School Age Program Quality Review Instrument
School Age Program Quality Review Instrument

Author: California. State Department of Education

Publisher:

Published: 1988

Total Pages: 24

ISBN-13:

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The School-Age Child Care Program Quality Review Instrument is a compilation of standards designed to measure the quality of a state-funded, center-based child care program for school-age children. These standards were established in compliance with the requirements specified in Sections 8208 and 8463 of California's Education Code. The instrument assesses through observation, documentation, and interviews, the following seven program components: (1) philosophy, goals, and objectives; (2) administration; (3) children's needs, interests, and skills; (4) developmental programming; (5) parent involvement and education; (6) community resources and social services; and (7) program evaluation. The administration component includes three indicators: program management, personnel policies, and staff development. The developmental component contains seven indicators: program documentation, program activities, multicultural curriculum, special needs, personal interactions, materials and equipment, and space management. Depending on the score received, programs are rated excellent, good, adequate, or inadequate. Inadequate programs are required to submit a program improvement plan within 30 calender days of the program quality review. Cross references to Senate Bill 303 and a glossary of terms are appended. (RH)

Program Quality Assessment Handbook
Program Quality Assessment Handbook

Author: Charles Smith (David P. Weikart Center for Youth Program Quality)

Publisher:

Published: 2018

Total Pages: 0

ISBN-13:

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"The Youth Program Quality Assessment (PQA) is a validated instrument designed to evaluate the quality of youth programs and identify staff training needs. It has been used in community organizations, schools, camps, and other places where youth have fun, work, and learn with adults. The Youth PQA is an evidence-based assessment tool. Evidence is gathered through observation and interview. Program staff or an outside specialist observe program activities, take notes, and then conduct an interview with a program administrator. Notes, observations, and interview data are used as evidence to score items. Item scores are combined to create an overall program quality profile. The pyramid below shows the domains of the Youth PQA. Each domain contains a set of specific and observable elements of best practice for working with children and youth."--

Infant and Toddler Program Quality Review Instrument
Infant and Toddler Program Quality Review Instrument

Author: California. Child Development Division

Publisher:

Published: 1988

Total Pages: 34

ISBN-13:

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This program quality review instrument for California's infant and toddler programs focuses on seven functional program components. Components include: (1) philosophy, goals, and objectives; (2) administration; (3) maintenance of a developmental profile on each infant and toddler; (4) provision of a developmental program; (5) parent education and involvement; (6) community resources and involvement; and (7) program evaluation. In assessing the developmental program, the review instrument focuses on the nature of the learning environment; the caregiver's influence on the environment; health, nutrition, language and communication; and emotional, social, physical, cognitive, and creative development. Programs are assessed using indicators and items specified within the functional components, and are rated excellent, good, adequate, or inadequate. If inadequate, programs are required to submit a program improvement plan within 30 days of the program quality review. A glossary of terms used in the instrument is provided. (RH)

Early Childhood Assessment
Early Childhood Assessment

Author: National Research Council

Publisher: National Academies Press

Published: 2008-12-21

Total Pages: 501

ISBN-13: 0309124654

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The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.

Center-based Preschool-age Program Quality Review Instrument
Center-based Preschool-age Program Quality Review Instrument

Author: California. State Department of Education

Publisher:

Published: 1988

Total Pages: 28

ISBN-13:

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This revised Program Quality Review Instrument focuses on the evaluation of seven functional components of center-based, preschool-age child development programs in California. The components are: (1) philosophy, goals, and objectives; (2) administration; (3) assessment of child and family; (4) developmental programming; (5) parent education and involvement; (6) community resources and involvement; and (7) evaluation. The component on developmental programming has six areas for evaluation. Indicators and items for use in assessing program quality are specified within components. The instrument identifies the Child Development Division's expectations for program implementation. The instrument is intended for use not only in reviewing program quality, but also in self-review, as a teaching tool, and as a basis for planning program improvement. Verification of program quality is made through documentation, observation, and interviews. Programs are rated excellent, good, adequate, or inadequate; inadequate programs are required to submit a program improvement plan within 30 days of program review. A glossary of terms used in the instrument is provided. (RH)