powerpoint presentation · karen anthony caroline christopher andrea houseman deanna meador alana...

2015-16 SUMMARY:THREE ELCS TOGETHER*

Dale Farran

Katherine Henley

Karen Anthony

Caroline Christopher

Andrea Houseman

Deanna Meador

Alana Rimmel

Presentation To ELC Directors and MCLs, July 13, 2016

*Revised for MNPS-PRI Partnership website on September 22, 2016

Wednesday, July 13, 2016 2015-16 Summary 1

COMPARING ACADEMIC GAINS

FROM YEAR 1 AND YEAR 2 OF

THE PARTNERSHIP

Wednesday, July 13, 2016 2015-16 summary 2

Children’s readiness for kindergarten:

Academic skills


80

85

90

95

100

105

110

115

120

PPVT Letter-Word Spelling Applied Problems Quant Concepts

Sta

nd

ard

Sco

re

(Full Group, Year 1 N=408; Year 2 N=433)

Year 1 (2014-15)Time 1

Year 1 (2014-15)Time 2

Year 2 (2015-16)Time 1

Year 2 (2015-16)Time 2

Vocabulary Math

100 = average score

Literacy


Self-regulation skills


0

5

10

15

20

25

30

35

40

45

50

Fall Spring Fall Spring

Year 1 (2014-15) N=408 Year 2 (2015-16) N=433

Pe

rcen

tile

Ran

k

Statue

Full Group: Ability to Resist Distraction

0

2

4

6

8

10

12

14

16


Year 1 (2014-15) N=408 Year 2 (2015-16) N=433

0 -

16 S

ca

le

Peg-Tapping

Full Group: Inhibition


Interpersonal and work-related skills


1

2

3

4

5

6

7


Year 1 (2014-15) N=408 Year 2 (2015-16) N=433

1 -

7 S

ca

le

Interpersonal Skills

Full Group: Teacher reported interpersonal skills

1

2

3

4

5

6

7


Year 1 (2014-15) N=408 Year 2 (2015-16) N=433

1 -

7 S

ca

le

Work-Related Skills

Full Group: Teacher reported work-related skills

PROGRESS ON

CLASSROOM PRACTICES

Wednesday, January 20, 2016 Fall 2015 summary 6

The “Magic Eight”

1. Reduce transitions

2. Increase quality of instruction

3. More positive environment

4. Increase teacher listening to children

5. Increase opportunities for sequential activities

6. Foster associative and cooperative interactions

7. Foster higher levels of involvement

8. Create more math opportunities

These characteristics predicted gains in

academic skills in Year 2 as well!


Background: Using the data to set goals

• Transitions as an example

• Minimum and Maximum set the range of times from highest to lowest observed among teachers last year (8%-23%)

• Lowest amount of transition observed becomes goal for all.

• Average is the typical time among the teachers


Distribution of transition time


Average = 15%

What is a Transition?

• Breaks between activities

• Moving to new location

• Waiting for next activity, or for

instructions

• Gathering materials

• Correcting behavior

To be coded as a transition, the

break must last more than 1

minute, and involve at least 75% of

children.

6-hour (360-minute) day

Goal 1: Reduce transitions

Goal 1 N Average Min Max

Year 1

2014-15

Transitions

w/out

instruction

26 15% 8% 23%

Transitions

with

instruction

26 <1% 0% 3%

Year 2

2015-16

Transitions

w/out

instruction

26 12% 1% 22%

Transitions

with

instruction

26 2% 0% 6%


*Min of 0% indicates that there was at least one classroom in which this behavior was not observed.

Time Use across the Day Averaged

across ELCs and Observations (2015-16)

Whole Group18%

Small Group2%

Small Group Centers3%

Centers27%

Specials5%

Indoor Gross Motor1%

Outdoor Gross Motor

5%

Transitions w/ Instruct1%

Mealtime w/ Instruct

1%

Transitions w/o Instruct

11%

Mealtime w/o Instruct7%

Nap19%


Teacher tasks across the day averaged

across ELCs and observations (2015-16)

Teacher

Social6%

Personal Care11%

None0%

Monitoring5%

Managerial19%

Instructional46%

Behavior Disapproving

5%

Behavior Approving

6%

Admin2%

EA

Social6%

Personal Care18%

None0%

Monitoring13%

Managerial22%

Instructional

30%

Behavior Disapprov

ing4%

Behavior Approving

4%

Admin3%


Goal 2: Increase quality of instruction


Year 1

2014-15

Level of

Instruction26 1.9 1.5 2.2

Year 2

2015-16

Level of

Instruction26 1.9 1.7 2.1


Level of Instruction is rated on a 4-point scale:

1=Low; 2=Basic skills; 3=Some inferential; 4=High inferentialClick here for more information on how level of instruction is coded.

https://my.vanderbilt.edu/mnpspartnership/teaching-resources/improving-quality-of-instruction/

Average Level of Instruction by Schedule


1.0

2.0

3.0

4.0

Whole Group Small Group Centers Small Group Centers

Le

ve

l o

f In

str

uc

tio

n

Level of Instruction:

1=Low; 2=Basic skills; 3=Some

inferential; 4=High inferential

Goal 2a: Increase quality of instruction

Cognitive demands:

Language

N Average Min Max

Year 1

2014-15

Scaffolded

language26 3 0 9

Turn-taking

talk26 15 6 28

Multi-word

responses26 14 8 25

Year 2

2015-16

Scaffolded

language26 3 0 12

Turn-taking

talk26 24 7 54

Multi-word

responses26 15 4 45


*Min of 0 indicates that there was at least one classroom in which this behavior was not observed.

Goal 2a: Increase quality of instructionCognitive Demands:

Thinking

N Average Min Max

Year 1

2014-15

Communicate

understanding26 2 0 8

Predictions 26 1 0 5

Connections 26 3 0 11

Reflection 26 2 0 4

Year 2

2015-16

Communicate

understanding26 2 0 11

Predictions 26 2 0 6

Connections 26 3 1 7

Reflection 26 2 0 5


*Min of 0 indicates that there was at least one classroom in which this behavior was not observed.

Goal 3: Creating a more positive social

environmentDistribution of Behavior Disapproving


Behavior disapproving:

The teacher’s intent is to

change the child’s behavior; to

say to the child, “I want you to

do something different from

what you are doing.” Can be

expressed verbally or through

facial expressions/body

language.

Click here for more information positive classroom climate.

https://my.vanderbilt.edu/mnpspartnership/teaching-resources/creating-positive-climate/

Goal 3: Creating a more positive social

environmentDistribution of Behavior Approving


Behavior approving:

Reinforces a particular

behavior; it says to the child

that whatever he/she is

doing, the teacher wants it to

continue, or approves of it.

Can be expressed verbally or

through facial expressions/

body language.

Goal 3: Creating a more positive

emotional environment


Goal 3 N Average

%

Min Max

Year 1

2014-15

Behavior

approving26 5% 0% 12%

Behavior

disapproving26 7% 0% 15%

Year 2

2015-16

Behavior

approving26 6% 0% 13%

Behavior

disapproving26 5% 0% 16%

*Min of 0% indicates that there was at least one classroom in which this behavior was not

observed.


Goal 3a: Decrease behavior disapproving –Lowest BD observed across all classrooms

Teacher

(2015-16)

Behavior DisapprovingTotal

Reminders*Behavior Approving

Lead EA Spring 2016 Lead EA

P 0.0% 0.0% 16 5.0% 7.5%

Q 0.0% 0.0% 31 2.5% 5.0%

T 0.0% 0.0% 40 12.5% 6.5%

N 0.0% 0.0% 65 4.5% 0.0%

K 0.0% 0.0% 69 6.5% 6.5%

D 0.0% 0.0% 81 10.5% 8.5%

R 0.0% 0.0% 100 6.5% 2.0%

O 0.0% 2.5% 136 12.0% 4.5%

*Total reminders is a count of all the behavior reminders/instances of disapproving that

were observed in the classroom using a different method by separate observer.


Goal 3a: Decrease behavior disapproving –Highest BD observed across all classrooms

Teacher

(2015-16)

Behavior DisapprovingTotal

Reminders*Behavior Approving

Lead EA Spring 2016 Lead EA

V 11.0% 19.0% 200 0.0% 4.0%

W 12.5% 10.0% 77 2.5% 8.0%

I 14.0% 2.7% 265 5.7% 7.0%

J 14.3% 6.7% 169 1.3% 0.0%

X 15.0% 4.7% 290 12.0% 1.3%

*Total reminders is a count of all the behavior reminders/instances of disapproving that

were observed in the classroom using a different method by separate observer.

Goal 3: Creating a more positive

emotional environment across the day


Year 1

2014-15

Teacher

tone26 3.3 3.0 3.7

Year 2

2015-16

Teacher

tone26 3.5 3.2 4.1


Teacher Tone is rated on a 5-point scale:

1=Extreme Negative; 2=Negative; 3=Flat; 4=Pleasant; 5=Vibrant

Goal 4: Increase teacher listening to

children


Goal 4 N Average

%

Min Max

Year 1

2014-15

Teacher

listening to

children

26 12% 5% 22%

Child talking 26 21% 16% 29%

Year 2

2015-16

Teacher

listening to

children

26 16% 5% 35%

Child talking 26 21% 17% 27%

Teacher listening and talking by activity


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Listen to Children Talk to Children, Teacher, or Other Adult

Child listening and talking by activity


0%

10%

20%

30%

40%

50%

60%

70%


Listen Talk

Goal 5: Creating more opportunities for

sequential activities


Sequential Activities…

• Follow a logical order or sequence

• Require child to have a working plan

• Are promoted by physical materials, shared

scenarios, or themes

Goal 5: Creating more opportunities for

sequential activities


Goal 5 N Average

%

Min Max

Year 1

2014-15

Non

sequential26 25% 15% 35%

Sequential 26 19% 9% 28%

Year 2

2015-16

Non

Sequential26 21% 16% 35%

Sequential 26 23% 15% 30%

Click here for more information on sequential activities in the classroom.

https://my.vanderbilt.edu/mnpspartnership/teaching-resources/planning-sequential-activities/

Goal 6: Fostering associative and

cooperative interactions


Goal 5 N Average

%

Min Max

Year 1

2014-15

Associative 26 11% 6% 14%

Cooperative 26 1% 0% 3%

Year 2

2015-16

Associative 26 14% 8% 21%

Cooperative 26 1% 0% 7%

Click here for some examples of associative and cooperative play.

*Min of 0% indicates that there was at least one classroom in which this behavior was

not observed.

https://my.vanderbilt.edu/mnpspartnership/teaching-resources/associative-and-cooperative-interactions/

Goal 7: Fostering higher levels of child

involvement (1-5 scale)


Year 1

2014-15

Whole group 26 2.51 2.14 2.75

Small group 26 2.76 2.20 3.21

Centers 26 2.81 2.51 3.21

Year 2

2015-16

Whole group 26 2.52 2.13 3.14

Small group 26 2.66 2.27 3.61

Centers 26 2.77 2.40 3.21


Click here for additional information on fostering high levels of child involvement.Click here for additional information about the involvement rating scale.

https://my.vanderbilt.edu/mnpspartnership/teaching-resources/fostering-high-levels-of-involvement/

https://my.vanderbilt.edu/mnpspartnership/files/2016/08/Definitions-for-Child-Involvement-Ratings.pdf

Goal 8: Creating more math opportunities


Goal 5 N Average

%

Min Max

Year 1

2014-15

Math

symbols26 <1% 0% 2%

Math

concepts26 5% 2% 9%

Year 2

2015-16

Math

symbols26 1% <1% 3%

Math

concepts26 5% 2% 12%

*Min of 0% indicates that there was at least one classroom in which this behavior was

not observed.

EXAMINING ASSOCIATIONS BETWEEN

ELC ACHIEVEMENT GAINS AND

CLASSROOM PRACTICES


Magic 8

• 8 classroom practices confirmed for the second year in a

row.

• The same 8 practices predicted child growth

• Not all 8 predicted gains in all measures

• A few other practices were also related to gains

• But all the original 8 remained predictive

These analyses confirm the importance of working on these

practices for children’s development

Moreover, classroom practices were even more important for

children who entered with lower skills

Wednesday, January 20, 2016 Fall 2015 summary 32

Much stronger effects on gains for

children with lower entering skill levels

• Gains in Math for lower skilled children predicted

by

• Higher quality instruction

• More positive behavior reinforcers

• Gains in Knowledge of Letters and Sight Words for

lower skilled children predicted by

• More time spent in sequential activities

• More positive classroom climate





(continued)

• Gains in Vocabulary for lower skilled children predicted by

• More cognitive demands

• More teacher listening to children

• More child talking

• More time spent in associative and cooperative interactions

• Less time spent in off-task behaviors

• Higher involvement in learning activities

• Gains in Self-Regulation for lower skilled children predicted by

• More time spent in associative and cooperative interactions





(continued)

• Gains in Spelling/Writing for lower skilled children

predicted by

• Higher quality instruction

• More positive classroom climate

• Higher involvement in learning activities

• Less time spent in transitions

• Fewer behavior reminders

• More child talking

• More time engaged in math content


NEXT STEPS FOR 2016-17


Professional Development Plans

2016-17• In Year 3, the partnership will involve additional

components designed to support Pre-K principals, MCLs, and teachers in their continued efforts toward building model Pre-K programs – including:1. Professional development sessions focused on key topics held

several times during the year – and involving ELC staff, as well as Pre-K teachers from classrooms being supported by the PDG/Pre-K Expansion grant

2. Data review sessions and follow-up meetings specifically tailored to meet the needs of multi-classroom leaders/instructional coaches in tying data to practice

3. An Improved Partnership Website to include a catalog of resources designed to support school efforts to improve in the areas outlined in the “Magic 8”, and to reach teachers across the MNPS district and beyond


powerpoint presentation · karen anthony caroline christopher andrea houseman deanna meador alana...

Documents