To prepare Review the Head Start resources presented in this module. As you explore the interactive content and videos, reflect on best practices early childhood leaders use to

Overview of Learning Outcomes Project 4: Becoming a Data Story Teller and Change Leader

Individual Component/MA

Submit all parts as one paper for Assignment 2 in Module 6 and as your LOP.

Part 1

Individual Data Story Narrative

In an APA-formatted narrative, please address each element completely and clearly. Be specific and include examples.

· Revisit and summarize your individual work for the group project. Include all of the elements and present your individual data story.

· Remember to identify the stakeholders you wish to address specifically and indicate how you might modify your story for other audiences.

Review the rubric for the MA and the information within this document to make sure you address the appropriate elements.

Part 2

Individual reflection on learning and goals

· What did you learn about program evaluation in this course?

· How do the experiences you had in the course in general, and in the group project specifically, inform your plans for continued growth as a change leader?

· Identify your plans and make sure they are clear and specific to the course, your leadership goals, and positive social change. Identify potential resources and challenges you might encounter.

Part 3

Reflection and feedback on group work

Please address each of these questions completely and clearly; be specific and include examples.

· What did you do to maximize learning for yourself and for others in your group?

· What did you do to maximize learning for the members of other groups?

· What strengths did each group member (names, please, including yours) bring? Be specific about the behaviors and such.

· What weaknesses did each group member bring (names, please, including yours)? Be specific.

· What worked well?

· What did not?

· What would you change for next time?

· What did you learn about working in groups and how will that inform your work in the future? Include reflections here about being a group member and being a group leader, please.

Overview of Group Project: Becoming a Data Storyteller

and how it relates to individual work

This course includes a Project in which you work alongside a group of your colleagues to analyze the evaluation findings of a fictitious early childhood program. Working as an evaluation team, you participate in the actual steps professional stakeholders take when determining program quality and effectiveness. You also explore why evaluation is not a solo endeavor, discovering the powerful advantage of diverse views on not only the evaluation process but the data that are collected. Through this project, you will become a data consumer and storyteller, connecting the data points to the young children, families, and staff they represent. By the close of this course, you should understand how data support programmatic decisions. Furthermore, you should appreciate evaluations as a prominent tool for programs. The evaluation project starts in Module 2 and ends with the submission and discussion of group presentations in Module 6.

Working alongside a group of your colleagues, you will act as part of an evaluation team, participating in the four data activities, which support progress towards positive family outcomes:

· Step 1: Prepare

· Step 2: Collect

· Step 3: Analyze and Aggregate

· Step 4: Share and Use

Using the steps as a guide, you and your group members will first review the Project scope and deliverables. You will then analyze the data collected from Connor Street, a fictional early childhood program. You will aggregate the data, looking for trends, causal relationships, and systemic issues. Next, you will use the insights gained to draw data-driven conclusions about the program’s quality, strengths, and opportunities for improvement. Last, you will create a group presentation that is 20-to-25 slides in length to communicate these findings to the stakeholders at Connor Street. As group members and individuals, in the final discussion of the course, you will respond to the presentations of the other groups and to any questions course members have related to your presentation.

In addition, you will submit your individual data story, summary, and reflections related to the presentation and to the work of the group. You will convey the learning gained from all of the course experiences to inform your plans as a change leader. These pieces comprise your Learning Outcomes Project for the course. Your final individual submission is due to your instructor on Day 1 of Week 11.

Planner

The Planner below allows you to examine the scope of your project. Follow the online classroom for specific submission requirements.

Introductions and Preparing for Group Work

Your instructor will post an Announcement with the group members listed. Make time to get to know your group members and to set group expectations. Look ahead to Project deliverables, set individual and group deadlines, and identify exact dates and times when your group will meet.

Reviewing the “Major Findings” document. Then divide each of the five evaluations among group members:

1. Evaluation 1: The Peabody Picture Vocabulary Test, 4th Edition (PPVT-IV)

2. Evaluation 2: Teacher Rating of Oral Language and Literacy (TROLL)

3. Evaluation 3: Classroom Assessment Scoring System (CLASS)

4. Evaluation 4: Program Administration Scale (PAS)

5. Evaluation 5: NAEYC Accreditation Decision Report

Note: Every group member will review and discuss Evaluation 6: NAEYC Self-Assessment Teaching Staff Survey and Evaluation 7: NAEYC Self-Assessment Family Survey.

By Day 5 of Week 4 Each member will identify and post the evaluation that he or she would like to investigate further. Members need to ask questions and get clarifications needed before beginning individual analyses.

Remember to save your individual work for use in your final paper.

Step 2: Collect the Data

Review the Head Start resources presented in this module. As you explore the interactive content and videos, reflect on best practices early childhood leaders use to collect data. Then, revisit the evaluation you selected in Week 4, conducting additional research to learn more about this evaluation. Last, begin a review of your evaluation data and the data that are presented in evaluations 6 and 7.

Identify and explain at least two aspects of or details about the chosen evaluation that were not included in the Major Findings document. Locate pertinent websites about the chosen evaluation. Summarize this work for your group post. Remember to document your research about the evaluation for your final paper.

Analyze the data

For your individual paper/MA, you will need to explain how you processed the data you were given. Describe the findings and identify the stakeholders for whom the data were focused (or obtained). Summarize this work for your group post.

From your work with your data and with the information in evaluation 6 and 7, describe what you perceive to be program strengths, opportunities for improvement, and the effectiveness of the program. Support your analyses with specific references to the evaluation materials and any course or other resources available to you. Summarize this work for your group post.

Step 3: Aggregate the Data

Using your review of your work and the work shared by members of your group, identify comparisons, trends, and relationships. Also consider how different stakeholders might perceive this information.

Examine the Measuring What Matters article, which details Step 3: aggregating data. Then, revisit the Week 5 and 6 Group Discussion boards in which each group member detailed his or her initial analysis. As you review each analysis, reflect on the key findings and insights that are both similar to and different from your own ideas.

You will do the following for your individual paper and for your group discussion:

· Explain comparisons and trends that might exist among the key findings.

· Explain which key findings might be in contrast with each other and why.

· Explain how and/or why one key finding might be impacting (either positively or negatively) the successfulness of another data set.

· Explain what might be the greatest strength of the program, as well as what might be the most important area for which the program needs to improve and why.

· Explain how these major findings might be perceived across stakeholder groups and why.

Remember to support your discussion in the MA paper with resources from the data sets, the course materials, and other works you have used.

Step 4: Share and Use

Examine the Measuring What Matters article, which details Step 4: use and share evaluation data. Then, revisit the Week 7 Group Discussion Board, in which your group aggregated evaluation findings. Integrate your group’s aggregated data into visuals within a descriptive presentation. This becomes your group presentation.

By Day 5 of Week 10 One group member will post the presentation to the Module Discussion, and each group member will submit the group presentation to the instructor as Assignment 1 for Module 6.

As you create your individual data story, keep your audience in mind. To which group of stakeholders will your group present? For which group(s) of stakeholders will you create your individual data story narrative? How you can apply the art of data storytelling to motivate stakeholders towards program goals and improvements?

,

EDDD 8084/7084: Evaluating and Supporting Early Childhood Programs

Major Findings

Program: Connor Street Early Childhood Program

Program Profile: Connor Street Early Childhood Program is a private child care center serving working class and low-income families. Over the past several years, more Hispanic families have been served and their children now constitute about 20 percent of the total. Two Asian children and three from the Caribbean are also in the program. There are four classrooms of 4-year-olds with a lead teacher and an assistant teacher in each classroom. All but three of the children are at the center for about 7–9 hours; most of their parents work outside the home.

Connor Street is seeking NAEYC Accreditation for the first time. In preparation, the program conducted evaluations 1–4, identified in the tables below. Latoya, the program’s director, then selected major findings from each of these evaluations for which she wanted the evaluation team to focus.

As the program underwent the initial stages of NAYEC Accreditation, Connor Street then participated in evaluations 5–7. Latoya then distributed major findings from evaluation 5, as well as cumulative totals for both evaluation 6 and 7.

Getting Started:

Starting in Module 2, you and your evaluation team will begin to analyze the data. Using the major findings, you will work to determine the program’s quality, strengths, and opportunities for improvement. You will also consider how to share this information with the stakeholders at Connor Street, such as Sabrina, a first-year teacher whom you will be introduced to in the online classroom.

Final Submission

In Weeks 8 and 9, you and your evaluation team will use the major findings and the insights and decisions made within your Group Discussion Boards to create a data story. To create your data story, you will combine a compelling narrative, with clear visuals and accurate data to motivate stakeholders towards positive programmatic change.

Requirements

Create a data story in the form of PowerPoint presentation that is 20–25 slides in length. The PowerPoint presentation must meet the following requirements:

· Create a narrative that carries throughout the presentation. A compelling narrative follows the following guidelines:

· Be accessible. What does the data represent? What do the scores mean for the evaluation?

· Be audience specific. What audience is the data meant for? Who are you trying to explain the data to?

· Be appealing. Why is the data important? Why should the stakeholders care about the data?

· Be insightful. What does the data mean for the young children at this program? How will this data be used to both continue effective practices and improve where needed?

Note: The answers to these questions should be woven through your narrative and not directly answered in a question and answer style. The narrative, which would normally be given while speaking to an audience, should be captured using the “Notes” feature in the PowerPoint.

· Create at least three graphs which can be used to visually portray the major findings data. Each graph must be linked to a different evaluation.

· You must have at least one circle graph and one bar graph within your presentation.

· One graph must compare Connor Street’s data to either an average score within your region/nation OR to the desired goal/highest score for the evaluation.

· Synthesize the collaborative responses and insights from the Group Discussion Boards. Then, integrate the response to each question into your PowerPoint as it fits with your data story.

· Introduce at least three of the evaluations which your group relied on when determining the quality of Connor Street.

· Provide at least one resource per evaluation that the stakeholders for which your presentation is aimed can visit to learn more.

· Explain at least two comparisons and trends that existed among the major findings.

· Explain at least one major finding that impacted (either positively or negatively) the successfulness of another data set and why.

· Describe the quality of the program.

· Explain whether Connor Street is effectively responding to the needs of children and families and why.

· Explain how the quality of the program impacts the stakeholders for which your presentation is aimed.

· Explain the greatest strength of the program.

· In addition, explain at least three areas in which Connor Street is proficient.

· Explain the most important area for which the program needs to improve and why.

· Describe one short-term goal and one long-term goal which should be implemented to address this area.

· Explain why each goal would address this need.

· Explain how each goal could be integrated into Connor Street’s program.

Evaluation 6: NAEYC Self-Assessment Teaching Staff Survey

#	NAEYC Category: Assessment	Yes	No	DK (Don’t Know)	NA (Not Applicable)
1	Teachers assess the developmental progress of each child across all developmental areas. (8.C.02)	8			Not an option.
2	Teachers refer to the curriculum goals when interpreting assessment data and then use the results to make decisions about curriculum content, teaching approaches, and interactions with children. (8.C.03, 8.D.01, 8.D.03, 8.D.08)	8			Not an option.
3	Teaching staff understand the purpose, value, and uses of assessment in the program and can explain these to others. (8.B.06)	8			Not an option.
4	Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process. (8.E.01)	8			Not an option.
5	Teachers have the time and knowledge to talk to each family about their child’s development at home and school. (8.E.03)	8			Not an option.
6	All children receive a complete developmental screening within 3 months of entering the program. (8.C.01; Emerging Practice)	8			Not an option.
7	Teachers regularly assess children in the following areas of development and content:
7a	Social-emotional	8			Not an option.
7b	Physical	8			Not an option.
7c	Language	8			Not an option.
7d	Cognitive	8			Not an option.
7e	Literacy	8			Not an option.
7f	Math	8			Not an option.
7g	Science	6	2		Not an option.
7h	Technology	2	4		2
7i	Social studies	5	3
7j	Creative expression—music, art, dance	8
7k	Health and safety (8.C.02)	8
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