20132014 Databook for Wu Yee Children’s Services– Sunnydale CDC
Prepared by First 5 San Francisco for Wu Yee Children’s Services 2013-2014
Introduction This 2013-14 databook contains site-specific data that First 5 San Francisco intends to be useful for program planning, implementation and improvement-related purposes. Returning these data to the sites for their own use is a significant aspect of First 5 San Francisco’s commitment to increasing access to and the quality of early childhood care and education in San Francisco.
Navigating Your Databook Your databook includes the following types of data: 1. Previous and current ERS assessment scores; 2. Previous and current CLASS assessment scores; 3. First and Second DRDP assessments for the current fiscal year by domain (if available); and 4. PFA average scores for ERS and CLASS for comparative purposes. 5. Demographic information of the children enrolled at your site in the current fiscal year. Format Your databook contains several sections. There are separate sections on ERS scores, CLASS scores, DRDP Developmental Levels and Demographics. Each section is prefaced with a brief description of the assessment, which includes definitions of the various areas of early childhood education and environments that the assessment measures. Depending on your site’s program structure (ie. whether your site is part of a multi-site agency and whether your site is Center-based program or a Family Child Care provide), your data book may include data on PFA assessment averages for that specific fiscal year and/or agency averages for the purpose of drawing useful comparisons. There are charts and graphs that display your data for each type of assessment. Please see the next page for an explanation on how to read the graphs.
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
1
This is an example of a line graph. Line graphs show change over a period of time.
All the graphs in your databook have titles that tell you the type of information that is displayed in the graph.
Assessment Scores for XMan Site Classroom 1
This is an example of a bar graph. Bar graphs show data in bars that are sized in proportion to the values they represent.
Classroom 2
First Assessment Scores for XMan Site
Classroom 3
Classroom 1
7
6
6
5
5
Classroom 2 5.5
4.51
4
4
Classroom 3
3
3
3
2
2
1
1
0
0 1st Assessment
2nd Assessment
3rd Assessment
The bottom of the line graph (also called the X-axis) represents the time period or a time-based element. In this case, it represents the number of assessments that have occurred. Almost always, the numbers on this side of the graph (also called the Yaxis) represent assessment scores or another type of numerical value, like the number of children.
1st Assessment
The bottom of the bar graph tells us what types of values are being represented in the graph. In this case, it is telling us that scores from the first assessment are being represented in this bar graph.
All the graphs in your databook have legends beneath the titles that tell you what the colors and/or symbols stand for.
Making Meaning of the Data Some Guiding Principles As you review the data, you may want to consider the following principles. These are based on the values and mission of First 5 San Francisco. 1. Assessments like the ERS and CLASS provide snapshots of program quality from a certain point in time, making such assessments somewhat limited in their ability to tell the full story. 2. The purpose of returning these data to your site is to help inform quality improvement efforts and not for making value judgments about your program and/or staff. 3. These data are not static; in fact, they are part of an ever-changing story
Some Guiding Questions As you review the data, you may want to consider the following questions that can help
1. Do these scores and trends align with my own experiences of the program? If so, how? If not, where are the differences? 2. Do these scores and trends align with scores from other assessments, like the DRDPs and the CLASS? If so, how? If not, where are the differences? 3. Do these scores and trends align with the QIP or other plans for improvement that were in place at the time of assessment? If so, how? If not, where are gaps? 4. What resources, professional development opportunities, coaching supports, were in place at the time of assessment? 5. Did these resources and supports play any role in the scores? If so, how? If not, then how can it be ensured that resources and supports speak directly to improvements? 6. What is currently in place that helps maintain this overall trend of improvement? 7. What resources, professional development opportunities, coaching supports are needed to maintain the momentum towards improvement?
ERS Overview The Environmental Rating Scales There are four environment rating scales, each designed for a different segment of the early childhood field. (ECERS-R) The Early Childhood Environment Rating Scale-Revised: A thorough revision of the ECERS, designed to assess group programs for preschool-kindergarten aged children, from 2 through 5 years of age. Total scale consists of 43 items. (Also available in Spanish). (ITERS-R) The Infant/Toddler Environment Rating Scale-Revised: A thorough revision of the ITERS, designed to assess group programs for children from birth to 2 ½ years of age. Total scale consists of 39 items. (Also available in Spanish). (FCCERS-R) The Family Child Care Environment Rating Scale-Revised: A thorough revision of the FDCRS, designed to assess family child care programs conducted in a provider’s home. Total scale consists of 38 items. (Also available in Spanish). Our scales are designed to assess process quality in an early childhood or school age care group. Process quality consists of the various interactions that go on in a classroom between staff and children, staff, parents, and other adults, among the children themselves, and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions. Process quality is assessed primarily through observation and has been found to be more predictive of child outcomes than structural indicators such as staff to child ratio, group size, cost of care, and even type of care, for example child care center or family child care home (Whitebook, Howes & Phillips, 1995). In order to provide care and education that will permit children to experience a high quality of life while helping them develop their abilities, a quality program must provide for the three basic needs all children have:
Protection of their health and safety
Building positive relationships
Opportunities for stimulation and learning from experience
No one component is more or less important than the others, nor can one substitute for another. It takes all three to create quality care. Each of the three basic components of quality care manifests itself in tangible forms in the program's environment, curriculum, schedule, supervision and interaction, and can be observed. These are the key aspects of process quality that are included in our environmental rating scales. Our scales define environment in a broad sense and guide the observer to assess the arrangement of space both indoors and outdoors, the materials and activities offered to the children, the supervision and interactions (including language) that occur in the classroom, and the schedule of the day, including routines and activities. The support offered to parents and staff is also included.
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
1
ECERS Data Change in ECERS Overall Scores Over Time for Room 7 Change in ECERS Overall Scores Over Time in Comparison to Agency and PFA Averages Sunnydale CDC, Room 7 7 6
6.02
5
4.89 4.59 4.07
4
4.89 4.57 4.29
5.31 5.01 4.57
3 2 1 0 2007-08
2010-11 Sunnydale PreK Classroom
2011-12 Agency Average
2013-14 PFA Average
Some Data Points
Agency Average scores include Overall Scores taken from all Wu Yee preschool classrooms that had an ECERS assessment in the same year. PFA Average scores include Overall Scores from all PFA sites that had an ECERS assessment in the same year. From 2007-08, there was an upward trend in the overall ECERS score for this classroom, with the most significant jump occurring between the 2010-11 fiscal year and 2013-14.
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
2
ECERS Data Change in ECERS Subscale Scores Over Time for Room 7
Change in ECERS Subscale Scores Over Time Sunnydale CDC, Rm 7 7.00 6.17 6.00 5.50 5.25
5.00
4.25 4.10
4.00
3.60
4.88 4.50 4.00 3.80 3.75
7.00 6.83
6.50 6.20
5.75 5.60
5.44 5.38 5.25 5.25
5.00 4.50
3.17
3.00 2.67 2.00
1.83
1.00
0.00 2007-08 SpaceFurn Interaction
2010-11 PersCare ProgramStruc
2011-12 LangReason ParandStaff
2013-14 Activites
Some Data Points
Personal Care Routines consistently had the lowest score of all seven subscales. With the exception of 2013-14, Parents and Staff had the highest scores of all seven subscales. Interactions and Language-Reasoning , which research has shown to be correlated with quality levels, had significant score increases from 2010-11 to 2011-12. However, both saw a slight drop in 2013-14, with Interactions dropping from a 6.20 to 5.60 and LanguageReasoning from 5.25 to 5.00.
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
3
ECERS Data Change in ECERS Overall Scores Over Time for Room 5 Change in ECERS Overall Scores Over Time in Comparison to Agency and PFA Averages Sunnydale CDC, Rm 5 7 6 5.50 5.62
5.41 5.01 4.57
5
4.42
4 3 2 1 0 2010-11 Sunnydale CDC, Rm 5
2012-13 Agency Average
PFA Average
Some Data Points:
Agency Average scores include Overall Scores taken from all Wu Yee preschool classrooms that had an ECERS assessment in the same year. PFA Average scores include Overall Scores from all PFA sites that had an ECERS assessment in the same year. From 2007-08, there was an upward trend in the overall ECERS score for this classroom, with the most significant jump occurring between the 2010-11 fiscal
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
4
ECERS Data Change in ECERS Subscale Scores Over Time for Room 5
Change in ECERS Subscale Scores Over Time Sunnydale CDC, Rm 5 7.00 6.67
6.25 6.38 6.11
6.17
6.00
5.60 5.50 5.13
5.56 5.20 5.00 4.83
5.00
4.00
4.00
3.00
2.00
1.00
0.00 2010-11 SpaceFurn Interaction
2012-13 PersCare ProgramStruc
LangReason ParandStaff
Activities
Some Data Points
Personal Care Routines consistently had the lowest score of all seven subscales. With the exception of 2013-14, Parents and Staff had the highest scores of all seven subscales.
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
5
ITERS Data Change in ITERS Overall Scores Over Time for Room 1 Change in ITERS Overall Scores Over Time in Comparison to Agency and PFA Averages* Sunnydale CDC, Room 1 7.00 6.00 5.00 4.00
5.53 5.47 5.09
5.15 4.99
4.61 4.42 4.17
4.08
4.00
3.94
3.97
3.00 2.00 1.00 0.00 2004-05
2007-08 Sunnydale CDC, Rm 1
2010-11 Agency Average
2013-14 PFA Average
Some Data Points:
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
6
ITERS Data Change in ITERS Subscale Scores Over Time for Room 1 Change in ITERS Subscale Scores Over Time Sunnydale CDC, Rm 1 7.00
6.86 6.25
6.29
6.29
6.25
4.75
5.50 5.33 5.00
6.00
5.00
5.29 5.00
5.00 4.40 4.33
4.40 4.33 4.20
4.00
3.80
3.67 3.25
3.00
3.17 2.83
2.00
2.50 2.57 2.17
2.50
2.33 1.83
1.00
0.00 2004-05
2007-08
2010-11
SpaceFurn
PersonalCare
ListenTalk
Interaction
ProgStruc
ParStaff
2013-14
Activities
Some Data Points
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
7
ITERS Data Change in ITERS Overall Scores Over Time for Room 2 Change in ITERS Overall Scores Over Time in Comparison to Agency and PFA Averages* Sunnydale CDC, Room 2 7.00 6.00 5.00 4.00
5.15 4.99 4.89
4.61 4.42 4.06
4.08
3.00
5.81 5.47 5.53
4.00
3.30
2.00 1.00 0.00 2004-05
2007-08
Sunnydale CDC, Rm 2
2010-11 Agency Average
2013-14 PFA Average
*Agency Average includes Overall Scores from Wu Yee 's Chinatown Infant Center, while PFA Average does not as the Chinatown Infant Center is not a PFA site.
Some Data Points:
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
8
ITERS Data Change in ITERS Subscale Scores Over Time for Room 2
Change in ITERS Subscale Scores Over Time Sunnydale CDC, Rm 2 7.00 6.71 6.29
6.29 6.00
6.00 5.29 5.00
5.00 4.67
4.00
5.50 5.25
6.25 6.00 5.80 5.63 5.50
4.67
4.20
4.00 3.75
3.33 3.00 2.67 2.50 2.00
3.00
3.33 3.00
2.50 2.00 1.50
1.00
0.00 2004-05
2007-08
2010-11
2013-14
Activities
SpaceFurn
PersonalCare
ListenTalk
Interaction
ProgStruc
ParStaff
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
9
ITERS Data Change in ITERS Overall Scores Over Time for Room 3 Change in ITERS Overall Scores Over Time in Comparison to Agency and PFA Averages* Sunnydale CDC, Room 3 7.00 6.00 5.154.99 4.89
5.00 4.00
5.81 5.47 5.53
4.61 4.42 4.06
4.08
3.00
4.00
3.30
2.00 1.00 0.00 2004-05
2007-08 Sunnydale CDC, Rm 2
2010-11 Agency Average
2013-14 PFA Average
*Agency Average includes Overall Scores from Wu Yee 's Chinatown Infant Center, while PFA Average does not as the Chinatown Infant Center is not a PFA site.
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
10
ITERS Data Change in ITERS Overall Scores Over Time for Room 4 Change in ITERS Overall Scores Over Time in Comparison to Agency and PFA Averages* Sunnydale CDC, Room 4 7.00 6.00 5.00
5.95 5.154.99
4.89 4.61 4.42
4.08
5.87 5.47 5.53
4.00
4.00 3.00 2.95 2.00 1.00 0.00 2004-05
2007-08
Sunnydale CDC, Rm 4
2010-11 Agency Average
2013-14
PFA Average
*Agency Average includes Overall Scores from Wu Yee 's Chinatown Infant Center, while PFA Average does not as the Chinatown Infant Center is not a PFA site.
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
11
ITERS Data Change in ITERS Subscale Scores Over Time for Room 4 Change in ITERS Subscale Scores Over Time Sunnydale CDC, Rm 4 7.00 6.00 5.00
7.00 6.67 6.25 6.00 5.33 5.20
5.29
5.78 5.60
6.25 5.78 5.67 5.60 5.50 5.00
4.50 4.00 3.67 3.50 3.00
3.22 3.20 2.50
2.00
2.00 1.50 1.25
1.00 0.00 2004-05
2007-08
2010-11
2013-14 Activities
SpaceFurn
PersonalCare
ListenTalk
Interaction
ProgStruc
ParStaff
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
12
ITERS Data Change in ITERS Overall Scores Over Time for Room 5 Change in ITERS Overall Scores Over Time in Comparison to Agency and PFA Averages* Sunnydale CDC, Room 5 7.00 6.00 5.00
4.61 4.42
4.08 4.00 3.35
4.00 3.00
3.25
2.00 1.00 0.00 2004-05 Sunnydale CDC, Rm 5
2007-08 Agency Average
PFA Average
*Agency Average includes Overall Scores from Wu Yee 's Chinatown Infant Center, while PFA Average does not as the Chinatown Infant Center is not a PFA site.
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
13
ITERS Data Change in ITERS Subscale Scores Over Time for Room 5 Change in ITERS Subscale Scores Over Time Sunnydale CDC, Rm 5 7.00 6.00
5.71
5.00 4.71 4.44 4.00
3.89 3.40
3.67 3.20
2.33
2.50
3.00 2.00
1.67 1.25 1.17
1.00
1.33
0.00 2004-05
2007-08
SpaceFurn
PersonalCare
ListenTalk
Interaction
ProgStruc
ParStaff
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
Activities
14
ITERS Data Change in ITERS Overall Scores Over Time for Room 6 Change in ITERS Overall Scores Over Time in Comparison to Agency and PFA Averages* Sunnydale CDC, Room 6 7.00 6.00
5.53 5.68 5.47
5.00 4.61 4.42 4.08
4.00 3.00 2.00 1.00 0.00
2007-08 Sunnydale CDC, Rm 6
2013-14 Agency Average
PFA Average
*Agency Average includes Overall Scores from Wu Yee 's Chinatown Infant Center, while PFA Average does not as the Chinatown Infant Center is not a PFA site.
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
15
ITERS Data Change in ITERS Overall Scores Over Time for Room 6 Change in ITERS Subscale Scores Over Time Sunnydale CDC, Rm 6 7.00 6.67 6.25
6.00
5.56 5.20 5.00
5.44 5.00
5.00
4.50 4.00 3.33 3.20
3.00 2.00
1.17
1.00 0.00
2007-08 SpaceFurn Interaction
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
2013-14 PersonalCare ProgStruc
ListenTalk ParStaff
Activities
16
CLASS Overview The Classroom Assessment Scoring System (CLASS) The Classroom Assessment Scoring System™ (CLASS™) is an observational tool that provides a common lens and language focused on what matters—the classroom interactions that boost student learning. Data from CLASS™ observations are used to support teachers’ unique professional development needs, set school-wide goals, and shape system-wide reform at the local, state, and national levels. Based on research from the University of Virginia’s Curry School of Education and studied in thousands of classrooms nationwide, the CLASS™ tool
focuses on effective teaching helps teachers recognize and understand the power of their interactions with students aligns with professional development tools works across age levels and subjects
The CLASS™ tool works. CLASS™-based professional development tools increase teacher effectiveness—and students in classrooms with higher CLASS™ scores achieve at higher levels than their peers in classrooms with lower CLASS™ scores. Domains The CLASS™ tool organizes teacher-student interactions into three broad domains: Emotional Support Classroom Organization Instructional Support
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
17
CLASS-PS Data 2013-14 PreK CLASS Scores for Sunnydale CDC, Room 5 This classroom was assessed for the PreK CLASS on June 3, 2014. Below are graphs that illustrate Room in comparison to PFA’s average scores. 2013-14 CLASS Domain Averages in Comparison to PFA Averages Rm 5 Rm 5 7
6
PFA
6.5
6.13
5.54
6 5 4
3
3
2.91
2 1 0 ES Average
CO Average
IS Average
PFA Average Scores for the 10 CLASS Indicators (based on the 281 PreK CLASS Scores collected as of June 12, 2014 Instructional Support Average Language Modeling Quality of Feedback Cognitive Development Classroom Organization Avg Instructional Learning Formats Productivity Behavior Management Emotional Support Avg Regard for Student… Teacher Sensitivity Negative Climate Positive Climate 0.00
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
2.91 3.14 2.87 2.70 2.86 2.69 4.84 5.78 6.00 5.66 5.78 3.51 6.20 1.00
2.00
3.00
4.00
5.00
6.00
7.00
18
2013-14 DRDP-PS Data This section provides summaries of DRDP-PS data that were collected in the 2013-14 school year. Each bar chart shows the percentage of children that were at each developmental level by assessment period. The following legend defines each developmental level of the DRDP Assessment. UR-Unable to Rate NY-Not Yet at First Level EX-Exploring D-Developing B-Building I-Integrating
Some Data Points:
There were 25 children assessed in the first assessment period. There were 18 chldren assessed in the second assessment period. In general, more children were at the Building and Integrating levels by the second assessment, indicating growth and development for that particular domain.
Self and Social Development The Percentage of Children at Each Developmental Level by Assessment Period Self and Social Development First Total Number of Children: 25
Second Total Number of Children: 18
60% 51% 50% 37%
40% 29%
30%
25%
27%
20%
15%
10%
7%
6% 0% 0%
2%
0%
0% UR
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
NY
EX
D
B
I
19
Language and Literacy Development The Percentage of Children at Each Developmental Level by Assessment Period Language and Literacy Development First Total Number of Children: 25 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0%
Second Total Number of Children: 18 43% 33%
32%
32%
28%
13% 8% 0% 0%
5%
3% 3%
UR
NY
EX
D
B
I
English Language Development The Percentage of Children at Each Developmental Level by Assessment Period English Language Development First Total Number of Children: 25
Second Total Number of Children: 18 47%
50% 45% 38%
40% 35%
31%
30%
26%
23%
25% 20% 15% 10% 5%
11%
10% 0% 0%
3%
6%
5%
0% UR
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
NY
EX
D
B
I
20
Cognitive Development The Percentage of Children at Each Developmental Level by Assessment Period Cognitive Development First Total Number of Children: 25
Second Total Number of Children: 18
60%
54%
50% 39%
38%
40%
31% 30% 19%
20%
10% 10% 0% 0%
0% 0%
UR
NY
4%
3%
0% EX
D
B
I
Mathematical Development The Percentage of Children at Each Developmental Level by Assessment Period Mathematical Development First Total Number of Children: 25
Second Total Number of Children: 18
45%
41%
40% 33%
35%
31%
30%
30% 25%
22%
20% 13%
15% 10% 5%
12% 9%
6% 3% 0% 0%
0% UR
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
NY
EX
D
B
I
21
Physical Development The Percentage of Children at Each Developmental Level by Assessment Period Physical Development First Total Number of Children: 25
Second Total Number of Children: 18
80% 69%
70% 60% 50%
44%
40% 30% 20% 10%
26%
24%
20%
12% 6% 0% 0%
0% 0%
UR
NY
0%
0% EX
D
B
I
Health The Percentage of Children at Each Developmental Level by Assessment Period Health First Total Number of Children: 25
Second Total Number of Children: 18
80%
70%
70% 60% 50%
43%
40% 30%
28%
23%
19%
20% 10%
0% 0%
1% 0%
UR
NY
6%
5% 6%
0%
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
EX
D
B
I
22
Demographic Data 2013-14 Demographic Fact Sheet for Children Enrolled at Wu Yee Children’s Services Demographics Category Where Children Are Living Hayes Valley, Tenderloin, NOMA Visitacion Valley Ingelside-Excelsior Bayview Nob Hill, Russian Hill North Beach, Fisherman's Wharf Chinatown SoMa Lake Merced Pacific Heights, Western Addition, Japantown Potrero Hill Age Groups Preschool-Aged Toddlers Infants Race Asian Hispanic/Latino African American Multiracial Pacific Islander Unknown/Decline to State Other White Dual Language Learner Status DLL English as Home Language
Prepared by First 5 San Francisco for 2013-14 Databook for Wu Yee – Sunnydale CDC
Wu Yee Children's Services (251 children)
PFA (2,690 children)
9.3% 32.3% 8.5% 22.2% 8.1% 9.3% 8.1% 0.8% 0.4%
8.00% 30.00% 6.50% 18% 5% 5% 5% 5% 5%
0.4% 0.8%
5% 5%
27.3% 36.5% 36.1%
66% 30% 4%
62.2% 26.7% 7.2% 2.0% 0.4% 0.4% 0.4% 0.8%
30% 30% 20% 15% 2% 2% 2% 15%
90% 10%
70% 30%
23