1. PQA Assessing Program Quality

2. Program Quality Assessment (PQA)
What is the PQA?
An instrument that evaluates the quality of early childhood programs.
It is research-based, field-tested, and based on the “best practices.”

3. Steps for Completing the PQA
Step 1: Observe in the classroom. Record supporting evidence. (Many techniques)
Step 2: Read each row of descriptors and check () one box per row.
Step 3: Score the items. (The computer program does this for you)

4. Step 1: Observe. Record evidence.
Anecdotes: a briefer version of what children and/or staff do or say.
“Quotes”: What children and/or staff say.
Materials lists / photos / documents 4

5. Step 1 (cont.) Diagrams of the space --- indoors and outdoors
Sequence of the daily routine that occurred the day you were there. (Like a running record of events) p. 27
Answers to questions.
NOTE: You must have evidence for each row in order to correctly score the PQA. 5

6. Completing the Interview Items
The evidence for Section IV has to be gathered by interviewing the teachers; Sitting in on a planning session; Reviewing COR data.
You may find other “standard questions” for other items in Form A.
Teacher writing an anecdote. 6

7. Completing “Standard Questions”
Read the standard questions above the indicators on each item.
Just as you do with the observation items, record the supporting evidence and anecdotes in the space provided for each row. 7

8. Helpful Hints: Cross Referencing
If you are having trouble finding evidence for a particular row, look at the evidence you already have.
Evidence used for a row in one item may be useful for an entirely different item!
Be alert for such possibilities! This can save time!
Be careful not to overdo this option!!

9. Cross Referencing How-Tos
To cross reference to a row within the same item:
Simply write down the row number or draw an arrow to the evidence you are cross-referencing.
To cross reference to a row in a different item:
Write the row and page number of the cross reference as your new evidence.

10. High quality evidence is:
Complete
Will your evidence help you decide between the three indicators in a row?
If you see a range of quality (i.e., sometimes the interactions are at a level 5 and sometimes the interactions are at a level 1), be sure to document both! This is how you determine the row is a level 3 because “sometimes” they are high quality and other times they are low quality.
Do you have enough examples to build a solid case for your score?

11. Objective Evidence Be factual Be specific Be brief
Document what children and adults do and say.
Leave out statements that show judgments or personal preferences.
Beware of repeating language from indicators!!
We want to record what a child can do, not what s/he can’t do.
But being objective does not mean being clinical. Bear in mind that these are like photographs that we share with families, to show them how their children are doing.

12. Is this Objective or Subjective?
Work time: Adult let child choose book. Listen while they describe what they saw on the cover. Restated, “You like it when your grandpa hugs you tight, too.”

13. Is this Objective or Subjective?
Planning Time: Adult asked children to plan using the microphone. This was adorable! Children loved it!

14. Remember to Record What You See, NOT What You Expect to See!
Sometimes new, custom-designed buildings, past awards, etc. can make positive first impressions while older buildings and furnishings can give a negative feeling.
Remember, the strength of the PQA is that it will help determine if the criteria for quality is currently being met, regardless of resources or past accolades.

15. Step 2: Read all descriptors and check one row per box.
For each row, read through the descriptors and select the one that most closely matches your evidence.
Pay close attention to words like some, most, and always.
If you need evidence, cross-reference or gather more evidence. 15

16. 2009 High/Scope Educational Research Foundation
As to X X
Step 2: Check the descriptor box that matches the evidence for each row. 16
2008 High/Scope Educational Research Foundation
2009 High/Scope Educational Research Foundation 16

17. A Closer Look at Descriptors
Level 5 describes high quality practice.
Level 5 descriptors may include bulleted lists of specific strategies.
In order to score a row a 5, everything in the bulleted list must be present and observed.
Level 5 descriptors may also include examples, these are only suggestions of the type of evidence to look for. 17

18. Level 5 Descriptors Words to look for in Level 5:
Many
Most
Always
Regularly
Often
If your evidence doesn’t show this level of consistency (sometimes they do it, but sometimes they don’t), you should NOT check the level 5 box. 18

19. A Closer Look at Level 1 Descriptors
Level 1 represents low quality.
Words to look for in Level 1:
Not.
No.
None. 19

20. A Closer Look at Level 3 Descriptors
Level 3 describes medium quality.
Words to look for in Level 3:
Sometimes.
Some.
A few. 20 20

21. So…that is what’s basic… Let’s dig in!
What pages, rows, aspects challenge you?

22. Digging into sample evidence…
What do you notice?
What questions do you have?
What ideas did these samples give you?