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Using Data Discovery In Early Childhood

Using Data Discovery In Early Childhood. Part One: Objectives. Increase awareness of the relevance of data and its impact on leadership, teaching, and learning. Reinforce the importance of collecting both cause and effect data, and using it in the daily work with children.

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Using Data Discovery In Early Childhood

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  1. Using Data DiscoveryIn Early Childhood

  2. Part One: Objectives • Increase awareness of the relevance of data and its impact on leadership, teaching, and learning. • Reinforce the importance of collecting both cause and effect data, and using it in the daily work with children. • Develop a deeper understanding of how to organize and review data to answer critical questions about your early childhood special education program.

  3. Seminar Overview • Introduction • Building the foundation • Process and application • Action planning

  4. Principles ofData Discovery For Results Antecedents Accountability Collaboration 4

  5. “The value of the data emerges only when analysis provides insights that direct decisions for students.” Reflection White, 2005

  6. Becoming Data Driven How are you currently using data gathered through your early childhood programs to determine and impact early childhood outcomes?

  7. “Only by evaluating both causes and effects in a comprehensive accountability system can leaders, teachers, and policymakers understand the complexities of student achievement and the efficacy of teaching and leadership practices.” Reeves, 2006

  8. Definitions and Examples Effect data: Outcomes or results Cause data: Professional practices that create specific effects or results

  9. The Leadership & Learning Center Matrix

  10. Process and Application

  11. The Process for Results Treasure Hunt Analyze to Prioritize Inquiry; Develop Questions SMART Goals Monitor & Evaluate Results Results Indicators Specific Strategies

  12. Inquiry “Data-driven decision making begins by asking fundamental questions.” Doug Reeves • What questions do you have about teaching and learning in your early childhood program? • What data sources are you using to gather the specific information?

  13. Step 1: Conduct a Treasure Hunt • Why? To gather and organize data in order to gain insights about teaching and learning practices • Considerations • Measures of data • Disaggregation • Triangulation • Reflection 14

  14. Measures of Data • Student learning • Demographics • Perceptions • Processes—Behaviors within our control: instructional and leadership strategies, programs and resources, and organization

  15. Disaggregation • To separate something into its component parts, or break apart • “Disaggregation is not a problem-solving strategy. It is a problem-finding strategy.” Victoria Bernhardt, Data Analysis, 1998 Think, pair, share: What data do you disaggregate and how do you use the information?

  16. Conduct a Treasure Hunt “My State’s” Percent of Kindergarten Eligible Children with Outcome Exit Scores of 6 & 7 in the Outcome of Knowledge & Skills by Disability

  17. Conduct a Treasure Hunt “My State” Percent of Kindergarten Eligible children with an Outcome Exit Score 6 in the area of Knowledge & Skills, by Disability “My State” Percent of Kindergarten Eligible children with an Outcome Exit Score 7 in the area of Knowledge & Skills, by Disability

  18. Conduct a Treasure Hunt “My LEA’s” Percent of Kindergarten Eligible & No Longer Need Services Children with Outcome Exit Scores of 6 & 7 in the area of Knowledge & Skills by Disability

  19. Conduct a Treasure Hunt “My LEA’s” Percentage of Kindergarten Eligible & No Longer Need Services Children with an Outcome Exit Score of 7 in the area of Knowledge & Skills by Disability “My LEA’s” Percentage of Kindergarten Eligible & No Longer Need Services Children with an Outcome Exit Score of 6 in the area of Knowledge & Skills by Disability

  20. Conduct a Treasure Hunt “My LEA’s” Percent of Kindergarten Eligible Children with Outcome Exit Scores of 6 & 7 in the area of Knowledge & Skills, by Disability

  21. Conduct a Treasure Hunt “My LEA’s” Percent of Kindergarten Eligible Children with a Outcome Exit Scores of 6 in the area of Knowledge & Skills, by Disability “My LEA’s” Percent of Kindergarten Eligible Children with a Outcome Exit Scores of 7 in the area of Knowledge & Skills, by Disability

  22. Conduct a Treasure Hunt “My LEA’s” Percent of No Longer Need Services Children with Outcome Exit Scores of 6 & 7 in the area of Knowledge & Skills, by Disability

  23. Conduct a Treasure Hunt “My LEA’s” Percent of No Longer Need Services Children with an Outcome Exit Score of 7 in the area of Knowledge & Skills, by Disability ““My LEA’s” Percent of No Longer Need Services Children with an Outcome Exit Score of 6 in the area of Knowledge & Skills, by Disability

  24. Conduct a Treasure Hunt “My State’s” Number of Children with Exit Codes of No Longer Needs Services & Kindergarten Eligible by Outcome Exit Score for the area of Knowledge & Skills # of children Outcome Scores

  25. Conduct a Treasure Hunt “My LEA’s” Number of Children with Exit Codes of No Longer Needs Services & Kindergarten Eligible by Outcome Exit Score for the area of Knowledge & Skills # of children Outcome Scores

  26. Process and Applicationpart two 27

  27. What is the ? The QELI helps teachers observe and record information about cognitive knowledge and classroom behaviors in six key areas: • General Knowledge – Common information and general facts expected of young children • Oral Communication – How well a student communicates ideas, describes what has been seen or heard, or asks about things • Written Language – Recognition and use of written words

  28. What is the ? • Math Concepts – Understanding and use of beginning mathematical ideas and processes • Work Habits – Manner in which students seek and respond to learning opportunities • Attentive Behavior – Ability to sustain focus on classroom activities

  29. What is the ? • The QELI assesses behaviors developed in school so information from it can be used to focus instruction and improve achievement. • It uses teacher ratings to describe a student’s acquisition of skills and behaviors related to the academic parts of the school curriculum • It provides supplemental information from other testing such as the Iowa Tests of basic Skills. • It describes certain learning-related behaviors of students with special needs or who are at-risk.

  30. What is the ? • The QELI assesses behaviors developed in school so information from it can be used to focus instruction and improve achievement. • It can be used to monitor the changes in developmental levels of Kindergarten students. • It provides a baseline for monitoring improvement throughout the school year of individual students or class groups. • It provides information for instructional planning and can be used to share initial status and progress to parents.

  31. Table Activity • At your table, lay out what your first 3 steps would be in looking at the QUALS data. • How would you align it with the EC Outcomes data you have/use with your children? • Use the chart paper at your table to share your top 3. Be prepared to share your reasons why.

  32. QUALLS Questions by EC Outcomes

  33. Table Activity • Before we view the data, what kind of questions would you want to answer in your comparisons of the EC Outcomes of your children with their QUALS scores? • How would you organize the data to answer those questions? Or do you need a different set of data, and if so, what data? • Use the chart paper to share 3 to 5 questions you would like to have answered in exploring your data sets. Be prepared to share how you would organize or align the data to answer those questions.

  34. Conduct a Treasure Hunt QUALLS to Early Childhood Outcomes – Social Relationships

  35. Conduct a Treasure Hunt QUALLS to Early Childhood Outcomes – Knowledge Skills QUALLS to Early Childhood Outcomes – Self Help

  36. Conduct a Treasure Hunt Early Childhood Outcomes to QUALLS - Social Relationship QUALLS to Early Childhood Outcomes – Social Relationship

  37. Conduct a Treasure Hunt QUALLS to Early Childhood Outcomes – Knowledge Skills Early Childhood Outcomes to QUALLS - Knowledge & Skills

  38. Conduct a Treasure Hunt QUALLS to Early Childhood Outcomes – Self Help Early Childhood Outcomes to QUALLS - Knowledge & Skills

  39. Table Activity • At your table, discuss what you have discovered by looking at the data, organized in the way we have chosen to organize it, about the children you serve. • How could you use this information to impact your programatic goal setting & teaching strategies? ADD COUNTDOWN

  40. Table Activity • What other ways might you want to organize the data to answer your previously generated questions, new questions your data analysis has generated, or completely other sets questions you might have. • How do you begin to organize & prioritize your discoveries? ADD COUNTDOWN

  41. Step 2Analyze Data to Prioritize Needs

  42. Analyze Data to Prioritize Needs • Why? To identify causes for celebration and to identify areas of concern • Considerations • Strengths • Needs • Performance Behavior • Rationale 43

  43. Quality Prioritization • Why? To take immediate action on the most urgent needs • Quality prioritization requires a thorough understanding of: • Student population • Curriculum and Power/Priority Standards (leverage, readiness) • Antecedents affecting student achievement • Quality of program implementation

  44. Review, Analyze, and Prioritize Application • Review data from Step 1 • Conduct analysis using the guiding questions • Prioritize urgent needs using the suggested criteria • Record your work on the templates

  45. Educators Matter “Many people live their lives aspiring to make a difference and lead a life that matters. There need be no such uncertainty in the life of an educator or school leader. Every decision we make, from daily interactions with students to the most consequential policies at every level of government, will influence leadership and learning…

  46. …After all these words, statistical analyses, and graphs,… What we do matters.” Reeves, 2006

  47. The Process for Results Decision Making For Results Inquiry; Develop Questions Treasure Hunt Analyze to Prioritize DATA TEAMS SMART Goals Monitor & Evaluate Results Results Indicators Specific Strategies IDEA Data & Research 683-7219

  48. Questions? Thank you for coming! http://arksped.k12.ar.us/sections/dataandresearch.html 501.683.7219

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