HighScope Infant and Toddler Program Quality Assessment (PQA)

1. HighScope Infant and Toddler Program Quality Assessment (PQA) Shannon D. Lockhart, MA Senior Early Childhood Specialist HighScope Foundation slockhart@highscope.org

2. Objectives • Identify the 4 sections of the Infant and Toddler PQA and how they relate to program quality. • Identify the format and scoring criteria of the Infant and Toddler PQA. • Write and use evidence/anecdotes and descriptors to accurately score the PQA • Develop improvement plans based on the PQA scores.

3. Assessing the Quality of a Towel • With your group, assess the quality of the towels on your table. • Choose a recorder to write down a list of words or requirements that you use to assess the towels. • Discuss as a whole group. • As a volunteer, fold the towel as you normally do at home.

4. Summary • Elements of quality should stay consistent no matter what our preference. • The IT PQA is based on • objective observations • carefully guided by descriptor rows • Based on fact not on preference • When we use a reliable and valid tool to consistently measure what high quality is, it will guide us in providing the best possible experiences for our infants and toddlers.

5. Form A I. Learning Environment II. Schedules and Routines III. Adult-Child Interactions IV. Curriculum Planning and Child Observation Form B – Combined with Preschool V. Family Support VI. Staff Qualifications and Staff Development VII. Program Management Sections of the IT PQA

6. IT PQA Format: Sample page I-C

7. Descriptor Scramble

8. Steps for Completing the PQA Step 1: Observe in the classroom. Record supporting evidence. Step 2: Read each row of descriptors and check one box per row. Step 3: Circle the corresponding level (1, 2, 3, 4, or 5)

9. Step 1: Observe. Record Supporting Evidence. • 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

10. Evidence (cont’) • Sequences of daily events and routines that happens the day you were there • Answers to questions • NOTE: You must have evidence for each row in order to correctly score the PQA • Rows pertaining to infants only or toddlers only may not be applicable (N/A)

11. Step 1: Collect & Record Evidence Children have enough room to play; 21x20 = 420 ÷ 8 = 52.5 sq. ft. per child. Easy access from one space to another. Carpet where children play; Basket of stuffed animals Baby carriages; plastic trucks; Plastic rocking chair; balls Some pillows. Outside climbers House, book, block, art and toy areas; No sand; water closed All areas labeled. See R5 for names.

12. Try Step 1 out -- • Pull out the IT PQA and labels. • With a partner, read through the examples of evidence on the labels and how it relates to the rows of descriptors for that item. • Try to place each label in the correct row. • NOTE: some evidence may pertain to more than one row of descriptors. • Discuss as a whole group.

13. Step 2: Read through the descriptors & check one row per box • For each row, read through the descriptors & place a checkmark in the box that most closely matches your evidence. • Pay close attention to words like never, some, most, and always or throughout the day. • If you need evidence, cross-reference or gather more evidence. • If a row of boxes does not apply (e.g., the space has only infants or only toddlers), make a note to that effect next to the row and do not check any boxes in that row.

14. Step 2: Check Boxes Children have enough room to play; 21x20 = 420 ÷ 8 = 52.5 sq. ft. per child. Easy access from one space to another. Carpet where children play; Basket of stuffed animals Baby carriages; plastic trucks; Plastic rocking chair; balls Some pillows. Outside climbers House, book, block, art and toy areas; No sand; water closed All areas labeled. See R5 for names.

15. Pay Attention to Bulleted Items

16. Try Step 2 out -- • Go back to the items and evidence that you placed in rows. • Again with a partner, read through the descriptors and place a checkmark in the box of the level that best represents the evidence. • Discuss as a whole group. • NOTE: Start at level 3 and then decide whether to go up or down from there. Remember bulleted items.

17. Step 3: Circle the Level • Determine if the item has 2 rows or 3 or more rows. • Follow the corresponding scoring guidelines to give final item score.

18. Items with 3 or More Rows of Boxes • Level 1: Half or more of level 1 boxes. • Level 2: Fewer than half level 1 boxes (regardless of level 3 or 5 boxes). • Level 3: Half or more level 3 boxes, no level 1 boxes. • Level 4: Less than half level 3 boxes, rest are level 5 boxes. • Level 5: All level 5 boxes checked.

21. Items with 2 Rows of Boxes • Level 1: Both level 1 boxes are checked. • Level 2: One level 1 and one level 3 or 5 boxes are checked. • Level 3: Both level 3 boxes are checked. • Level 4: One level 3 box and one level 5 boxes are checked. • Level 5: Both level 5 boxes checked.

23. Using the materials on the table, create your own reminder card of the scoring criteria. Creating Score Cards

24. Practice Scoring • Turn to page 13 in your participant guide. • With a partner, complete the scoring exercise. • Discuss as a whole group.

25. Score these combinations: 3 4 3 1 4 2 1 2 2 5 3 4 1 2 4 2

26. Try Step 3 out -- • Go back to the items, evidence and checkmarks that you placed in rows. • Again with a partner, complete the scoring criteria for these items. • Discuss as a whole group.

27. Check Your Scores

28. Putting it all Together! • With a partner, read through the second set of labels. • Determine what item the labels describe. Turn to that page in the IT PQA. (Note: the same symbol labels go to the same item). • Then follow through with the steps (1, 2, and 3) for completing the IT PQA.

29. Check Your Scores

30. Interview Sections • You will either interview the teacher (section IV. Form A & V. Form B) or the director (sections VI. & VII. Form B) to determine the evidence/anecdotes and then the score. • Two ways to interview: • Formal interview • Informal interview • Turn to IV-C for an example.

31. PQA Summary Sheet • Place each of your scores on the summary sheet. • Add the scores for a section to get the sum for the total classroom score. • Count the number of items not rated and then number of items that were rated. • Divide the sum of the total classroom score by the number of items rated (e.g., sum of scores ÷ number of items rated).

33. Uses for the IT PQA • Self Assessment • Identify your own areas of strength and areas for improvement. • Supervision and Observation/Feedback • Supervisor and staff member together assess areas of strength and improvement. • ID areas for further training. • Setting program goals. (Plan for improvement)

34. Item II-C. Choice times (play times, awake times) focus on child-initiated exploration and play Current Score: 2 • Row 1, level 5 [Choice or play time is always a part of the day for children, and children’s actions determine the length of choice time] • Row 2, level 3 [Children make some choices during choice/play time] • Row 3, level 3 [Children spend some time during choice/play time carrying out their own initiatives and some time in adult-initiated activities] • Row 4, level 1 [In rooms with older toddlers: Children do not converse with caregivers about their choices (plan) or talk about what they did (recall) at any time during the day]

35. Plan for Improvement

36. Item IV-A. Caregivers use a comprehensive curriculum model for guiding their practices with infants and toddlers. Current Score: 3 • Row 1, level 5 [Caregivers use one comprehensive curriculum model that address the following:…] • Row 2, level 3 [Caregivers sometimes refer to the program’s curriculum to guide their decisions and teaching practices with infants and toddlers]

37. Uses for the IT PQA • Research and Evaluation • Comparisons of quality in different program settings. • Pre-service training tool for evaluation. • Information and Dissemination • Explaining the effectiveness of your program to a variety of funders, individuals, and agencies.

38. Implementation Plan • Turn to last page in handout and complete the implementation plan. • Any questions, comments, concerns?

39. “Quality child-care programs are among the most powerful weapons in the fight to reduce crime and violence”Fight Crime…