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
Wednesday, July 13, 2016 2015-16 summary 3
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
Children’s readiness for kindergarten:
Self-regulation skills
Wednesday, July 13, 2016 2015-16 summary 4
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
Fall Spring Fall Spring
Year 1 (2014-15) N=408 Year 2 (2015-16) N=433
0 -
16 S
ca
le
Peg-Tapping
Full Group: Inhibition
Children’s readiness for kindergarten:
Interpersonal and work-related skills
Wednesday, July 13, 2016 2015-16 summary 5
1
2
3
4
5
6
7
Fall Spring Fall Spring
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
Fall Spring Fall Spring
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!
Wednesday, July 13, 2016 2015-16 summary 7
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
Wednesday, July 13, 2016 2015-16 summary 8
Distribution of transition time
Wednesday, July 13, 2016 2015-16 summary 9
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%
Wednesday, July 13, 2016 2015-16 summary 10
*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%
Wednesday, July 13, 2016 2015-16 summary 11
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%
Wednesday, July 13, 2016 2015-16 summary 12
Goal 2: Increase quality of instruction
Goal 2 N Average Min Max
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
Wednesday, July 13, 2016 2015-16 summary 13
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.
Average Level of Instruction by Schedule
Wednesday, July 13, 2016 2015-16 summary 14
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
Wednesday, July 13, 2016 2015-16 summary 15
*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
Wednesday, July 13, 2016 2015-16 summary 16
*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
Wednesday, July 13, 2016 2015-16 summary 17
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.
Goal 3: Creating a more positive social
environmentDistribution of Behavior Approving
Wednesday, July 13, 2016 2015-16 summary 18
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
Wednesday, July 13, 2016 2015-16 summary 19
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.
Wednesday, July 13, 2016 2015-16 summary 20
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.
Wednesday, July 13, 2016 2015-16 summary 21
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
Goal 3 N Average Min Max
Year 1
2014-15
Teacher
tone26 3.3 3.0 3.7
Year 2
2015-16
Teacher
tone26 3.5 3.2 4.1
Wednesday, July 13, 2016 2015-16 summary 22
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
Wednesday, July 13, 2016 2015-16 summary 23
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
Wednesday, July 13, 2016 2015-16 summary 24
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Whole Group Small Group Centers Small Group Centers
Listen to Children Talk to Children, Teacher, or Other Adult
Child listening and talking by activity
Wednesday, July 13, 2016 2015-16 summary 25
0%
10%
20%
30%
40%
50%
60%
70%
Whole Group Small Group Centers Small Group Centers
Listen Talk
Goal 5: Creating more opportunities for
sequential activities
Wednesday, July 13, 2016 2015-16 summary 26
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
Wednesday, July 13, 2016 2015-16 summary 27
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.
Goal 6: Fostering associative and
cooperative interactions
Wednesday, July 13, 2016 2015-16 summary 28
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.
Goal 7: Fostering higher levels of child
involvement (1-5 scale)
Goal 7 N Average Min Max
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
Wednesday, July 13, 2016 2015-16 summary 29
Click here for additional information on fostering high levels of child involvement.Click here for additional information about the involvement rating scale.
Goal 8: Creating more math opportunities
Wednesday, July 13, 2016 2015-16 summary 30
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
Wednesday, July 13, 2016 2015-16 summary 31
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
• More positive behavior reinforcers
Wednesday, July 13, 2016 2015-16 summary 33
Much stronger effects on gains for
children with lower entering skill levels
(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
• More positive behavior reinforcers
Wednesday, July 13, 2016 2015-16 summary 34
Much stronger effects on gains for
children with lower entering skill levels
(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
Wednesday, July 13, 2016 2015-16 summary 35
NEXT STEPS FOR 2016-17
Wednesday, July 13, 2016 2015-16 summary 36
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
Wednesday, July 13, 2016 2015-16 summary 37