The Preschool Program Quality Assessment (PQA), … Preschool Program Quality Assessment (PQA), ......

HighScope Educational Research Foundation

Form B — Agency Items

Second EditionSecond Edition

The

all-in-one

program

assessment

system!

The

all-in-one

program

assessment

system!

The Preschool Program Quality Assessment (PQA), Second Edition, is a rating instrument designed to evaluate the quality of early childhood programs and identify staff training needs. This new edition offers a completely revised format and scoring system for ease of use and greater accuracy. Developed by HighScope Educational Research Foundation, the Preschool PQA is appropriate for use in all center-based early childhood settings, including but not limited to those using the HighScope educational approach. The Preschool PQA is an all-in-one program evaluation system with the following features:

• Assesses key aspects of program quality, including adult-child interaction, learning environment, daily routine, curriculum planning and assessment, parent involvement and family services, staff qualifications and development, and program management

• Includes both classroom- and agency-level items for comprehensive evaluation

• May be administered by trained independent raters or as a self-assessment by program staff

• Provides specific, easily understood quality indicators with objective 5-point rating scales that define quality along a continuum

• Reflects research-based and field-tested “best practices” in early childhood education and care

• Can be aligned with the Head Start Program Performance Standards (see the Preschool PQA Administration Manual)

• Provides reliable, scientifically validated assessment proven in a wide range of early childhood programs and settings

• Can be used as a basis for program accreditation, reporting, monitoring, and training

Training results in the most effec-tive use of the Preschool PQA. To arrange Preschool PQA training for staff members or independent raters who will be completing this instrument, please contact the Training Coordinator, HighScope Educational Research Foundation, 600 North River Street, Ypsilanti, MI 48198-2898; Phone: 1-734-485-2000, ext. 218; FAX: 1-734-485-4467; E-Mail: [email protected]. Or visit the HighScope Web site—www.highscope.org—for more information on training programs or to register online.

P1201

Form BAgency ItemsSections V–VII

Form BAgency ItemsSections V–VII


Published by HighScope® PressA division of the HighScope Educational Research Foundation600 North River StreetYpsilanti, Michigan 48198-2898Phone: 734-485-2000, FAX: 734-485-0704E-mail: [email protected] site: www.highscope.org

Copyright © 2003 HighScope Educational Research Foundation, 600 N. River St.,Ypsilanti, MI 48198.All rights reserved. Except as permitted under the Copyright Act of 1976, no part of this work may bereproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy,recording, or any information storage-and-retrieval system, without prior written permission from the publisher. HighScope is a registered trademark and service mark of the HighScope Educational Research Foundation.ISBN 978-1-57379-137-3

Printed in the United States of America10 9 8 7 6 5 4 3 2 1

Program/Rater Information 1Preschool PQA Items 3Scoring Instructions 4V. Parent Involvement and Family Services 5VI. Staff Qualifications and Staff Development 15VII. Program Management 23Summary Sheet 32

CONTENTS

© 2003 High/Scope Educational Research Foundation.All rights reserved. 1

PRESCHOOL PROGRAM QUALITY ASSESSMENT (PQA)FORM B: AGENCY ITEMS (SECTIONS V–VII)

PROGRAM/RATER INFORMATION

I. PROGRAM INFORMATIONName of agency

Name of center/site

Name of classroom being observed

Program director/administrator or contact person

Name

Position/Title

Telephone ( ) Ext. Fax

E-mail

II. RATER INFORMATIONName

Agency

Position/title

Telephone ( ) Ext. Fax

E-mail

III. PRESCHOOL PQA ADMINISTRATION INFORMATIONDate/time interview began

Date/time interview ended

Comments or notes about administering the

Preschool PQA at this site:

Rater’s signature Date


PRESCHOOL PQA ITEMS

Classroom Items (Form A)

I. LEARNING ENVIRONMENTA. Safe and healthy environmentB. Defined interest areasC. Logically located interest areasD. Outdoor space, equipment, materialsE. Organization and labeling of materialsF. Varied and open-ended materialsG. Plentiful materialsH. Diversity-related materialsI. Displays of child-initiated work

II. DAILY ROUTINEA. Consistent daily routineB. Parts of the dayC. Appropriate time for each part of dayD. Time for child planning

E. Time for child-initiated activitiesF. Time for child recallG. Small-group timeH. Large-group timeI. Choices during transition timesJ. Cleanup time with reasonable choicesK. Snack or meal timeL. Outside time

III. ADULT-CHILD INTERACTIONA. Meeting basic physical needsB. Handling separation from homeC. Warm and caring atmosphereD. Support for child communicationE. Support for non-English speakersF. Adults as partners in play

G. Encouragement of child initiativesH. Support for child learning at group timesI. Opportunities for child explorationJ. Acknowledgment of child effortsK. Encouragement for peer interactionsL. Independent problem solvingM. Conflict resolution

IV. CURRICULUM PLANNING AND ASSESSMENTA. Curriculum modelB. Team teachingC. Comprehensive child recordsD. Anecdotal note taking by staffE. Use of child observation measure

Agency Items (Form B)

V. PARENT INVOLVEMENT AND FAMILY SERVICESA. Opportunities for involvementB. Parents on policy-making committeesC. Parent participation in child activitiesD. Sharing of curriculum informationE. Staff-parent informal interactionsF. Extending learning at homeG. Formal meetings with parentsH. Diagnostic/special education servicesI. Service referrals as neededJ. Transition to kindergarten

VI. STAFF QUALIFICATIONS AND STAFFDEVELOPMENTA. Program director backgroundB. Instructional staff backgroundC. Support staff orientation and supervisionD. Ongoing professional developmentE. Inservice training content and methodsF. Observation and feedbackG. Professional organization affiliation

VII. PROGRAM MANAGEMENTA. Program licensedB. Continuity in instructional staffC. Program assessmentD. Recruitment and enrollment planE. Operating policies and proceduresF. Accessibility for those with disabilitiesG. Adequacy of program funding

Training results in the most effective use of the Preschool PQA.Toarrange Preschool PQA training for staff members or independent raterswho will be completing this instrument, please contact the TrainingCoordinator, High/Scope Educational Research Foundation, 600 NorthRiver Street,Ypsilanti, MI 48198-2898; Phone: 1-734-485-2000, ext. 218;FAX: 1-734-485-4467; E-Mail: [email protected]. Or visit theHigh/Scope Web site—www.highscope.org—for more information on training programs or to register online.

SCORING INSTRUCTIONS

Step 1Conduct interview with the program directoror other knowledgeable staff members. Recordsupporting evidence in the spaces provided ineach row of boxes.

What you see, hear, and write down provides the evi-dence for the level of quality you select in step 3. Usethe standard questions, which appear above the indica-tors, to elicit information. Supporting evidence for theindicator level you choose includes any of the follow-ing, as needed, for each item:• Anecdotes: brief notes on what children and/or staff

actually do and/or communicate• Quotes: what children and/or staff actually say• Materials lists• Diagrams of the room, space, area, and/or outdoor

play yard; sketches and notations• Sequences of daily events and routines• Answers to questions (see specific wording of ques-

tions under relevant items)

Step 2Read each row of indicators. Check one boxper row.

Once you have gathered supporting evidence for anitem, read the rows of indicators that follow it. Basedon the evidence you have gathered in Step 1, place acheckmark (✓) in one and only one box (1, 3, or 5) ofeach row of indicators. Try to complete every row forevery item. If a row of boxes does not apply (for exam-ple, if it is a half-day program without naptime), make anote to that effect next to the row and do not checkany boxes in that row.

Step 3Determine the quality level. Circle the corre-sponding level at the top of the form: 1, 2, 3, 4,or 5.

Determine the quality level for the item using the following criteria:

For items with three or more rows of boxesLevel 1: Half or more of the level 1 boxes are

checked (regardless of the level 3 or level5 boxes that may be checked).

Level 2: Fewer than half of the level 1 boxes arechecked, and some of the level 3 and/orlevel 5 boxes are checked.

Level 3: Half or more of the level 3 boxes arechecked, and no level 1 boxes are checked.

Level 4: Fewer than half of the level 3 boxes arechecked, and the remaining boxes arechecked at level 5.

Level 5: All the level 5 boxes are checked, and nolevel 1 boxes or level 3 boxes are checked.

For items with two rows of boxesLevel 1: Both level 1 boxes are checked.Level 2: One level 1 box and either one level 3

box or one level 5 box are checked.Level 3: Both level 3 boxes are checked.Level 4: One level 3 box and one level 5 box are

checked.Level 5: Both level 5 boxes are checked.

If a row of boxes is “not applicable” or cannot beobserved or determined by interview, compute thequality level based on the number of rows that arecompleted for that item. If and only if no rows arecompleted in the item, check “Not observed orreported” and enter “NR” on the Summary Sheet.

For additional instructions on administering the PreschoolPQA, see the Preschool PQA Administration Manual.

© 2003 High/Scope Educational Research Foundation.All rights reserved.4

y There are no activi-ties or materials to help parents becomeinvolved in the program.

y The program does not encourage parentparticipation.

y There are many parent involvementoptions consistent with a variety ofparent interests and time constraints,e.g., parents may• Volunteer in the classroom• Bring in materials• Attend parent meetings and

workshops• Serve on parent advisory councils • Meet with teachers to discuss

children’s progress• Support children’s learning at

home• Read or contribute to a parent

newsletter

y The program encourages parent participation (e.g., providing childcare, arranging transportation, sched-uling events at times convenient forparents, making reminder phone callsthe day before, networking parentswith one another).

y The program provides someparent-oriented activities or materials to help parentsbecome involved in the program.

y The program sometimesencourages parent partici-pation.

V. PARENT INVOLVEMENT AND FAMILY SERVICESV–A. The program provides a variety of opportunitiesfor parents to become involved in the program.

Standard Questions1. Are parents informed about and involved in program activities? (If yes) How?2. Does the program encourage parent participation? (If yes) How?

y Check here if not observed or reported.

1 2 3 4 5Circle one indicator level for this item based on the scoring rules on page 4.

5© 2003 High/Scope Educational Research Foundation.All rights reserved.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

y There are no programadvisory or policymak-ing committees.

y Parents are not repre-sented on programadvisory or policymak-ing committees.

y Parents have no voicein program policies.

y Program advisory or policy commit-tee(s) exist and meet according to aregular schedule.

y Parents have full representation onprogram advisory and policymakingcommittee(s).

y Parents attend meetings and have asay in establishing program policies.

y Program advisory or policy-making committee(s) existbut do not meet regularly.

y Parents have some represen-tation on program advisoryor policymakingcommittee(s).

y Parents sometimes speak upor vote on program policies.

V. PARENT INVOLVEMENT AND FAMILY SERVICESV–B. Parents are represented on program advisoryand/or policymaking committees.

Standard Questions1. Does the program have an advisory council or other policymaking group? (If yes):

a. Who is on the council/committee?b. How often does it meet?c. What role(s) do the members play?





y Parents are not en-couraged to volunteerin the classroom, goon field trips, or par-ticipate in other activi-ties with children (e.g.,parents not allowedbeyond a certain pointwhen they drop off orpick up children; nosign-up list for parentsto volunteer).

y Program staff tend toavoid or ignore familymembers when theyask about children’sprogram activities.

y Parents are often invited or encour-aged to participate in a variety ofactivities with children (e.g., parentsvolunteer in the classroom and playan active role in the day’s activities,special events, and field trips; parentsbring in recyclables and help to makeplay materials).

y Program staff seek out and approachfamily members to initiate conversa-tions about children’s program activities.

y Parents are sometimes invitedor encouraged to participatein some activities with child-ren (e.g., parents volunteer inthe classroom but performprimarily custodial roles).

y Program staff respond posi-tively to questions from familymembers about children’sprogram activities.

V. PARENT INVOLVEMENT AND FAMILY SERVICESV–C. Parents are encouraged to participate in program activities with children.

Standard Questions1. Do you encourage parents to participate in children’s program activities? (If yes) How?2. Do you inform parents about children’s program activities? (If yes) How?





y Staff and parents donot exchange informa-tion about the curricu-lum and its relation-ship to children’sdevelopment.

y Staff do not seek inputfrom parents aboutthe program and itsrelationship to child-ren’s development.

y Staff and parents exchange informa-tion about the curriculum and itsrelationship to children’s develop-ment (e.g., staff send regular mailingsor newsletters about the programand invite parent reactions; staff and parents interact during pro-gram workshops; staff and parentsexchange frequent informal com-ments about activities; staff inviteobservations and answer questionsfrom parents about the program).

y Staff seek input from parents aboutthe program and its relationship tochildren’s development.

y Staff provide parents withinformation about the cur-riculum and its relationship to children’s development(e.g., an information packet is given or mailed to parents;staff tell parents how the program works).

y Staff sometimes seek inputfrom parents about the pro-gram and its relationship tochildren’s development.

V. PARENT INVOLVEMENT AND FAMILY SERVICESV–D. Staff and parents exchange information aboutthe curriculum and its relationship to children’sdevelopment.

Standard Questions1. Do you inform parents about the curriculum and its relationship to children’s development?

(If yes) How?2. Do parents provide input about the curriculum and its relationship to children’s development?

(If yes) How?





y Staff and parents donot interact informally.

y Staff communicatewith parents in a blunt,distracted, or disinter-ested manner.

y Staff and parents frequently interactinformally to update each otherabout the child’s recent experiences(e.g., conversing during drop-off andpick-up times, bringing in or sendinghome things the child has made,sending notes, making calls).

y Staff use an interested and unhurriedmanner to communicate clearly, hon-estly, and respectfully with parentsabout the program, their children,and issues of interest or concern.

y Staff and parents sometimesinteract informally.

y Staff communicate respectfullywith parents.

V. PARENT INVOLVEMENT AND FAMILY SERVICESV–E. Staff and parents interact informally to shareinformation about the day’s activities and children’sexperiences.

Standard Questions1. Do you interact informally with parents about their children’s daily experiences? (If yes):

a. How?b. How often?





y Staff and parents donot exchange ideas ormaterials to supportchildren’s learning andsocial development athome.

y Staff do not seek inputfrom parents abouthow they are support-ing children’s develop-ment at home.

y Staff and parents exchange manyideas and materials to support child-ren’s learning and social developmentat home (e.g., ideas and materialsmight pertain to the educationalpotential of ordinary householdobjects, how everyday family activi-ties can be social learning experi-ences, how to promote languagedevelopment).

y Staff seek input from parents abouthow they are supporting children’sdevelopment at home and provideparents with additional resources.

y Staff and parents exchangesome ideas or materials tosupport children’s learningand social development athome.

y Staff sometimes seek inputfrom parents about how they are supporting children’sdevelopment at home.

V. PARENT INVOLVEMENT AND FAMILY SERVICESV–F. Staff and parents exchange information abouthow to promote and extend children’s learning andsocial development at home.

Standard Question1. Do you exchange information with parents about supporting children’s learning at home?

(If yes) How?





y Staff do not conducthome visits.

y Staff do not scheduleconferences with eachchild’s parent/guardian.

y Staff do not usevisits/conferences to share informationabout the program and children’s devel-opment.

y Staff conduct home visits for everychild and family.

y Staff schedule two or more confer-ences per year with each child’s parent/guardian.

y Staff use visits/conferences to shareinformation and seek input from parents about the program and children’s development.

y Staff conduct home visits asneeded.

y Staff schedule one conferenceper year with each child’s parent/guardian.

y Staff use visits/conferences to share information aboutthe program and children’sdevelopment.

V. PARENT INVOLVEMENT AND FAMILY SERVICESV–G. Staff members schedule home visits and formalparent conferences to share information with parents and seek input from parents about the program and their children’s development.[Note: Do not count meetings that are specially called by teachers or parents because of problems in the program.]

Standard Questions1. Do you schedule home visits? (If yes):

a. How often?b. What happens during home visits?

2. Do you schedule parent-teacher conferences? (If yes):a. How often?b. What happens during conferences?





y Children are neitherprovided with norreferred for diagnosticand special educationservices.

y Staff do not provideparents with infor-mation to locate oraccess special educa-tion services neededby the child.

y Children are provided with/referredfor diagnostic and/or special edu-cation services as needed for sus-pected or diagnosed disabilities in speech, language, physical, visual,audiological, and social development(and in other areas as needed).

y Staff work together with parents tolocate and access any special educa-tion services needed by the child.

y Children are providedwith/referred for diagnosticand special education services in some areas ofdevelopment.

y Staff give parents informationfor parents to locate andaccess special education services needed by the child.

V. PARENT INVOLVEMENT AND FAMILY SERVICESV–H. The program or its host agency provides diagnostic and special education services for specialneeds children.[Note: Services may be provided directly or through referrals to othercommunity agencies.]

Standard Questions1. Does the program provide diagnostic and/or special education services for children? (If yes):

a. What services?b. How are the services provided?

2. Does the program provide referrals for diagnostic and/or special education services for children? (If yes):a. What referrals?b. How are the referrals made?





y Staff are not aware offamily needs.

y Staff are not aware ofavailable communityresources.

y Staff do not makereferrals to neededfamily services.

y Staff do not facilitateaccess to family services.

y Staff are familiar with family needs(e.g., staff conduct or have access to needs assessments, intake inter-views, or other information-gatheringactivities with families).

y Staff are familiar with resources available in the community (e.g., staffmaintain a library of services andreferral procedures; staff attend community service workshops).

y Staff make referrals to needed familyservices (e.g., brochures and otherinformation are readily available to parents; staff keep lists of localservice providers).

y Staff facilitate access to family servic-es (e.g., staff provide documentationfor parents to share with providers;staff make initial phone call to helparrange appointment; staff help fami-lies find child care or transportationso they can use communityresources).

y Staff have some knowledge of family needs.

y Staff have some knowledge of community resources.

y Staff sometimes make refer-rals to needed family services.

y Staff sometimes facilitateaccess to family services.

V. PARENT INVOLVEMENT AND FAMILY SERVICESV–I. Staff provide parents with referrals and accessto supportive services as needed.

Standard Questions1. How familiar are you (or someone else on staff) with the needs of families and community

resources related to these needs? For example, would you say “not familiar,” “somewhat familiar,” or “very familiar”?

2. Do you (or does someone else on staff) refer families for services or help them access services? (If yes) How are referrals or access to services handled?





y Program activities arenot coordinated withcommunity agenciesand/or the publicschools.

y Staff do not involveparents in programactivities with commu-nity agencies and/orpublic schools.

y Program activities are regularly coor-dinated with community agenciesand/or the public schools (e.g., bymutual referrals, telephone and written contacts, staff participationon community advisory boards,exchanges of information about program goals and activities).

y Staff and parents work together to coordinate program activities with community agencies and/orpublic schools (e.g., staff provide parents with anecdotal notes or other records to share withkindergarten teachers and serviceproviders).

y Program activities are some-times coordinated with community agencies and/orthe public schools.

y Staff sometimes involve par-ents in program activities with community agenciesand/or public schools.

V. PARENT INVOLVEMENT AND FAMILY SERVICESV–J. Program activities are coordinated with community agencies and/or the public schools tofacilitate the delivery of services to families and/orchildren’s transition to kindergarten.

Standard Questions1. Are program activities coordinated with community agencies and/or the public schools

to facilitate service delivery and/or children’s transition to kindergarten? (If yes) How?2. Are parents involved in the coordination and/or transition? (If yes) How?





y The program directordoes not have a bache-lor’s degree in earlychildhood educationor child development.

y The program directordoes not have coursework or training in afield relevant to earlychildhood educationor child development.

y The program directorhas one year or less of relevant job experi-ence.

y The program director has a graduatedegree in early childhood educationor child development.

y The program director has additionalcourse work or training in relatedfields, such as• Curriculum development• Program evaluation• Program management• Staff development

y The program director has 5 or moreyears of relevant job experience thatincludes• Working with young children in a

group setting• Program planning and implemen-

tation• Program evaluation• Staff supervision and development• Program management

y The program director has abachelor’s degree in earlychildhood education or childdevelopment.

y The program director hassome additional course workor training in related fields.

y The program director has2–4 years of relevant jobexperience.

VI. STAFF QUALIFICATIONSAND STAFF DEVELOPMENTVI–A. The program director has the appropriate education, training, and experience.

Standard Questions1. Please describe your education, training, and experience. For example:

a. Do you have a degree? (If yes) In what?b. Have you taken courses or attended other training in child development and/or early childhood

education? (If yes) What courses/training?c. What relevant work experiences have you had, for example, working with young children and

families? Supervising early childhood staff? Evaluating early childhood programs? Managing early childhood programs?





y Fewer than half of the teachers have theappropriate education.

y Fewer than half of the assistants, aides,or paraprofessionalshave the appropriateeducation.

y Head/lead teachersaverage one year orless of relevant jobexperience.

y All the teachers have a bachelor’sdegree or higher in early childhoodeducation, child development, or arelated field.

y All the assistants, aides, and parapro-fessionals have an associate’s degree,CDA, or comparable early childhoodcertification.

y Head/lead teachers average 5 ormore years of relevant job experi-ence with young children including• Program planning and implemen-

tation• Child observation and evaluation• Mentoring other staff

y Half or more of the teachers have the appro-priate education.

y Half or more of the assis-tants, aides, or paraprofession-als have the appropriate edu-cation.

y Head/lead teachers average2–4 years of relevant jobexperience.

VI. STAFF QUALIFICATIONSAND STAFF DEVELOPMENTVI-B. Instructional staff have the appropriate education, training, and experience.

Standard Questions1. Please describe the education and training of your teachers. Do they have degrees or credentials?

(If yes) In what field(s)?2. Please describe the education and training of your assistant teachers and aides. Do they have

degrees or credentials? (If yes) In what field(s)?3. How many years of early childhood experience does each of your head/lead teachers have?





y Support staff are notscreened.

y Support staff are notassigned duties appro-priate to their back-ground and skills.

y Support staff and vol-unteers are not ori-ented and trained inprogram proceduresrelevant to their roles.

y Support staff and vol-unteers do not receiveongoing supervision.

y Support staff are screened withbackground checks and interviews.

y Support staff are assigned dutiesappropriate to their background andskills.

y Support staff and volunteers are oriented and trained in program procedures relevant to their roles.

y Support staff and volunteers receiveongoing supervision.

y Support staff are sometimesscreened.

y Support staff are sometimesassigned duties appropriate totheir background and skills.

y Support staff and volunteersare sometimes oriented andtrained in program proce-dures relevant to their roles.

y Support staff and volunteerssometimes receive ongoingsupervision.

VI. STAFF QUALIFICATIONSAND STAFF DEVELOPMENTVI–C. Support staff (e.g., cook, bus driver, secretary)and volunteers receive the appropriate orientationand supervision.

Standard Questions1. Do you screen support staff? (If yes) How?2. How do you decide what duties to assign support staff?3. Do support staff and volunteers receive any orientation and training? (If yes) What?4. Do you supervise support staff and volunteers? (If yes) How?





y Teachers do not par-ticipate in professionaldevelopment activities.

y Director(s) do notparticipate in profes-sional developmentactivities.

y Support staff do notparticipate in profes-sional developmentactivities.

y All teachers participate in 5 or moreprofessional development activitiesper year.

y Director(s) participate in 5 or moreprofessional development activitiesper year.

y All support staff participate in 5 ormore professional developmentactivities per year.

y Some or all teachers partici-pate in 1–4 professionaldevelopment activities peryear.

y Director(s) participate in 1–4 professional developmentactivities per year.

y Some or all support staff participate in 1–4 professionaldevelopment activities peryear.

VI. STAFF QUALIFICATIONSAND STAFF DEVELOPMENTVI–D. Staff participate in ongoing professional development activities such as conferences,workshops, college-level courses and seminars,compiling or consulting a resource library, teacherexchanges, observation, mentoring, and coaching.

Standard Questions1. Do teachers participate in professional development activities? (If yes):

a. What activities?b. How many participate?c. How many times per year?

2. Do you participate in professional development activities? (If yes):a. What activities?b. How many times per year?

3. Do support staff participate in professional development activities? (If yes):a. What activities?b. How many participate?c. How many times per year?





y Inservice training ses-sion(s) are not offered.

If inservice training is offered

y Inservice trainingaddresses topics unre-lated to early child-hood development and program practices(e.g., how to prepare aresume, making holidaydecorations).


y Training is not basedon a curriculummodel.

y Inservice training sessions areoffered 5 times a year or more.


y Inservice training consistentlyaddresses topics specific to early childhood development and program practices (e.g., social development, promoting early literacy, small-group time).


y Training is based on a consistent curriculum model that integratestheory and practice.

y Inservice training session(s)are offered 1– 4 times a year.


y Inservice training sometimesaddresses topics specific toearly childhood developmentand program practices.


y Training is based on morethan one curriculum model.

VI. STAFF QUALIFICATIONSAND STAFF DEVELOPMENTVI–E. Inservice training sessions are specific to earlychildhood and apply the principles of adult learning.[Note: If Indicator Level 1 is checked in the first row,“Inservice training session(s) are not offered,” do not complete the other rows.Score the entire item as “1.”]

Standard Questions1. Does the agency offer inservice training? (If yes):

a. How many sessions per year?b. What topic(s) does it cover?c. Is it based on one or more curriculum model(s)? (If one) Does the model provide theory?

practice?d. Who provides training? What is the relationship of staff to the trainer(s)?e. How would you characterize training sessions. For example, are they lectures? Do they involve

hands-on activities, discussion, practice?f. Do staff reflect on and share their training and practice experiences? (If yes) How?





(Item VI-E continues on the next page.)


y Staff do not haveongoing relation-ship(s) with the same trainer(s).


y Training sessions are primarily trainer-directed lectures.


y Staff do not reflect onwhat they are doing or share their experi-ences.


y Staff have ongoing relationships with the same trainer(s) that provide continuity and build on staff’s cumulative knowledge.


y Training sessions regularly involvestaff members actively throughhands-on workshops, group discussions, and practice activities.


y Staff regularly reflect on what they are doing and share their experiences.


y Staff sometimes have ongoingrelationship(s) with the sametrainer(s).


y Training sessions sometimesinvolve staff members actively.


y Staff occasionally reflect onwhat they are doing or sharetheir experiences.



y Instructional staff arenot observed or givenfeedback.

y The person responsi-ble for evaluating staffis not familiar with thecurriculum.

y Staff do not participatein the evaluationprocess.

y Instructional staff are observed and given feedback 3 or more times per year.

y The person responsible for evaluat-ing staff is very familiar with the curriculum.

y Staff participate as equals in the evaluation process and discuss waysto build on strengths and improvethe quality of the program based onthe curriculum.

y Instructional staff areobserved and given feedback1–2 times per year.

y The person responsible forevaluating staff is moderatelyfamiliar with the curriculum.

y Staff sometimes participate inthe evaluation process.

VI. STAFF QUALIFICATIONSAND STAFF DEVELOPMENTVI–F. Instructional staff are regularly observed in the program setting and provided with feedback by someone familiar with the curriculum’s goals,objectives, and methods for working with children.

Standard Questions1. Are instructional staff observed in the program and given feedback? (If yes) How often?2. Is the person responsible for evaluating staff unfamiliar, moderately familiar, or very familiar

with the curriculum?3. Do staff participate in the evaluation process? (If yes) How?





y The director andteachers are not members of an earlychildhood professionalorganization.

y The director andteachers do not attendmeetings of an earlychildhood professionalorganization.

y The agency does notreimburse any of thecosts of membershipor attendance atmeetings.

y The director and all of the teachersare members of an early childhoodprofessional organization.

y The director and teachers regularlyattend meetings of an early child-hood professional organization.

y The agency reimburses all of thecosts of at least one membershipand attendance at one meeting.

y The director and some of theteachers are members of anearly childhood professionalorganization.

y The director and teachersoccasionally attend meetingsof an early childhood profes-sional organization.

y The agency reimburses some of the costs of onemembership or attendance at one meeting.

VI. STAFF QUALIFICATIONS AND STAFFDEVELOPMENTVI–G. The director and teachers are affiliated with a local, state, and/or national early childhood professional organization.

Standard Questions1. Are you a member of an early childhood professional organization? (If yes):

a. How often do you attend meetings?b. Does the agency reimburse any of the costs of your membership or attendance at meetings?

2. Are your staff members of an early childhood professional organization? (If yes):a. How many are members?b. How often do they attend meetings?c. Does the agency reimburse any of the costs of their membership or attendance at meetings?





y The program is notlicensed.

y The program does notmeet state and/orlocal standards.

y The program is licensed.

y The program meets state and/orlocal standards for building codes,fire safety, health and sanitation, natu-ral disasters and emergencies, andother policies and procedures toprotect children, families, and staff.

y The program is provisionallylicensed.

y The program meets someand/or is actively working onmeeting state and/or localstandards.

VII. PROGRAM MANAGEMENTVII–A. The program is licensed based on regulationspassed by the state and/or local licensing agencies.

Standard Questions1. Does your program have a license or a provisional license? (If no license or a provisional license):

a. What licensing standards are not met by your program?b. Are you working on meeting these standards? (If yes) How?





y Based on enrollment,there are 21 or more children perclassroom.

y Based on enrollment,there are 11 or morechildren per classroomadult.

y Teacher turnover ishigh at 40% or morein the past 12 months.

y Based on enrollment, there are 18 or fewer children per classroom.

y Based on enrollment, there are 9 orfewer children per classroom adult.

y Teacher turnover is low at 10% or less in the past 12 months.

y Based on enrollment, thereare 19–20 children per classroom.

y Based on enrollment, thereare 10 children per classroomadult.

y Teacher turnover is moderateat 11%–39% in the past 12months.

VII. PROGRAM MANAGEMENTVII–B. Program policies promote continuity of careby classroom adults (paid staff who work directlywith children.)

Standard Questions1. How many children are enrolled in the classroom(s) being observed?2. How many enrolled children per adult are there in the classroom(s) being observed?3. How many teaching staff are in the program? How many have left or been replaced

in the past 12 months?





y Staff have not assessedthe program withinthe last year.

y Program assessment isnot used to measureimplementation.

y There is no systematicprocedure to build onstrengths and improvethe program.

y Staff have assessed the program twoor more times within the last year.

y Program assessment measures allaspects of implementation including• Classroom practices• Planning and evaluation proce-

dures• Parent involvement• Administrative procedures

y Results of the assessment are systematically used to build onstrengths and improve the programincluding• Identifying inservice training needs• Revising management practices• Seeking additional resources

y Staff have assessed the program once within the last year.

y Program assessment measures some aspects of implementation.

y Results of the assessment aresometimes used to build onstrengths and improve theprogram.

VII. PROGRAM MANAGEMENTVII–C. Staff regularly conduct a program assessmentand use the results to improve the program.

Standard Questions1. Do staff assess the program? (If yes):

a. How many times have they assessed the program within the last year?b. What aspects of the program have been assessed?c. How are the results of the program assessment used?





y The program has nochild recruitment andenrollment plan. Child-ren are recruited atrandom.

y Parents do not receiveenrollment materials.

y Parents and childrendo not spend time atthe program prior tothe child’s first day.

y The program has a fully developedand documented child recruitmentand enrollment plan that includesprocedures for selection and place-ment.

y Parents receive enrollment materials,including• Program overview• School calendar• Information and permission forms• School policies• Payment schedule• Enrollment procedures• Withdrawal procedures

y Parents and children spend 2 ormore hours at the program prior tothe child’s first day (e.g., observing,talking to teachers, meeting otherparents and classmates, visiting andplaying).

y The program has a partiallydeveloped child recruitmentand enrollment plan.

y Parents receive some enroll-ment materials.

y Parents and children spend 1 hour at the program priorto the child’s first day.

VII. PROGRAM MANAGEMENTVII–D. The program has a child recruitment andenrollment plan.

Standard Questions1. Do you have a plan for recruiting and enrolling children? (If yes):

a. What does the plan cover?b. Is the plan written down or otherwise documented?

2. Do parents receive enrollment materials? (If yes) What materials?3. Do parents and children spend time in the program before the child’s first day? (If yes):

a. How much time?b. What do they do during this time?

4. Are there non–English-speaking families or parents/guardians with disabilities in your program? (If yes)How do you make program information materials available to them?





If Applicable*y No effort is made to

make program infor-mation available topersons who speakother languages orwho have disabilities.

If Applicable*y A variety of efforts are made to

make program information availableto persons who speak other lan-guages or who have disabilities (e.g., parent handbook translated or printed in large type).

If Applicable*y Limited efforts are made to

make program informationavailable to persons whospeak other languages or whohave disabilities.


* If Applicable: If there are parents/guardians who do not speak English or have disabilities.


y There is no atten-dance policy.

y There is no weatherpolicy.

y There is no illness policy.

y There is no medica-tion policy.

y There is no disciplinepolicy.

y There is a written attendance policythat is known by staff and parentsand is consistently implemented.

y There is a written weather policythat is known by staff and parentsand is consistently implemented.

y There is a written illness policy thatis known by staff and parents and isconsistently implemented.

y There is a written medication policythat is known by staff and parentsand is consistently implemented.

y There is a written discipline policythat is known by staff and parentsand is consistently implemented.

y There is an unwritten (informal) attendance policy.

y There is an unwritten (informal) weather policy.

y There is an unwritten (informal) illness policy.

y There is an unwritten (informal) medication policy.

y There is an unwritten (informal) discipline policy.

VII. PROGRAM MANAGEMENTVII–E. The program has a fully developed set of operating policies and procedures.

Standard Questions1. For each of the following topics, does your agency have: an unwritten policy? a written policy?

a procedure for implementing the policy consistently?a. Attendanceb. Weatherc. Illnessd. Dispensing medication e. Disciplinef. Accidents and emergenciesg. Reporting child abuse and neglecth. Confidentialityi. Grievances





y There is no accidentand emergency policy.

y There is no policy forreporting child abuseand neglect.

y There is no confiden-tiality policy.

y There is no grievancepolicy.

y There is a written accident andemergency policy that is known bystaff and parents and is consistentlyimplemented.

y There is a written policy for report-ing child abuse and neglect that isknown by staff and parents and isconsistently implemented.

y There is a written confidentiality poli-cy that is known by staff and parentsand is consistently implemented.

y There is a written grievance policythat is known by staff and parentsand is consistently implemented.

y There is an unwritten (informal) accident and emergency policy.

y There is an unwritten (informal) policy for report-ing child abuse and neglect.

y There is an unwritten (infor-mal) confidentiality policy.

y There is an unwritten (informal) grievance policy.



y Program facilities arenot barrier-free andaccessible to personswith disabilities.

y There are no plans to make the facilitybarrier-free.

y Program facilities are barrier-free and accessible to persons with disabilities. Features include• Ramps• Wide doors• Accessible bathrooms• Accessible storage (shelves,

hooks)• Handicapped parking

y Barrier-free features are well maintained.

y Some program facilities arebarrier-free and accessible topersons with disabilities.

y There are specific plans tomake the facility barrier-free.

VII. PROGRAM MANAGEMENTVII–F. The program is accessible to those with disabilities.

Standard Questions1. Does your program have the following facilities to make it accessible to those with disabilities?

a. Rampsb. Wide doorsc. Accessible bathrooms and bathroom fixturesd. Accessible storage (shelves, hooks)e. Handicapped parking

2. (If yes to any/all of the above) Are these facilities well maintained?3 (If no to any of the above) Are there plans to make these facilities available? (If yes) What?





y Funds are not ade-quate to correctunsafe conditions orto alleviate shortagesof equipment and supplies.

y Funds are not ade-quate to attract andemploy qualified staff.

y Staff developmentfunds are not adequateto pay authorizedexpenses for any staff.

y Funds are not ade-quate to cover any of the expenses asso-ciated with parentinvolvement and family-oriented activities.

y Funds are adequate to keep theclassroom safe and well suppliedwith instructional equipment andmaterials.

y Funds are adequate to attract andemploy qualified staff at all levels.Salaries and benefits match orexceed those at comparable agencies.

y Staff development funds are ade-quate to pay authorized expenses for all staff including workshop andconference fees, transportation, perdiem, and substitute teacher costs.

y Funds are adequate to cover all ofthe expenses associated with parentinvolvement and family-orientedactivities including child care duringmeetings, materials and refreshments,and publication and distribution ofmanuals, newsletters, and otherresources.

y Funds are adequate to provide for some but not all aspects of safety, equip-ment, and supplies.

y Funds are adequate to attractand employ qualified staff atsome levels.

y Staff development funds areadequate to pay authorizedexpenses for some staff.

y Funds are adequate to coversome of the expenses associ-ated with parent involvementand family-oriented activities.

VII. PROGRAM MANAGEMENTVII–G. The program is adequately funded.

Standard Questions1. For each of the following, please describe whether your program is funded inadequately,

partially, or fully:a. Keeping the classroom safe and well supplied with instructional equipment and materialsb. Attracting and employing qualified staff at all levels, including salaries and benefitsc. Covering staff development expenses, including workshop and conference fees, transportation,

per diem, and substitute teacher costsd. Covering family involvement expenses including child care during meetings, materials and

refreshments, and publication and distribution of manuals, newsletters, and other resources





PRESCHOOL PROGRAM QUALITY ASSESSMENT (PQA): SUMMARY SHEETFORM B: AGENCY ITEMS (SECTIONS V–VII)

V. PARENT INVOLVEMENT AND FAMILYSERVICES

___ A. Opportunities for involvement

___ B. Parents on policy-making committees

___ C. Parent participation in child activities

___ D. Sharing of curriculum information

___ E. Staff-parent informal interactions

___ F. Extending learning at home

___ G. Formal meetings with parents

___ H. Diagnostic/special education services

___ I. Service referrals as needed

___ J. Transition to kindergarten

VII. PROGRAM MANAGEMENT

___ A. Program licensed

___ B. Continuity in instructional staff

___ C. Program assessment

___ D. Recruitment and enrollment plan

___ E. Operating policies and procedures

___ F. Accessibility for those with disabilities

___ G. Adequacy of program funding

Director’s Name: Program Name

Rater’s Name: Date of Assessment:

Enter the numerical rating (1, 2, 3, 4, or 5) for each item. Refer to the Scoring Instructions on page 4. If an item was not rated, enter “NR.”

VI. STAFF QUALIFICATIONS AND STAFF DEVELOPMENT

___ A. Program director background

___ B. Instructional staff background

___ C. Support staff orientation and supervision

___ D. Ongoing professional development

___ E. Inservice training content and methods

___ F. Observation and feedback

___ G. Professional organization affiliation

_____ NUMBER OF AGENCY ITEMS NOT RATED(Number of items marked “NR”)

_____ NUMBER OF AGENCY ITEMS RATED(24 minus the number not rated)

_____ TOTAL AGENCY SCORE(Sum of scores on rated items)

_____ AVERAGE AGENCY SCORE(Total score ÷ Number of items rated)


HighScope Educational Research Foundation

Form B — Agency Items


The

all-in-one

program

assessment

system!

The

all-in-one

program

assessment

system!

The Preschool Program Quality Assessment (PQA), Second Edition, is a rating instrument designed to evaluate the quality of early childhood programs and identify staff training needs. This new edition offers a completely revised format and scoring system for ease of use and greater accuracy. Developed by HighScope Educational Research Foundation, the Preschool PQA is appropriate for use in all center-based early childhood settings, including but not limited to those using the HighScope educational approach. The Preschool PQA is an all-in-one program evaluation system with the following features:

• Assesses key aspects of program quality, including adult-child interaction, learning environment, daily routine, curriculum planning and assessment, parent involvement and family services, staff qualifications and development, and program management

• Includes both classroom- and agency-level items for comprehensive evaluation

• May be administered by trained independent raters or as a self-assessment by program staff

• Provides specific, easily understood quality indicators with objective 5-point rating scales that define quality along a continuum

• Reflects research-based and field-tested “best practices” in early childhood education and care

• Can be aligned with the Head Start Program Performance Standards (see the Preschool PQA Administration Manual)

• Provides reliable, scientifically validated assessment proven in a wide range of early childhood programs and settings

• Can be used as a basis for program accreditation, reporting, monitoring, and training

Training results in the most effective use of the Preschool PQA. To arrange Preschool PQA training for staff members or independent raters who will be completing this instrument, please contact the Training Coordinator, HighScope Educational Research Foundation, 600 North River Street, Ypsilanti, MI 48198-2898; Phone: 1-734-485-2000, ext. 218; FAX: 1-734-485-4467; E-Mail: [email protected]. Or visit the HighScope Web site—www.highscope.org—for more information on training programs or to register online.

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