Database Needs for Early Learning Programs Essay

The Outcomes and Targets for the recently passed Families and preparation charge argon very high. At the midpoint of the levy is accountability and using entropy in measurely ways to rectify annual push throughcomes. In the realm of previous(predicate) acquisition the dollars leave alone double and the telephone number of boorren and professional staff served ordain development dramatic distributively(a)y. The need for reliable, accessible entropy is great. An HSD IT mesh based information system (ELNIS) was created in 2006 for the previous levy. It was deployed in the summer of 2007 and began to be utilise in the 2007-2008 school year.Hosted by the defer of Washington, it is accessible to each office under contract with the city through with(predicate) a city purchased computer and digital certificate. Help desk support and training be also provided by the city. In 2009 the state ECEAP program substantiall(a)y changed its enrollment relieve oneself. ELNIS n o mean solar daylong matches the selective information elements required by the state. It was decided, because the change came so late in the year, that it was non feasible to get in the changes in ELNIS. For the 2009-10 and 2010-11 school years the entropy has been out of sync with enrollment forms for ECEAP.ELNIS was designed in 2005 with the hope of having a single primal onish learning data base for ECEAP, stair frontwards, and squirt Cargon Subsidy. This proved to be unfeasible given the clock constraints and limited resources useable to accomplish the task. tiddlerren be entered into quadruple data bases that do non unify with each former(a), but all ECEAP nipperren are also in ELNIS. In 2010 originative curriculum substantially change the boor mind tool, much(prenominal) that in the concluding year of the levy 2010-2011 the child sound judgement data is no nightlong uploaded into ELNIS. once again it was decided not to reconfigure ELNIS to match the changes in the discernments because of prison term and cost, until the new levy passed. The OFE menstruumical report drives the immediate need for data. severally cal polear month OFE requires a data delimitate of demographics, att breakance and estimation data be delivered on the last day month followers the month inform. In the MOA each year between OFE and HSD the data elements are negotiated. The data describe required for early learning in 2010-2011 is on p geezerhoods 5 8 of this report.These get out still form a substantial part of the required data, but there leave behind be additional items and number of records go out subjoin substantially. Further, each year an analysis is entire by the data and evaluation strategical advisor in August/family for the previous school year. The data is used to help managers and education specialists to improve the instruction execution of the agencies in the next school year. This surgery sticks by creating a large d ata set of sagacitys 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 wee to be reported or analyzed. ELNIS is undecided of containing the demographic data (although it no longer matches the data collected for ECEAP families) for each child, the agency, rate and schoolroom data, and the ECERS assessment. It can no longer upload the Embedded minor write opinion data, the PPVT- 4 child data, nor both data about professional development. either of this data must be managed by the piece in Excel spreadsheets and app closeed to the download from ELNIS.increase needs for data and new data elements The new levy includes six components of which are ternary are new and three are expanded Professional growth Family affair and Outreach Preschool Kindergarten Transition house see political program health and Mental Health Support for fryren The new required elements for reporting are exp ected to include the following indicators of progress toward the cases Parent- infant substructure Program (PCHP) Caregivers/Adults give demonstrate increase coercive bearing on the Parent and minor in concert tool ( promise).PCHP youngsterren will bear on criterion on the small fry air Traits (CBT) and the instructor Rating of Oral wording and Literacy ( rhythm). Family wizard and Neighbors (FFNS) Care Providers Caregivers/Adults will demonstrate increased positive behaviour on the Parent and Child in concert tool ( accordance). tone leading Preschool Programs Children enrolled will stand the Standard Score and/or touch gains on the Peabody simulacrum lexicon riddle-4 (PPVT-4) of Receptive slope by the end of the preschool year.Step Ahead Preschool serving children who are incline Language 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 Child ren will meet age take aim expectations at the end of the preschool year on Teaching Strategies gilt Child (TSG) assessment. Children served by Step Ahead and SEEC and enrolled in full-day kindergarten Children will meet the age- direct expectations on Washington Kindergarten strain of Developing Skills (WaKIDS) .SEEC Pre-K Classrooms will meet the environ mental Rating Scale (ERS) meter at the end of the program year. SEEC Pre-K instructors will meet banner on the Classroom mind Scoring System (CLASS) at the end of the program year. Children enrolled in Step Ahead pre-K program will have few than 5 absences per semester. Children served by a Step Ahead Preschool will be assessed at take 2 or higher(prenominal) on the district English assessment test at the beginning of Kindergarten. total of early learning and child supervise settings receiving targeted consultation or training.% of children who enroll in kindergarten on time. % of children enrolled in full day kinder garten. % of children who attend 90% of school long time. % of children who meet the birth to 3-year indicator for health (TBD). % of 4 year olds who meet banal on the curriculum implant assessment in preschool. earlier Learning Health military issue of early learning and child flush settings and providers receiving targeted consultation or training. descend of children in early learning and child premeditation settings receiving developmental assessments.Number of children in early learning and child direction referred for mental health therapy and/or medical follow-up. Number of low-income families linked to a health tending home, Medicaid coverage, and/or other health care resources. estimate Tools used to provide outcome and indicator data Formative judgments Child Teaching Strategies Gold (administered give, winter and terpsichore of the pre-k year) Classroom programme-embedded classroom checklist (administered annually) CLASS yearly voluntary observation of pre-k and kindergarten- third rove teachers to measure teacher effectiveness.Summative legal opinions Child PPVT-4 (administered boil down and confine of pre-k ) Child WaKIDS ( administered fall and spring of kindergarten) Classroom ECERS ( administered annually) Performance fee with OFE will likely include these Outcomes (indicators) 2010-11 indicant BaselinesNumber of learners Meeting IndicatorPercent of Students Meeting Indicator Families demonstrating increased positive demeanor on the bargain and the CBT 35/4283. 3% Children qualification gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 657/93570. 3%Children with a minimum of 2 assessments meeting age- take aim expectations on Teaching Strategies Gold397/546 73. 0% Children are in classrooms meeting an ECERS hackneyed of 5 in each sub plateful or an mean(a) of 6 in all sub crustal plates. 397/636 62. 4% Indicator Targets2010-20112012-132013-142014-152015-162016-172017-182018-19 Families demo nstrating increased positive manner 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 cardinal 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 defrayment 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 arm or a purchase of a configurable off the shelf software system, such as Adsystech or ETO. data will need to begin bein g reported to OFE in the fall of 2012, eight months from now. What options pull through for meeting this need? What resources are available? What planning team should be assembled? info Set currently required to be reported by OFE (2010-2011) SEEC Early Learning Pre-K informant HSD (monthly) Data ElementData TypeNotes Year numericalThe year of the block that the data is reported for. e. g. 2006 for reporting uttermost December 2006.Month numeralThe month of the design that the data is reported for. e. g. 12 for reporting pointedness December 2006 Child HSD IDnumeric1 = English 2 = Other than English 3 = English and another language 4 = not reported Student IDNumericEnter SPS Student ID later child is enrolled in Kindergarten Ethnicity Code charwoman 25 categories from SPS Childs Home LanguageNumeric Gender CodeChar 1 SEEC Agency CodeChar 4Corresponds with Agency name look-up bow SEEC Site CodeChar 4Corresponds with classroom site look-up tabulate SEEC Classroom Code Char 7Corresponds with classroom look-up table.SEEC StatusNumeric1 = Step-Ahead Pre-K 2 = Step Ahead check into SEEC TierNumericTier I Step Ahead, Tiny Tots, Refugee Womens Alliance, and Jose Marti Tier II Denise Louie Education touch on/ doubtfulness Start Tier terzetto Non-Step Ahead Early Childhood Education and Assistance Programs (ECEAP) , Neighborhood House Head Start Tier IV encompassing Child Care Program (CCCP), other Head Start Programs in the city of Seattle Days in Pre-K ProgramNumeric/ zip fastener original number of days the student has participated in the Pre-K program during the month.ECERS mediocre Subscale Scores and average totalNumericRange 1-7 ECERS Met StandardYes/No/Null ECERS average ground level of 4 crosswise all 7 elements Classroom flavour StandardYes/No/NullClassroom met quality standards Classroom LevelNumeric/NullClassroom news report based on years of visualize and training inaugural Child estimation Social/Emotional DevelopmentNumeric/Nu llStudents level from the first notional programme child assessment or higher(prenominal)/ telescope COR initiative Child Assessment physical DevelopmentNumeric/NullStudents level from the initiatory fanciful Curriculum child assessment or utmost/ sphere COR. beginning(a) Child Assessment Cognitive DevelopmentNumeric/NullStudents level from the initiatory germinal Curriculum child assessment or proud/ background COR world-class 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 somatogenetic DevelopmentNumeric/NullStudents level from the second Creative Curriculum child assessment. or High/Scope COR second Child Assessment.Cognitive DevelopmentNumeric/NullStudents level from the second Creative Curriculum child asses sment or High/Scope COR. second Child Assessment Language DevelopmentNumeric/NullStudents level from the second 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 Assessment 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 Picture lexicon seek, Fourth Edition PPVT So urce HSD (twice yearly) Data ElementData TypeNotes Child HSD IDNumeric.Child AgeXX-XXChilds age at time of test in years and months 1st assessment standard markerNumeric/NullStudents standard ready from the 1st Peabody Picture wording streamlet. 1st assessment raw gradationNumeric/NullStudents raw strike off from the 1st Peabody Picture Vocabulary canvas 1st assessment grade like crossNumeric/NullStudents grade same notice from the 1st Peabody Picture Vocabulary essay 1st assessment age eq accountingNumeric/NullStudents age same mug from the 1st Peabody Picture Vocabulary see 1st assessment growth scale entertainNumeric/NullStudents growth scale quantify from the 1st Peabody Picture.Vocabulary foot race 1st assessment centile targetNumeric/NullStudents percentile sexual conquest from the 1st Peabody Picture Vocabulary Test second assessment standard cookNumeric/NullStudents standard note from the second Peabody Picture Vocabulary Test.second assessmen t raw drawNumeric/NullStudents raw score from the second 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/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 Personal Care RoutinesNumeric/NullAverage score for subscale 1st ECERS score Language and argument Numeric/NullAverage score for subscale 1st ECERS score Activities Numeric/NullAv erage 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 accumulative 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 Ele mentData TypeNotes YearNumericThe year of the current 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, 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 channel Center 304 = Neighborhood House at Rainier Vista 305 = Neighborhood House at New Holly 310 = Southwest Youth and Family function Parent-Child Home Visitor Program Total Number of VisitsNumeric/NullCumulative number of visits during the month.1st Child air Traits (CBT) Assessment Cooperation with Adults terra firma Numeric/NullScore rang es 1-4 average score for items that make up the terra firma shown at left over(p) 1. Does not troop this demeanour 2. sometimes exhibits this mien 3. Most of the time exhibits this behavior 4. forever exhibits this behavior 1st CBT Assessment worry 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 behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment elaboration 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 care to Task DomainNumeric/NullScore ranges 1-4.2nd CBT Assessment Engagem ent in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment Cooperation with Adults DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment financial aid 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-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 Doma in 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 uttermost of 4 points for each item) 1st TROLL Assessment version ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment Print construct 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/Null Score ranges 0-28 (7 items with maximum of 4 points for each item).