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Develop Parts 1 and 2 of your Course Project. In Part 1: The Program, analyze a program in your specialization that needs evaluation and change; in Part 2: Evaluation Tool Planning, outline an evaluation tool for the process. Specifically, you will describe the selected program, current data, existing strategies, and goals, then identify key quality indicators, evaluation criteria, and stakeholder engagement strategies to support data-informed program improvement in an educational setting.

Paper For Above instruction

Introduction

In the continuously evolving landscape of education, the systematic evaluation of programs plays a pivotal role in fostering meaningful change and enhancing educational outcomes. As educators and administrators strive to create effective learning environments, understanding how to assess program effectiveness through well-designed evaluation tools becomes essential. This paper provides a comprehensive analysis of a specific early childhood education (ECE) program in need of evaluation and outlines a strategic plan for developing an effective evaluation tool to inform ongoing improvements.

Part 1: The Program

The identified program within the Early Childhood Education specialization is a preschool readiness initiative called "Bright Futures Preschool Program." The primary purpose of this program is to prepare at-risk preschool children for school success by focusing on cognitive, social, and emotional development. The stakeholders involved encompass preschool teachers, program administrators, parent guardians, local school districts, and community partners who support the program’s operations and outreach efforts.

Current goals of the program include improving early literacy skills among participants and increasing parental engagement in early learning activities. Existing data, primarily collected through standardized assessment scores and parental feedback surveys, indicate mixed results. While some children demonstrate progress in literacy assessments, others show minimal change. Parental involvement levels vary significantly, and data suggest that engagement strategies may need refinement. Additional data collection, such as classroom observations and behavioral assessments, has been identified as necessary to gain a holistic view of program effectiveness and areas for enhancement.

Current strategies to meet program goals include targeted literacy activities, parent workshops, and community outreach events. These initiatives are supported by research indicating that early intervention and family involvement directly contribute to better school readiness (Barnett, 2011; Melhuish et al., 2015). However, ongoing evaluation of these strategies' efficacy is vital for ensuring that resources are effectively allocated and goals are achieved.

Part 2: Evaluation Tool Planning

To reliably measure the effectiveness of the Bright Futures Preschool Program, five key quality indicators are proposed:

  1. Literacy Skill Development: The progress in early literacy skills among children, measured through standardized assessments and teacher observations. This aligns with the program’s goal to improve literacy readiness and is supported by research emphasizing early literacy as a predictor of academic success (Lekan & Suwa, 2018).
  2. Parent Engagement: The level of parental participation in workshops and at-home activities, assessed via attendance records and self-report surveys. Engagement is linked to better educational outcomes (Henderson & Mapp, 2002).
  3. Classroom Quality: The overall quality of classroom interactions and environment, evaluated through observational tools like the Classroom Assessment Scoring System (CLASS). High-quality interactions are associated with positive child development (Pianta et al., 2008).
  4. Teacher Professional Development: The frequency and effectiveness of ongoing teacher training sessions, tracked through participation logs and post-training evaluations. Well-trained teachers tend to implement strategies more effectively (Garet et al., 2001).
  5. Behavioral and Social Skills: Children's social-emotional development, assessed through behavioral checklists and teacher reports, supporting the development of lifelong social competencies (Denham et al., 2012).

Evaluation criteria will include measurable benchmarks such as percentage growth in assessment scores, attendance rates at parent events, quality ratings from classroom observations, and teacher feedback scores. An evaluation matrix will be developed to assign weights and thresholds for success, ensuring clarity and consistency in assessment. For example, a 10% increase in literacy scores over the academic year might be deemed a significant improvement, whereas a 15% increase signifies exceptional progress.

Stakeholder engagement strategies are critical for buy-in and collaborative implementation. Approaches include regular communication through meetings and newsletters, collaborative goal-setting sessions, and involving parents and teachers in the evaluation process to foster ownership and transparency. Utilizing a participatory evaluation approach aligns with best practices for sustaining program improvement and stakeholder trust (Linn, 2016). These strategies will be supported by establishing clear roles, providing ongoing feedback, and demonstrating how evaluation results inform decision-making.

Conclusion

Implementing a structured and comprehensive evaluation plan for the Bright Futures Preschool Program involves identifying relevant quality indicators, establishing measurable criteria, and engaging stakeholders actively. By doing so, educators and administrators can ensure that the program adapts effectively to meet its goals, ultimately fostering better school readiness outcomes for at-risk preschool children. The ability to collect meaningful data and involve stakeholders in the evaluation process will pave the way for sustainable improvements and positive long-term impacts in early childhood education.

References

  • Barnett, W. S. (2011). Effectiveness of early educational intervention. In W. S. Barnett & S. S. Boocock (Eds.), Early childhood development and education: Insights from research to practice (pp. 45–64). Routledge.
  • Denham, S. A., Bassett, H. H., Thayer, S. K., Mincic, M. S., Sirotkin, Y. S., & Zinsser, K. (2012). Observing preschool social-emotional competence: Challenges and opportunities. The Journal of School Psychology, 50(2), 147–171. https://doi.org/10.1016/j.jsp.2012.01.002
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). Effectiveness of Teacher Professional Development: Report on a National Study. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
  • Henderson, A., & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory. https://sedl.org/connections/resources/evidence.pdf
  • Lekan, D., & Suwa, M. (2018). Early literacy development in preschool children: Behavioral and environmental influences. Journal of Early Childhood Research, 16(2), 172–187. https://doi.org/10.1177/1476718X17729235
  • Linn, M. W. (2016). Participatory evaluation in educational settings: Engaging stakeholders for sustainable change. Educational Evaluation and Policy Analysis, 38(3), 553–574. https://doi.org/10.3102/0162373716647705
  • Melhuish, E. C., et al. (2015). Effects of pre-school provision in deprived areas: A systematic review. Campbell Systematic Reviews, 11(1). https://doi.org/10.4073/csr.2015.3
  • Pianta, R. C., La Paro, D. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS) manual, pre-K. Paul H. Brookes Publishing.
  • Peurach, D. J., Glazer, J. L., & Winchell Lenhoff, S. (2016). The developmental evaluation of school improvement networks. Educational Policy, 30(4), 530–558. https://doi.org/10.1177/0895904816665837
  • Gurley, D. K., Peters, G. B., & Collins, L. (2015). Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools. Journal of Educational Change, 16(2), 129–150. https://doi.org/10.1007/s10833-014-9236-8

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