.Implement the plan.Follow up as needed. Document follow up on plan.• After the Program Action Plan is complete, the next step is to ensure that all “stakeholders” - parents, staff, children, community - are aware of the plan and encourage their active participation to ensure its successful implementation.• Implement the plan, provide support, training and assistance as needed.
91Then what???The Program Action Plan being developed now is for use all next year (until a new action plan is developed).Periodically monitor progress and note needed follow up or completion.When gathering data for next year, review current plan to compare.Read slide.
92What needs to be completed for the Program Self Evaluation? Agency Annual ReportProgram Action PlanDRDP, Parent and Environment Rating Scale Summary of FindingsAttestation of Qualified StaffPersonnel Report
93What needs to be sent to CDD by June 1st? The PSE annual reportThe DRDP Summary of Findings/Program Action PlanNo matter what, the forms we have talked about today will be needed for the Program Self Evaluation.
95Next StepsA management bulletin from the Child Development Division will be forthcoming that will detail what is to be sent in.CDD will hold a webinar.WestEd will send an blast and have a DR Chat when it is released.No matter what, the forms we have talked about today will be needed for the Program Self Evaluation.
96Keep it Alive!Keep up the continuous improvement process and implement the plan.Keep all documents on file-and alive!!!Make sure all teachers know the plan and continue to reflect and refine. They’ll make it happen.
98Challenges and Strategies This activity takes about minutes depending on how large the group is and how many other charts they review.
99Challenges Choose a recorder . Choose a reporter. Go to chart and record challenges.You have 10 minutes!Ask each group to assign someone as the reporter. The reporter will stay at the chart to clarify anything on the chart. They WILL NOT READ it to the group, only answer questions.Provide 10 minutes for challenges.Provide 10 minutes for strategiesThen have group move from chart to chart at 5 minute intervals.Groups may not get to every chart in the room, but everything will be typed up and posted on the Desired Results Web site as a resource.
100What are the challenges? 10 minutes to chart the challenges. Charts are labeled by type of agency.What are the challenges?
101Strategies Brainstorm important strategies that worked. Reporter will stay at chart to answer questions or clarify what is on the chartProvide 10 minutes for strategies.Groups then move from chart to chart at 5 minute intervals.Groups may not get to every chart in the room but everything will be typed up and posted on the website as a resource.
103What did others say? Reporter will answer questions Review chart and put a check mark by items written on the chartFor new challenges that you have a strategy for, add it to the chart.At the signal, move to the next chart.Groups move from chart to chart at 5 minute intervals.Then shorten the time to a few minutes.Each group should get to review at least 3-4 other charts.They may not get to every chart in the room but everything will be typed up and posted on the website as a resource.
104What did we see? What were the common challenges? What is a strategy you might try?This is a quick debrief of what was written on the charts. Acknowledge what challenges folks seemed to have in common.They are usually time and money, and possibly staff turnover.Ask anyone if they would be willing to share a strategy that they are going to try.
105Q and APull parking lot post-its and answer questions.
106Taking it back Reflect on what you have seen and heard today. Write down two ideas you can take back.Share slide.Ask participants to write down two ideas that to try when they go back to their program.
107Continuous improvement is better than delayed perfection. Mark Twain Source: Google Images
108Evaluation www.surveymonkey.com/s/C10day4 Please take a few minutes to complete the Training Evaluation Form by going online toWe are also about continuous improvement just like the Desired Results system. Please take the time to go online and complete the evaluation so we can hear from you what we can do better.
109Thank you for your participation! Thank the audience for their attention and participation during the training.