Quality Improvement

This section offers core documents that lay the groundwork for understanding and implementing program evaluation in early childhood settings. You’ll find comprehensive guides on the ‘why’ and ‘how’ of evaluation, from decision-making to building effective systems and using data.

Early Childhood Curriculum, Assessment, and Program Evaluation (NAEYC Position Statement)

This NAEYC position statement outlines curriculum, assessment, and program evaluation in early childhood, offering recommendations and indicators for effectiveness.

Early Childhood Systems Building Resource Guide: Program Evaluation and Continuous Quality Improvement

This guide, from the Child Care Technical Assistance Network, focuses on how program evaluation and continuous quality improvement (CQI) are integral to building effective early childhood systems.

Early Childhood Program Evaluations: A Decision-Maker’s Guide

This guide, from the Center on the Developing Child at Harvard University, offers guidance for decision-makers on how to approach and utilize program evaluations effectively in early childhood settings.

Program Evaluation (Virtual Lab School)

This self-paced lesson from the Virtual Lab School provides a comprehensive overview of the principles and practices of program evaluation as a key component of program management.

The Program Manager’s Guide to Evaluation: Third Edition (Office of Planning, Research, and Evaluation Administration for Children and Families)

This comprehensive guide, from the Office of Planning, Research, and Evaluation (OPRE) within the Administration for Children and Families (ACF), aims to strengthen program managers’ understanding and readiness for evaluation, covering its importance, steps, and how to engage an evaluation team.

A Framework for Program Evaluation: A Gateway to Tools from The Community Tool Box

This resource, provided by The Community Tool Box (Kansas University), offers an overview, tools, examples, and resources to simplify the evaluation process for those involved in community health and development work.

Building an Effective, Accountable System in Programs for Children Birth through Age 8 (Expanded Resources based on 2003 Joint Position Statement of NAEYC and NAECS/SDE)

This expanded resource, based on a joint position statement by NAEYC and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE), provides further information, recommendations, and indicators of effectiveness for building accountable early childhood systems.

Use Data and Evaluation to Inform Decision-Making

This resource from HeadStart.gov highlights the importance of using data and evaluation to make informed decisions within early childhood programs.

These resources focus on assessing the overall quality of an early childhood program, including administrative practices, leadership, and system-wide behavioral support.

WECCP does not sponsor or endorse external resources or events. They are provided for your consideration only.

The Program for Infant/Toddler Care (PITC) Program Assessment and Reflection System (PARS)

This resource, developed as part of the Program for Infant/Toddler Care (PITC), supports comprehensive observation, documentation, and reflection on the quality of care for infants and toddlers in both family child care and center-based settings.

PQA (Preschool Program Quality Assessment) Second Edition

This comprehensive tool, developed by HighScope Educational Research Foundation, is designed to evaluate the overall quality of early childhood programs and identify staff development needs across various program aspects.

Program Administration Scale (PAS)

This tool reliably measures early childhood leadership and management practices in public and private center-based early childhood programs across 25 items grouped into 10 categories.

Business Administration Scale for Family Child Care (BAS)

This valid and reliable tool, developed by the National Association for Family Child Care (NAFCC) and the McCormick Center for Early Childhood Leadership, is for measuring and improving the overall quality of business and professional practices specifically within family child care settings.

Preschool-Wide Evaluation Tool™ (PreSET™)

This tool is used to assess program-wide positive behavior intervention and support (PW-PBIS) implementation at the universal tier for children ages 3-5.

Self-Assessment and Program Review for Positive Behavior Interventions and Supports (SAPR-PBIS)

This self-assessment process helps school leadership teams evaluate their implementation of schoolwide positive behavior interventions and supports for Grades K-12.

This section highlights tools specifically designed to observe and assess the quality of interactions, environments, and practices within individual classrooms.

The WECCP does not sponsor or endorse external resources or events. They are provided for your consideration only. 

Classroom Assessment Scoring System (CLASS)®

This tool assesses classroom quality based on teacher–student interactions across emotional support, classroom organization, and instructional support, suitable for infants through grade 3.

Climate of Healthy Interactions for Learning and Development (CHILD)

This tool assesses social-emotional interactions in Preschool Classrooms within Center-Based settings and Family/Group Child Care Homes.

Early Language & Literacy Classroom Observation Toolkit (ELLCO)

This toolkit is designed for Pre-K through 3rd grade and assesses literacy and language practices within the classroom environment, including observation and teacher interviews.

Early Childhood Environment Rating Scale – Third Edition (ECERS-3)

This reliable and valid tool, developed by Frank Porter Graham Child Development Institute (FPG Child Development Institute) at UNC Chapel Hill, assesses the quality of child care, preschool, and kindergarten classrooms (ages 3-5) across various categories, including space, activities, and interactions.

Infant/Toddler Environment Rating Scale, Third Edition (ITERS-3)

This reliable and valid tool, developed by the FPG Child Development Institute at UNC Chapel Hill, this tool evaluates the quality of center-based child care programs for infants and toddlers up to 30 months across seven subscales.

Rating Observation Scale for Inspiring Environments (ROSIE)

This tool assesses classroom aesthetics in Preschool Classrooms within Center-Based and Family Child Care settings (when only preschool-aged children are enrolled).

School-Age Care Environment Rating Scale, Updated Version (SACERS-U)

The updated edition of the SACERS, developed by the FPG Child Development Institute at UNC Chapel Hill, is designed to assess the quality of programs for school-age children (ages 5-12), during out-of-school time (e.g., before/after school care).

Teaching Pyramid Infant–Toddler Observation Scale (TPITOS)

This observational tool measures high-quality practices that support nurturing relationships and social-emotional development in infant–toddler classrooms.

Teaching Pyramid Observation Tool for Preschool Classrooms, Research Edition (TPOT)

This observational tool is designed to measure the implementation of Pyramid Model practices across all three tiers in preschool classrooms.

These resources are tailored for assessing the quality of care provided in family child care homes and home-based settings, focusing on the environment and specific practices.

WECCP does not sponsor or endorse external resources or events. They are provided for your consideration only. 

Child/Home Early Language and Literacy Observation (CHELLO)

This observation tool, developed by CREATE (Center for Research on Early Childhood Education) at the University of Virginia, is designed to rate the early literacy environment specifically in home-based child care settings serving children from birth to 5 years.

Family Child Care Environment Rating Scale, Third Edition (FCCERS-3)

This reliable and valid tool, developed by the FPG Child Development Institute at UNC Chapel Hill, is designed for use in family child care programs serving children from infancy through school-age, assessing quality across seven subscales.

This final section presents tools that focus on specific aspects of program quality, such as inclusive practices and the integration of nature-based elements in early childhood environments.

WECCP does not sponsor or endorse external resources or events. They are provided for your consideration only. 

Developmental Environment Rating Scale (DERS)

This tool assesses the environment and child and adult behaviors in All Care Settings for children aged 3–12 years.

Division for Early Childhood (DEC) Recommended Practices – Revised Edition, 2005

This framework, published by the Division for Early Childhood (DEC), provides a comprehensive set of practices for early intervention and early childhood special education, identifying 240 practices across seven categories.

Inclusive Classroom Profile (ICP)

This observational tool, available through Brookes Publishing, is used to assess the quality of 12 key practices specifically designed to support the education and development of young children in inclusive programs.

Evaluating Natureness: Measuring the Quality of Nature-Based Classrooms in Pre-K through 3rd Grade

This specialized tool helps measure the quality of nature-based elements and practices within pre-K through 3rd-grade classrooms.

Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO)

This tool assesses teacher/provider child interactions in All Care Settings for children aged 3–73 months.