"I have learned that success is to be measured not so much by the position that one has reached in life as by the obstacles which one has overcome while trying to succeed." (Booker T. Washington)
Rationale: The overall performance of the program, the staff, and the students must be assessed as a basis for expanding on successes and improving quality. Plans for improvement must be formulated, implemented, and reviewed regularly to ensure continued improvements in all facets of the program.
Outcomes: The Quality Of The Program and Ways To Improve It Are Determinded Based On The Program's Effectiveness In Meeting its Goals.
Standard 1: Systematic evaluation of the early childhood program is conducted regularly to ensure that the program's philosophy and goals are being fulfilled.
Indicator 1. Staff, families, and community evaluate at least annually the program's effectiveness in meeting the needs of children and families. Areas needing improvement are also identified.
Indicator 2. Program evaluation gathers information from a variety of sources, such as individual child progress records, parent satisfaction reports, and community input.
Indicator 3. The program's effectiveness in meeting the needs of children and families is communicated on a regular basis to stakeholders and policy makers at the local, state, and national level.
Indicator 4. Program evaluation results, assessment information, and other program data are used to target specific areas needing improvement (i.e., staff/child ratio, environmental arrangement), identify needed resources, and develop short- and long-term strategies to modify the program to better meet the needs of children and families.
Indicator 5. The program meets the evaluation criteria and policies applicable for all funding sources.