Curriculum and Assessment: Program Evaluation

Quality Indicators of Inclusive Early Childhood Programs/Practices

Compilation of selected resources from the National Early Childhood Technical Assistance Center Sept. 2010

Classroom Assessment Scoring System (CLASS)

Assesses classroom quality in preK through grade 3 based on teacher–student interactions in the classroom. CLASS was developed, tested, and researched for over a decade in more than 3,000 classrooms. It can be used for accountability efforts, program planning, professional development, and research. Contains three crucial domains of teacher–student interaction: Emotional Support, Classroom Organization and Instructional Support.

Creative Curriculum for Preschool-Implementation Checklist

The Creative Curriculum® for Preschool Implementation Checklist is designed to assess how well the Creative Curriculum is being implemented as intended. The Implementation Checklist is designed to be used with its related forms: Classroom Profile and Progress and Planning Form. The Implementation Checklist is a tool designed for various uses by teachers, administrators/supervisors, and trainers. The Classroom Profile enables administrators/supervisors to maintain records on individual classrooms. The Progress and Planning Form can be used to guide teachers in their implementation of The Creative Curriculum. Developers field tested the instrument in a variety of programs (e.g., Head Start, public school Pre-K, child care) in six different states.

Division for Early Childhood (DEC) Recommended Practices – Revised Ed.

Offers a framework for practices in early intervention/early childhood special education. Identifies 240 practices arranged in 7 categories – Assessment / Child-Focused / Family Based / Interdisciplinary Models/Technology Application / Policies, Procedures, & System Change / Personnel Preparation. Guide and individual workbook. Division for Early Childhood, 2005. DEC Recommended Practices (pdf) Email:[email protected]; Phone: (406) 543-0872

Early Language and Literacy Classroom Observation Toolkit (ELLCO)

Designed for pre-K through 3rd grade, but ideal for pre-K and K settings (children 3 through 5 years). Assesses literacy and language practices and materials in 3 main parts: literacy environment checklist / classroom observation & teacher interview / literacy activities rating scale. Contains 14 observation items rated on a 5-point rubric. Takes 1 to 1.5 hours to administer. Can be used as a peer mentoring tool or administered by a supervisor or trained rater. Excellent tool for identifying a program’s language and literacy practices strengths & deficits and for setting improvement goals. Manual and rating booklets. Paul H. Brookes Publishing, 2002.

Child/Home Early Language and Literacy Observation (CHELLO)

Observation tool designed to rate the early literacy environment in home-based child care settings that serve children from birth to 5 years. Reliable and field-tested. Results yield profiles of materials and practices, guidance for improving literacy supports, and changes over time. Measures provider/child interactions/literacy in the environment/ and specific literacy strategies. Can be completed in 2 hours or less.

Early Childhood Environment Rating Scale – Revised (ECERS-R) 2005

Designed for use in child care, preschool, and kindergarten classrooms serving children 2 1/2 through 5 years. High reliability and validity. Can be used as a self assessment or monitoring tool for program improvement. The 43 items are scored on a 7-point scale in these categories: space & furnishings / personal care routines / language-reasoning / activities / interactions / program structure; parents & staff.

Infant/Toddler Environment Rating Scale, Revised 2006

The ITERS-R is designed for use in center-based child care programs for infants and toddlers up to 30 months of age. Can be used as a self assessment or monitoring tool for program improvement. High reliability and validity ratings. Contains 7 subscales: Space and Furnishings / Personal Care Routines / Listening and Talking / Activities / Interaction / Program Structure / Parents and Staff.

Family Child Care Environment Rating Scale, Revised (FCCERS-R), 2007

This is the revised The Family Day Care Rating Scale. Designed for use in family child care programs, serving children from infancy through school-age. Contains 7 subscales: Space and Furnishings/Personal Care Routines/Listening and Talking/Activities/Interaction/Program Structure/Parents and Provider. DVD, training guide and workbooks now available for all rating scales. For more info/ordering on all ERS materials, visit:

PQA (Preschool Program Quality Assessment) – Second Edition

Comprehensive tool designed to evaluate the quality of early childhood programs and identify staff development needs along a 5-point rating continuum. Assesses adult-child interactions / learning environment / daily routine / curriculum planning & assessment / parent involvement & family services / staff qualifications & development / program management. Appropriate for all preschool settings, not just those using the High Scope approach. Includes a section specific to Head Start requirements. Can be done as a self assessment or by trained raters. High Scope Press; (800)40-PRESS; FAX (800)442-4FAX; visit:

Ready School Assessment

A validated self-assessment instrument designed to evaluate a school’s readiness for children as they enter. Assesses eight dimensions: Leaders & Leadership / Transitions / Teacher Supports / Engaging Environments / Effective Curricula / Family-Schools-Community Partnerships / Respecting Diversity / Assessing Progress. Team Handbook and Questionnaires. Can enter data online and receive profile reports. High Scope Press; 800/40-PRESS; FAX 800/442-4FAX;

Program Administration Scale

Designed to reliably measure early childhood leadership and management practices in public and private center-based early childhood programs. Utilizes a 7-point rating scale and looks at 25 items grouped into 10 categories – human resource development / personnel cost & allocation / center operations / child assessment / fiscal management / program planning & evaluation / family partnerships / marketing & public relations / technology / staff qualifications. Teachers College Press, 2004.

What, Why, & How of High Quality Early Childhood Education: A Guide for On-site Supervision, Revised Ed. D.G. Koralek, L.J. Colker, & D.T.Dodge, NAEYC, 1995

A very user friendly book to help you identify strength and weaknesses in programs for infants through school-age children. A useful tool in identifying staff development needs.

Inventory of Practices for Promoting Children's Social Emotional Competence

Designed to be used by individuals or teams to identify training needs related to four general areas: (a) building positive relationships, (b) creating supportive environments, (c) social emotional teaching strategies, and (d) individualized intensive interventions. The Inventory encourages self-reflection, opportunities for teaming across roles, and promotes effective practices. Center on the Social and Emotional Foundations for Early Learning (CSEFEL) - Inventory of Practices Preschool (pdf)

The Registry Trainer and Consultant Directory

The Registry is one source of approved trainers and consultants that can conduct program evaluations.