Fluent Essays

InstructionsBefore submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.RubricThis assessment has two-parts. Click each of the items below to complete this assessment.Part I: Program Assessment ToolsAccess the following to complete this Assessment:Document #1: Walden Field Letter. You may wish to provide the program you choose with this letter from Walden University’s Program Director for the Master of Science in Early Childhood Studies.Document #2: NAEYC Early Childhood Program Standards and Accreditation Criteria OverviewDocument #3: NAEYC Early Childhood Program Standards and Accreditation CriteriaDocument #4: NAEYC’s Engaging Diverse Families Self-Assessment ChecklistWebsite: NAEYC Accredited Program SearchReview the “NAEYCs Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4) provided as part of this Work Product. In a 1- to 2-page paper:Explain the purpose of the “NAEYC Early Childhood Program Standards and Accreditation Criteria” and the importance of using them to for assessing program quality.Explain how the “NAEYC Engaging Diverse Families Self-Assessment Checklist” is a useful tool in program evaluation.Part II of your Assessment requires that you use the NAEYC Early Childhood Program Standards and Accreditation Criteria and the NAEYC Engaging Diverse Families Self-Assessment Checklist to evaluate an early childhood program. Using the NAEYC Accredited Program Search, begin researching and contacting NAEYC Accredited programs in your area to determine if you can complete your assignment at that facility. Your local NAEYC Affiliate Groups may be beneficial, if you are having difficulty connecting with a program.PART II of your Assessment requires that you complete Part 7 of the “NAEYCs Early Childhood Program Standards and Accreditation Criteria” and two other portions of the Assessment instrument. To complete this instrument and the “NAEYC Engaging Diverse Families Self-Assessment Checklist,” you will need to both observe within the early childhood environment and conduct staff interviews to determine compliance with factors that can’t be observed. Be sure to carefully review Part 7, the additional criteria you have selected, and the Checklist prior to arriving at the program.Note: When completing the “NAEYCs Early Childhood Program Standards and Accreditation Criteria,” you will mark “Yes” or “No” for each criteria—based on whether it is present or absent. For the Checklist, you will need to record program responses in the corresponding sections of the instrument.Part II: Using Accreditation Standards to Evaluate an Early Childhood ProgramAfter identifying an NAEYC accredited center and conducting your observations and interviews, you will develop a compilation of strengths and opportunity based on your results. Develop a list of what was marked as “Yes” and “No” across each instrument, and compile and overall list of what you see as the programs overall strengths and areas of opportunity.Share your evaluation with the director of the center or a colleague. The colleague could be another student engaged in this competency or a colleague in the early childhood profession. Collaborate with him or her to develop at least two recommendations to strengthen or improve this program. Based on your interviews, notes, observations, and collaboration, write a 6- to 8-page paper that includes the following:A narrative evaluation of the program’s quality in relation to Standard #7, “Families,” and the two additional standards you chose. Your evaluation should describe areas of strength and opportunity for this program. Support your evaluation with specific evidence related to “NAEYC Program Standards and Accreditation Criteria,” your observations, and your interviews.At least two recommendations you have for this program based on the standards. Your recommendations must be grounded in the professional knowledge base.An evaluation of your collaboration experience, including a description of the skills or tools you used to collaborate. How did your work with the director or colleague inform the development of your recommendations? ep004_rubric.pdf ep004_assessment_program_self_assessment.xlsm ep004_assessment_criteriaandstandards.pdf ep004_assessment_overviewstandards.pdf ep004_walden_field_letter__002_.pdf Unformatted Attachment Preview CECS EP004: Evaluating Program Quality Assessment Rubric 0 1 2 3 Not Present Needs Improvement Meets Expectations Exceeds Expectations Sub-Competency 1: Explain the purpose and importance of the NAEYCs Early Childhood Program Standards and Accreditation Criteria. Learning Objective Description of the “NAEYC Response vaguely and/or Response clearly describes Demonstrates the same 1.1 Early Childhood Program partially describes purpose purpose and importance of level of achievement as Explain the purpose Standards and and importance of the the “NAEYC Early “2,” plus the following: and importance of the Accreditation Criteria” is “NAEYC Early Childhood Childhood Program Response includes relevant NAEYC Early Childhood missing. Program Standards.” Standards” and describes examples from personal Program Standards and key concepts embedded in experience and/or Accreditation Criteria. the standards. professional practice. Sub-Competency 2: Explain the importance of applying NAEYC Principles of Family Engagement in assessing program quality. Learning Objective Explanation is missing. Response vaguely and/or Response clearly and Demonstrates the same 2.1: partially explains the logically explains the level of achievement as Explain the importance importance of applying importance of applying “2,” plus the following: of applying NAEYC’s “NAEYC’s Engaging Diverse “NAEYC’s Engaging Diverse Engaging Diverse Families Self-Assessment Families Self-Assessment Response includes relevant Families SelfChecklist” and the “NAEYC Checklist” and the “NAEYC examples from personal Assessment Checklist Principles of Family Principles of Family experience and/or and NAEYC’s Principles Engagement” to assess Engagement” to assess professional practice. of Family Engagement. and support program and support program quality. quality. Sub-Competency 3: Evaluate an early childhood program using NAEYC Early Childhood Program Standards and Accreditation Criteria in order to recommend strategies to strengthen or improve the program Learning Objective Analysis is incoherent or Analysis of evidence is Analysis of evidence Demonstrates the same 3.1: missing. incomplete or vague and related to Standard 7 and level of achievement as Analyze evidence to supported by superficial two additional standards is “2,” plus the following: identify relative examples from the clear and supported by Analysis is highly ©2014 Walden University 1 0 Not Present strengths and opportunities in an early childhood program. 1 Needs Improvement observations and interviews. 2 Meets Expectations logical examples from your observations and interviews. Analysis includes both strengths and weaknesses, if appropriate. Learning Objective 3.2: Recommend strategies for program improvement. Recommended strategies are incoherent or missing. Recommended strategies are loosely described and only vaguely connected to evidence. Recommended strategies are clearly described, logically connected to evidence, and developmentally appropriate. 3 Exceeds Expectations developed and supported by a variety of compelling examples from the observations and interviews. Demonstrates the same level of achievement as “2,” plus the following: More than two logical recommendations are included. At least two recommendations are included. Response is supported by logical connections to the professional knowledge base. Professional Skill 004: Collaboration: Use collaborative skills and tools to work effectively with diverse stakeholders to achieve a common goal. Learning Objective Explanation is missing. Response includes an Response includes a clear Response includes a PS 4.1: explanation of how and complete explanation cohesive analysis with Explain how compromise, mutual of how compromise, examples explaining how compromise, mutual respect, and shared mutual respect, and compromise, mutual respect, and shared responsibility help diverse shared responsibility help respect, and shared responsibility help stakeholders achieve a diverse stakeholders responsibility help diverse diverse stakeholders common goal; however achieve a common goal. stakeholders achieve a ©2014 Walden University 2 0 Not Present 1 2 Needs Improvement Meets Expectations achieve a common the explanation is unclear goal. or incomplete. Professional Skill 001: Written Communication: Demonstrate graduate-level writing skills. Learning Objective Multiple major and minor Multiple minor errors in Writing reflects competent PS 1.1: errors in grammar, grammar, spelling, and/or use of standard edited Use proper grammar, spelling, and/or mechanics mechanics are distracting American English. spelling, and are highly distracting and and negatively impact mechanics. seriously impact readability. Errors in grammar, readability. spelling, and/or mechanics do not negatively impact readability. Learning Objective Writing is poorly organized Writing is loosely Writing is generally wellPS 1.2: and incoherent. organized. Limited use of organized. Introductions, Organize writing to Introductions, transitions, introductions, transitions, transitions, and enhance clarity. and conclusions are and conclusions provides conclusions provide missing or inappropriate. partial continuity. continuity and a logical progression of ideas. Learning Objective Writing does not integrate Writing loosely integrates Writing sufficiently PS 1.3: appropriate resources and some appropriate integrates appropriate Support writing with content in support of ideas resources and content in resources (which may appropriate resources. and argument. support of ideas and include peer-reviewed argument. resources) and content in support of ideas and argument. Learning Objective APA conventions are not APA conventions for APA conventions for PS 1.4: applied. attribution of sources, attribution of sources, Apply APA style to structure, formatting, etc., structure, formatting, etc., written work. are applied inconsistently. are generally applied correctly in most instances. Sources are generally cited appropriately and ©2014 Walden University 3 Exceeds Expectations common goal. Grammar, spelling, and mechanics reflect a high level of accuracy in standard American English and enhance readability. Writing is consistently well-organized. Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow. Writing effectively integrates appropriate resources (which may include peer-reviewed resources) and content to support and expand upon ideas and arguments. APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and 3 Learning Objective PS 1.5: Use appropriate vocabulary and tone for the audience and purpose. ©2014 Walden University 0 Not Present 1 Needs Improvement Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed. Vocabulary and tone have limited relevance to the audience. 2 Meets Expectations accurately. Vocabulary and tone are generally appropriate for the audience and support communication of key concepts. 3 Exceeds Expectations accurately. Vocabulary and tone are consistently tailored to the audience and effectively and directly support communication of key concepts. 4 Program Self-Assessment C NAEYCs Engaging Diverse Families Proj Family participation in decision making and goal setting. Our program invites families to actively take part in making decisio set goals for children’s education and learning both at home and at school. Feature Yes Yes, but… No No, but… We ask families about their hopes and expectations for their child either in writing or in person We conduct parent-teacher conferences at least twice a year During conferences, teachers and families jointly set goals for children’s education and learning at home and at school Teachers and families regularly share information and discuss children’s progress toward achieving goals Teachers plan and implement a curriculum that supports each child’s development and growth Two-way communication. Strategies allow for both school- and family-initiated communication that is timely and continuous program. Communication takes multiple forms and reflects each family’s language preference. Feature Program offers multiple ways of communicating: We ask families to indicate their preferred mode(s) of communication We document communication and/or contact with families to track effectiveness (e.g., using the Family Checklist) We conduct home visits Yes Yes, but… No No, but… Staff engage families in face-to-face conversations at drop-off and pickup times We initiate conversations by phone or through e-mail, as needed We create bulletin boards that are informative, up-to-date, and interactive (e.g.,provide sign-ups) We written daily or weekly communication about the child’s activities We pass journals or logs between home and school We send e-mail updates to families We use online technology to communicate with families (e.g., on the program website, in blogs about classroom activities, through photosharing sites, etc.) We encourage families to use online groups/listservs to communicate with one another We regularly share new photos of classroom activities Program environment is welcoming to families: We post and update information about staff (e.g., bios, background, photos, etc., on a bulletin board) We ensure that communications (written and verbal) are inclusive of all family constellations We schedule one-to-one enrollment sessions We offer an orientation session for families We provide interpreter services as needed We translate written materials as needed We provide child care for events or include younger and older siblings in activities We provide or arrange for meals/snacks at events We invite all family members to events and activities We set aside physical space for family use (e.g., a lounge area with adult-size furniture) We require staff to wear nametags We create a family directory We maintain an open-door policy We post signs clearly showing classroom locations, etc. Signs and other forms of written print are in families’ home languages and in English (e.g., we label classroom shelves, welcome signs, bulletin boards in multiple languages) Reciprocal relationships. Our program and families benefit from shared resources and information. We invite families to shar life of the school. Teachers seek information about children’s lives, families, and communities and integrate this information Feature Program encourages families to share their knowledge and skills: We provide a list of jobs and/or ideas for volunteer opportunities We inventory parent skills and talents Family skills, talents, and financial means are matched with program need We host social/fun events and activities We ask about a child’s life, family, and community (e.g., cultural, ethnic, and We ask families for ideas for incorporating their language, culture, and community into the curriculum We encourage families to contribute knowledge, skills, talents, and materials (e.g., music, crafts, games, toys, books, clothing, photographs, etc.) to the program Yes Yes, but… No No, but… We integrate information about children’s lives, families, and communities into: a. curriculum webs b. daily/weekly classroom schedules c. books, toys, posters, dramatic play, classroom props, photos, etc. d. menus Learning activities at home and in the community. Our program uses learning activities at home and in the community to en to create a learning environment beyond the program. Feature Program provides resources to encourage learning at home: We provide literacy bags, lending library, etc., for children We have a lending library for adults Early learning ideas/activities/information are conveyed via our program and/or We provide information on free/lowcost community activities and resources that support early learning Program promotes learning activities in the community: We collaborate with community groups to ensure responsiveness to the needs and interests of families and children Staff attend community events and/or we invite the larger community to program events We provide adult classes/programs or referrals that support the parenting role We provide adult education (e.g., GED, ESL classes) and/or referrals We provide other support/social services and/or referrals Yes Yes, but… No No, but… Family participation in program-level decisions and wider advocacy efforts. Our program invites families to actively take pa families to advocate for early childhood education in the wider community. Feature Yes Yes, but… No No, but… Families serve on program boards and committees. Staff offer information and training to help families learn about and prepare for advocacy efforts We inform family members about the need for advocacy (e.g., letter writing campaigns, visiting legislators, testifying before decision-making bodies, etc.) and encourage their participation A comprehensive program-level system. Our program institutionalizes family engagement policies and practices and ensures to fully engage families. Feature Policies and practices are shaped by an overarching vision for the program: Inclusive standards related to diversity, anti-bias, family engagement, etc., are reflected in: a. program policy, mission, and vision statement b. enrollment/orientation information and forms c. handbook, newsletter, and other communication d. a structured or formal anti-bias and/or diversity curriculum e. ongoing professional development addressing issues involved in working effectively with diverse families (e.g., cultural competence, anti-bias, communication skills, second language acquisition, immigration, etc.) Yes Yes, but… No No, but… f. diverse teaching staff reflecting the community the program serves g. a family worker(s) or specialist ssessment Checklist g Diverse Families Project take part in making decisions concerning their children’s education. Our staff collaborate with families to Dont know Not applicable Comments, examples, sources of evidence hat is timely and continuous. Conversations focus on a child’s educational experience as well as the larger Dont know Not applicable Comments, examples, sources of evidence n. We invite families to share their unique knowledge and skills and encourage active participation in the d integrate this information into their curriculum and instructional practices. Dont know Not applicable Comments, examples, sources of evidence and in the community to enhance each child’s early learning and encourage and support families’ efforts Dont know Not applicable Comments, examples, sources of evidence s families to actively take part in making decisions about program plans and operations. We also invite Dont know Not applicable Comments, examples, sources of evidence es and practices and ensures that teachers, administrators, and other staff, receive the supports they need Dont know Not applicable Comments, examples, sources of evidence NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment This document incorporates the language of all NAEYC Early Childhood Program Standards and Accreditation Criteria, including 39 criteria that are not currently assessed by the NAEYC Academy. (For more information about criteria that the Academy does not currently assess, click here). When applicable, the language of the criteria includes Guidance for Assessment, which both explains how the criteria are assessed by NAEYC and clarifies the intent of the criteria. On April 1, 2014, five criteria were revised to reflect current best practice. Read more. The entries below contain the following information: Guidance for Overall Rating Gray background; justified left; applies to overall criterion to indicate when an overall rating is appropriate. Guidance for Specific Indicator Gray background; indented; applies to indicator listed above. Criterion Number 3.B.12 Assessment Category Required Always Assessed Randomly Assessed Emerging Practice Not Currently Assessed T-P-K Random Source(s) of Evidence O = Observable Criteria PP = Program Portfolio CP = Classroom Portfolio TS = Teaching Staff Survey FS = Family Survey O, FS, PP Rate ‘NoOpp’ if no challenging behaviors are observed. Teachers address challenging behavior by a assessing the function of the child’s behavior. convening families and professionals to develop individualized plans to address b behavior. Rate ‘NoOpp’ if no evidence is seen in the classroom. The individualized plans do not have to be formal IEPs, but may consist of informal meetings, phone calls, emails, and/or other modes of communication to discuss plans to address the behaviors. c Guidance for Overall Criterion Gray background; justified left; applies to entire criterion and all indicators; bolded print indicates new guidance. Age Category I = Infant T = Toddler/Two P = Preschool K = Kindergarten using positive behavior support strategies. Evidence may include such things as policies, examples of how the program addressed a challenging behavior in the past, or notes between parents and teachers. Definition of challenging behavior: “Challenging behavior is any behavior that (1) interferes with children’s learning, development and success at play, (2) is harmful to the child, other children, or adults, [or] (3) puts a child at high risk for later social problems or school failure.” (Kaiser & Rasminsky, Challenging Behavior in Young Children (2nd Ed.), Pearson Education Inc., 2007, p. 8). Examples of challenging behavior: Physical aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You can’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows directions or observe classroom rules.) When reading guidance, note the possible ratings used by NAEYC Assessors and their definitions below:  ‘Yes’: Evidence is found; criterion or indicator is met.  ‘No’: No evidence is found, or evidence is insufficient to meet criterion or indicator.  ‘N/A’ (Not Applicable): The criterion or indicator does not apply to this group. The ‘N/A’ rating is only available if it is noted.  ‘NoOpp’ (No Opportunity): There was no opportunity to observe the criterion or indicator during the specific observation. The ‘NoOpp’ rating is only available if it is noted. While ‘NoOpp’ may be used for a specific, timelimited observation, it is expected that groups display evidence of the criterion sometime throughout the day.  ‘Not Age’: The criterion or indicator does not apply to the age category being observed. The ‘Not Age’ rating is only available if it is noted. Definitions of terms used throughout guidance:  ‘Varied’ or ‘Multiple’: More than one.  ‘Such as’ or ‘for example’: Examples which may be used as evidence but do not necessarily need to be seen to meet the criterion or indicator. © 2014. National Association for the Education of Young Children. This form may be reproduced for use by programs seeking or maintaining NAEYC Accreditation. All rights reserved. Updated April 1, 2014 NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment, Page 2 of 96 Standard 1 – Relationships 1.A. – Building Positive Relationships among Teachers and Families a I-T-P-K Random O, FS, CP 1.A.01 Teachers work in partnership with families, establishing and maintaining regular, ongoing, two-way communication. Look for examples of TWO-WAY communication efforts by teaching staff with families of children in the classroom. Rate ‘Yes’ if ... Purchase answer to see full attachment