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8084 MOD 6 DISCUSSION

Discussion: Sharing Your Data Story

Visualizations act as a campfire around which we gather to tell stories.

—Al Shalloway, Founder and CEO of Net Objectives

If you had to describe Connor Street’s program quality to a colleague, what would you say? Furthermore, if you had the chance to present these numbers to Sabrina, the first-year teacher at Connor Street, how would you connect her prior understanding, interests, and needs to the major findings and insights gathered from the data?

In this Discussion, you and your colleagues gather around the Discussion Board to tell Connor Street’s story. You also draw comparisons between each group’s understanding and implementation of evaluation data.

To prepare

Identify the group member who will post your presentation to the Discussion Board.

By Day 5 of Week 10

One group member posts the presentation with an explanation of the stakeholder group(s) to which the presentation is aimed

Review presentations posted by a colleague from each group.

Reflect upon the quality of the program using data from all presentations. Note data stories told by each group.

By Day 3 of Week 11

Respond to each and every presentation in the following ways:

· Describe the quality of the program, using data from each of the presentations.

· Explain which program improvements might be the most important and why.

· Explain which data stories are in direct contrast with each other and why.

· Explain which data stories are similar and why.

· Identify personal learning as a result of collegial interaction

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https://eclkc.ohs.acf.hhs.gov/data-ongoing-monitoring

http://www.hfrp.org/hfrp-news/news-announcements/april-fine-newsletter-changing-the-conversation-sharing-education-data-with-families

https://www.mindtools.com/CommSkll/CommunicationsPlanning.htm

https://www.naeyc.org/resources/topics/12-principles-of-child-development


8084 MOD 6 DISCUSSION

1

Brionna Boyd 

RE: Group A Discussion – Module 3


COLLAPSE

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Hello Everyone,

In this week’s reading we learned about measures that guide the types of data collection. Measures of effort can track progress, and specific details on how activities were planned. Measures of effect look at changes in knowledge or behavior after this activity was implemented. Were there negative and positive effects from the activity and if there was a change overtime are considered. Teacher Rating of Oral Language and Literacy (TROLL) is a research tool that looks specifically at measuring critical skills for speaking and listening. It allows educators to collect evidence on language and literacy development. “This tool has high internal consistency, with alphas exceeding .89 for all ages (see Table 2). In other words, there is good reason to believe that the instrument is measuring a child’s general oral language acumen rather than separate oral language skills” (Dickinson et al., 2001. P. 4). A perspective of the child’s development is based on teacher perceptions.   

References  

Dickinson, D., McCabe, A., Sprague. (2001). Teacher rating of oral language and literacy (troll) a research-based tool. Center for the Improvement of Early Reading Achievement. 
https://www.ryders-hayes.co.uk/images/LFDAy1/TROLL_full.pdf
  

U.S. Department of Health & Human Services, Early Childhood Learning and Knowledge Center. (n.d.). Measuring what matters: Exercises in data management-Exercise 2: Collect: Collecting data related to family outcomes. Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/measuring-what-matters-exercises-02.pdf 

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Janet Grigg 

RE: Group A Discussion – Module 3


COLLAPSE

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Brionna,

Thank you for your post on the Teacher Rating of Oral Language and Literacy (TROLL). Dickinson et al. (2003) stated that this diagnostic assessment was informative and provided documented evidence of students’ speech and language development for guiding instructional practices. I noticed an obvious need for the education team to be intentional in bringing up children’s skill sets. Another tool, such as the Peabody Picture Vocabulary Test (PPVT-4), also referenced the need to improve instruction related to English Language Learners (ELL). Bagnato et al. (2011) stated that diagnostic and formative assessments supported intermediate understanding of progress, and summative evaluations report benchmark milestones.

Teaching new language learners is challenging since social and academic language must be combined. Based on observed human behaviors, emotional and cognitive processes are related to mental imagery (Goldstein, 2019). However, communication skills such as greetings, compliments, apologies, and polite requests may need to be taught and practiced as interpersonal skills. Some social language is formed through everyday experiences, according to Haynes (2019). In social contexts, visual cues clarify emotional variances in speech. When I looked at the family survey, I noticed several negative comments related to language processes by the program. If we disregard cultural considerations when assessing the ability of English language learners (ELLs) to manage their learning, we are being remiss. ELLs can learn more efficiently by considering prior knowledge, native knowledge, and cultural experiences. Culture can lead to misunderstandings, especially in math skills and language interpretation (Dong, 2020). I feel this is an area of program improvement.

References

Bagnato, S. J., Goins, D. D., Pretti-Frontczak, K., & Neisworth, J. T. (2014). Authentic assessment as “best practice” for early childhood intervention: National Consumer Social Validity Report. Topics in Early Childhood Special Education34(2), 116–127.  

Dickinson, D. K., McCabe, A., & Sprague, K. (2003). Teacher rating of oral language and Literacy (TROLL): Individualizing early literacy instruction with a standards-based rating tool. The Reading Teacher56(6), 554-564.

Dong, Y. (2020). The bridge of knowledge – Educational Leadership. http://www.ascd.org/publications/educational-leadership/dec13/vol71/num04/The-Bridge-of-Knowledge.aspx 

Goldstein, E. B. (2019). Cognitive psychology: Connecting mind, research, and everyday experience (5th ed.). Boston, MA: Cengage.

Haynes, J., 2020. How students acquire social and academic language. [online] Ascd.org. http://www.ascd.org/publications/books/106048/chapters/How-Students-Acquire-Social-and-Academic-Language.aspx

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8084 MOD 6 DISCUSSION

Group Project – Connor Street Early Childhood Program’s Major Findings

EDDD-8084
April 25, 2022

Team Members’ Group Job

2

Yokita PPVT-4
Brionna TROLL
Simon/Dawn CLASS
Janet PAS
Lua NAEYC Accreditation Decision Report

The team members reviewed the major finding from the Connor Street Early Childhood Program. Five evaluations were made to disaggregate the data from assessments related to student learning outcomes, teacher effectiveness, and program administration competencies. The group duties included the following:

Yokita – The Peabody Picture Vocabulary, 4th Edition (PPVT-4) student assessment results

Brionna – The Teacher Rating of Oral Language and Literacy (TROLL) student assessment results

Simon and Dawn – The Classroom Assessment Scoring System (CLASS) teacher observation results

Janet – Program Administration Scale (PAS) administration evaluation results

Lua – National Association for the Education of Young Children (NAEYC) Accreditation Decision Report program evaluation

1.

The Peabody Picture Vocabulary Test

PPVT-4

The PPVT-4 Results

4

2.

The Teacher Rating of Oral Language and Literacy

TROLL

The TROLL Results

6

3.

Classroom Assessment Scoring System

CLASS

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THE CLASS RESULTS

4.

Program Administration Scale

PAS

The PAS RESULTS

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5.

NAEYC Accreditation Decision Report

NAEYC

The NAEYC RESULTS

12

6.

NAEYC Self-Assessment Teaching Staff Survey

NAEYC

14

7.

NAEYC Self-Assessment Family Survey

NAEYC

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Comparisions and trends

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Here you have a list of items

And some text

But remember not to overload your slides with content

Your audience will listen to you or read the content, but won’t do both.

KEY FINDINGS

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THE IMPACT OF KEY FINDINGS

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Vestibulum nec congue tempus

02

Vestibulum nec congue tempus

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01

Vestibulum nec congue tempus

The Strengths and Opportunities for Improvement

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STRENGTHS

WEAKNESSES

OPPORTUNITIES

THREATS

S

W

O

T

THE STAKEHOLDERS VIEW

WHITE

BLACK

GRAY

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KEY TAKEAWAYS

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References

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AND TABLES TO COMPARE DATA

A B C
Yellow 10 20 7
Blue 30 15 10
Orange 5 24 16

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OUR PROCESS IS EASY

First

Second

Last

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LET’S REVIEW SOME CONCEPTS

Yellow

Is the color of gold, butter and ripe lemons. In the spectrum of visible light, yellow is found between green and orange.

Blue

Is the colour of the clear sky and the deep sea. It is located between violet and green on the optical spectrum.

Red

Is the color of blood, and because of this it has historically been associated with sacrifice, danger and courage.

Yellow

Is the color of gold, butter and ripe lemons. In the spectrum of visible light, yellow is found between green and orange.

Blue

Is the colour of the clear sky and the deep sea. It is located between violet and green on the optical spectrum.

Red

Is the color of blood, and because of this it has historically been associated with sacrifice, danger and courage.

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You can insert graphs from Excel or Google Sheets

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4000

3000

2000

1000

0

ROADMAP

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1

3

5

6

4

2

Blue is the colour of the clear sky and the deep sea

Red is the colour of danger and courage

Black is the color of ebony and of outer space

Yellow is the color of gold, butter and ripe lemons

White is the color of milk and fresh snow

Blue is the colour of the clear sky and the deep sea

FUNNEL

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PURCHASE

LOYALTY

AWARENESS

EVALUATION

DISCOVERY

INTENT

Insert your content

Insert your content

Insert your content

Insert your content

Insert your content

Insert your content

8084 MOD 6 DISCUSSION

 If you had to describe Connor Street’s program quality to a colleague, what would you say? Furthermore, if you had the chance to present these numbers to Sabrina, the first-year teacher at Connor Street,