Connor Street Early Childhood Program Evaluations EDDD 8084/EDSD 7084 Breann Crocker Allison Van Horn Heather Lang Katherine Gonzales Welcome Connor Street Team! Agenda Strengths - Families Strengths - Staff What was Evaluated Evaluation Results Recommendations Resources Goals Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms. All About Your Program ● Connor Street serves low-income and working-class families. ● Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher. (Walden University, 2022) Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher. Strengths: Families Positive and respectful relationships with staff Open communication Rules, expectations, and procedures are clear for parents Program invites parents into the classroom and to events Program connects families and community (Walden University, 2022) When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Street’s mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their child’s learning throughout the year. Strengths: Staff Staff feel supported by the program administration. Strong, positive relationships between staff, families, and the community Curriculum is inclusive and supports the needs of all students. Teachers collaborate. A variety of assessments are used Assessments inform future teaching. Assessments happen regularly and are ...

1. Connor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support
your program’s educational success. We are looking forward to

2. reviewing the results of the assessments the Connor Street Early
Childhood Program participated in with the families, staff, and
children. We will also be discussing how to create goals for the
program and providing recommendations on how to implement
those goals. This will also be a great opportunity to ask
questions and discuss your ideas on how you as educators will
implement these ideas into your classrooms.
All About Your Program
● Connor Street serves low-income and working-class families.
● Evaluation data is based of four classrooms of 4-year-olds.
Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20%
Hispanic students, 2 students are Asian, and 3 students are from
the Caribbean. The school serves working-class and low-income
families and as a result all but three of the students in the
program are at school between 7 to 9 hours a day. The
evaluation data is based on four classrooms of 4-year-olds with
one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)

3. When looking at the NAEYC Self-Assessment Family Survey,
there were many survey questions where all 29 families
surveyed acknowledged strengths within the Connor Street
program. This reflects many of the wonderful things you as staff
are doing at Connor Street! Families noted that the staff at
Connor Street were good teachers who cared for their children.
Families said staff had a good relationship with the children and
parents and are good at communicating what is going on at
school and checking in to see how things are going at home.
Families acknowledged that they knew the rules and procedures
of the school and Connor Street’s mission and philosophy.
Families surveyed felt that Connor Street staff actively engaged
with families and the community through events. Lastly,
families felt they were invited into the classrooms to participate
in their child’s learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the
community
Curriculum is inclusive and supports the needs of all students.
Teachers collaborate.
A variety of assessments are used
Assessments inform future teaching.
Assessments happen regularly and are communicated to parents.
(Walden University, 2022)

4. Some staff members present today may be familiar with the PAS
assessment and what it is used for, but for others, this may be
the first time you are hearing about this assessment. Before we
look at how Connor School scored on the PAS assessment, we
all must understand what PAS is. PAS stands for Program
Administration Scale. It is an assessment completed by program
directors to examine the administration, leadership conditions,
and management of early childhood programs. The assessment
consists of 25 questions, divided into ten subscales. These 25
questions are rated on a scale of one to seven. PAS can be
completed as a self-assessment for progress to see how the
administration is doing. In this case, we are using PAS as an
evaluation for NAEYC accreditation.
Evaluations
Peabody Picture Vocabulary Test
CLASS
PAS
NAEYC Accreditation Decision Report
Each evaluation is unique in how it is assessed and the results
that are collected. We will be discussing those results today in-
depth and how they have impacted your program. We are
looking forward to defining strengths and areas of focus that the
Connor Street Early Childhood Program can strengthen and
improve upon based on the evaluations conducted.

5. Evaluation 1:Peabody Picture Vocabulary Test:
The Peabody Picture Vocabulary Test (PPVT-IV) is utilized
to assess children’s language and literacy skills in the area of
receptive vocabulary. The assessment tool is widely known in
early childhood and findings are deemed reliable (Walden
University, 2022).
Receptive Vocabulary: words that children comprehend and
respond to.
Good Morning Connor Street, as mentioned above your program
was evaluated using various assessment tools. The Peabody
Picture Vocabulary Test, 4th Edition or (PPVT-IV) was used to
assess children’s language and literacy skills in the area of
receptive vocabulary. assess children’s language and literacy
skills in the area of receptive vocabulary. The assessment tool is
widely known and deemed reliable (Walden University, 2022).
Evaluation 1: The Peabody Picture Vocabulary Test, (PPVT-IV)
The Peabody Picture Vocabulary Test, showed that Conner
Street four-year-olds scored in the 62nd percentile as whole.
Additional, data however; shows low scores for both low -
income and Spanish speaking children.
Low-income: 41st percentile, and Spanish-speaking families
scored below the mean of the national sample (Walden
University, 2022).

6. Common trends exist in additional evaluations.
The Peabody Picture Vocabulary Test, showed that Conner
Street four-year-old’s scored in the 62nd percentile as whole.
Additional, data however; shows low scores for both low -
income and Spanish speaking children. Low-income scores in
the 41st percentile, and Spanish-speaking families scored below
the mean of the national sample. Common trends exist in
additional evaluations.
Evaluation 1: The Peabody Picture Vocabulary Test, (PPVT-
IV): Major Findings
In later slides, we discuss common trends in language and
literacy development within the data set. Based on major
findings, Spanish-speaking families in particular struggle in
language and literacy thus; presenting an inconsistency across
evaluations Classroom Assessment Scoring System (CLASS)
and Teacher Rating of Oral Language and Literacy (TROLL).
In later slides, we discuss common trends in language and
literacy development within the data set. Based on major
findings, Spanish-speaking families in particular struggle in
language and literacy thus; presenting an inconsistency across

7. evaluations Classroom Assessment Scoring System (CLASS)
and Teacher Rating of Oral Language and Literacy (TROLL).
Evaluation 2 : CLASS
Reviews the importance of student-teacher interactions
Supports children’s development and learning
Engaging interactions and environments
Provides instructional support for teachers
(Classroom Assessment Scoring System, 2021)
The Classroom Assessment Scoring System (CLASS) is an
observation instrument that assesses the quality of teacher -child
interactions in center-based preschool classrooms. CLASS
includes three domains or categories of teacher-child
interactions that support children's learning and development:
Emotional Support, Classroom Organization, and Instructional
Support. Within each domain are dimensions that capture more
specific details about teachers' interactions with children.
Evaluation 2 : CLASS
Results
Positive Feedback
“Created positive classroom climate”
“Responsive to the children’s needs and abilities”
Classroom organization two teachers rated above 5.0 and one
newest teachers at 3.9
Areas of Focus/Negative Feedback
Two of four teachers rated below 3.0
Dual language correction

8. Small and large group interaction opposed to encouraging
children to speak more
(Walden University, 2022)
The results of the CLASS assessment proved that the teachers
observed create a positive learning environment and built strong
connections with their students. There are positive interactions
across the three domains: emotional support, classroom
organization, and instructional support. Though there were
positive results based on the CLASS observations, there were
also areas of focus in which needed to be improved upon when
working with dual language learners. The other area of focus
was language modeling. One teacher was found to do most of
the talking in small and large groups and not encouraging the
children to talk.
Evaluation 2 : CLASS and TROLL
TROLL - assess skills identified as critical in speaking and
listening
CLASS - evaluates interactions between teachers and their
students
Impact
TROLL results showed that dual language learners had
significantly lower levels of oral interaction than their English
speaking peers
CLASS results showed that one of the teachers corrected low-
income and dual language learners on their English usage

9. (Dickinson, McCabe, & Sprague, 2003)
The CLASS observations have negatively impacted the TROLL
evaluation. This is due to the teacher who was observed to
correct low-income and dual language learners on their English
language, which has proven to stunt language growth. Once
there is better support in working with children on lower oral
and language literacy there will be better results among the
CLASS and TROLL evaluations.
Evaluation 3 : PAS
PAS stands for Program Administration Scale.
Evaluated by the program director
Consists of 25 questions, divided into ten subscales, rated on a
1-7 scale
Measures the administration, management, and leadership
conditions in early childhood programs.
PAS can be used for programs to self-assess or as part of a
program evaluation or accreditation process.
(Pennsylvania Keystone Stars Office of Child Development and
Early Learning, 2017; Walden University, 2022 )
The ten subscales of the PAS assessment help program

10. administration pinpoint key areas of strength and weakness. The
ten PAS subscales are human resources development, personnel
cost and allocation, center operations, child assessment, fiscal
management, program planning and evaluation, family
partnerships, marketing and public relations, technology, and
staff qualifications. Now that we know the ten subscales, we
will look at how Connor School scored on the PAS assessment
and which subscales we will focus on for program improvement.
Evaluation 3: PAS Overview
The 10 PAS subscale are:
Human Resources Development
Personnel Cost and Allocation
Center Operations
Child Assessment
Fiscal Management
(Pennsylvania Keystone Stars Office of Child Development and
Early Learning, 2017)
Program Planning and Evaluation
Family Partnerships
Marketing and Public Relations
Technology
Staff Qualifications
The ten subscales of the PAS assessment help program

11. administration pinpoint key areas of strength and weakness. The
ten PAS subscales are human resources development, personnel
cost and allocation, center operations, child assessment, fiscal
management, program planning and evaluation, family
partnerships, marketing and public relations, technology, and
staff qualifications. Now that we know the ten subscales, we
will look at how Connor School scored on the PAS assessment
and which subscales we will focus on for program improvement.
Evaluation 3 :
PAS Major Findings at Connors Street
Overall, Connor Street scored well on the PAS evaluation.
All but two areas received average or above average ratings.
Subscales that were below average:
Staff Qualifications- Not much progress on PAS was made by
staff in the last three years
Programming and Evaluation- Though staff met for planning,
not much specific and purposeful planning was done over the
last two years.
(Walden University, 2022)
Overall, Connors Street scored well on the PAS evaluation.
Connor Street scored average or above average in all but two
subscales. Connor Street scored below average on two
subscales: staff qualifications and programming and
evaluations. For staff qualifications, the below -average score
was due to the lack of progress teachers made working on their
PAS. For programming and evaluations, the below-average

12. score was due to the lack of time staff had participated in
strategic planning. Connor Street can quickly increase its scores
in both areas by having devoted time for collaborative staff
planning. You, as teachers, know there is never enough time in
the day to talk and collaborate with other teachers and staff. If
time is devoted weekly to allow staff to work on their PAS and
strategically plan with other staff members, these subscales will
increase to average in no time!
Evaluation 4 - NAEYC Accreditation
Correlation between high quality care and positive outcomes for
children!
Supports teachers as they learn to develop research based best
practices for students.
Families can expect to build relationships with teachers and
staff.
Community resources made available.
(National Association for the Education of Young Children,
n.d.)
Congratulations on deciding to go through the NAEYC
Accreditation process! Becoming accredited is the first step to
committing to a high-quality center for both students and
teachers! There are many benefits to accreditation. Children
will benefit from having teachers that are well prepared and
able to offer developmentally appropriate lessons for students
as well as prepare them for school. Teachers can expect to be
supported through research and best practices as well as support
from other programs that have gone through the accreditation

13. process. Families will also benefit as they build relationships
with teachers and staff and use resources offered through the
program and the community.
Evaluation 4 NAEYC Accreditation Standards
(National Association for the Education of Young Children,
n.d.)
NAEYC Accreditation process uses ten standards that when put
together provides a high-level of quality care for children birth
through kindergarten. The first set of standards is geared toward
children in the program and is comprised of assessment of child
progress, curriculum, health, relationships, and teaching. The
next set of standards reflects on teacher practices, relationships
with families and the community, and finally administration.
The standards focusing on administration concentrate on
physical environment, leadership, and management. The
program will complete a self-survey where they assess and
document evidence of meeting high-quality standards. This
includes surveys completed by both teachers, staff, and
families. Once the self-study is complete the program will
invite an accreditation site visit. Data taken from both the si te
visit and the submitted portfolio will be evaluated and an
accreditation decision report will be sent within three months of
the site visit.
Evaluation 5 - NAEYC Accreditation Decision Report
(Walden University, 2022)

14. Connor Streets Evaluation 5 was the NAEYC Accreditation
Decision Report regarding the standard relating to families.
Connor Street scored a 93%. In order for Connor Street to meet
this standard they would have to create a program that includes
reciprocal relationships with families. This means that families
need to be treated like partners in the school where they help
make decisions and they feel their voices are heard. Based on
the NAEYC Self-Assessment Family Survey, 41% of families
said the teacher and program work with them to meet their
child’s individual or special needs and help get other resources
with the community. 21% of families said no they did not feel
like they receive support or resources to meet their child’s
needs. The other 38% found the question to not apply to them.
The NAEYC Accreditation Decision Report suggests an area for
Improvement is to have resources available and ability to help
families obtain services which are needed for the child and
family to thrive.
Comparisons and Trends
TROLL & Peabody Picture Test both found Dual Language
Learners need more support on oral language and literacy skills.
PAS & CLASS both find that Connor Street’s leadership and
classroom environments can be improved.
NAEYC Teacher Self-Assessment reflects the need for
professional development.
NAEYC Family Self-Assessment reflects the need for more
resources and individual student support.
(Walden University, 2022)

15. After reviewing the different evaluations conducted by Connor
Street, the recurring trends that stick out to us based on the
TROLL & Peabody Picture Test, are that both oral language and
literacy needs to improve, especially for Dual Language
Learners (DLL). The PAS and the CLASS evaluations indicate
that leadership and management are not supporting teacher
professional development which is reflected on the CLASS
evaluation where two out of the four classes scored below a 3.0
which is what is needed to foster an environment that promotes
language and literacy. The NAEYC Family Self-Assessment
also reflects that families are not receiving the necessary
resources to meet individual student needs. Families surveyed
indicated that community resources are not made available.
Program Recommendations
Program Recommendations for Conner Street are:
Identify strategies to implement home language into the
classroom through, culture text, environmental print, songs, or
other methods to enrich language and literacy for dual-language
learners.
Develop professional development opportunities for staff to
become bilingual in the program’s majority language.
Adhere, to recommendations and meet monthly to discussion
professional development progress. Follow through, was found
to be an issue for Conner Street.
Program Recommendations for Conner Street are: Identify

16. strategies to implement home language into the classroom
through, culture text, environmental print, songs, or other
methods to enrich language and literacy for dual-language
learners. Develop professional development opportunities for
staff to become bilingual in the program’s majority language.
Adhere, to recommendations and meet monthly to discussion
professional development progress. Follow through, was found
to be an issue for Conner Street. Bridging the gap for dual -
language and low-income families is key to success for Conner
Street.
Suggested Resources
NAEYC (National Association for the Education of Young
Children) - https://www.naeyc.org/
Assessment in Early Childhood Education – Authors, Sue
Wortham and Belinda Hardin (Book)
Education Development Center – Tools to Support Preschool
Learning (Article) https://www.edc.org/early-ed-tools
The resources listed on this slide are to assist each of you in
gaining more knowledge on how to successfully implement the
program’s ideas based on the results of each evaluation. There
is a book and an article that help explain the reasons why
evaluations are important for the success of the program. The
NAEYC website is also a great resource that provides
information on NAEYC accreditation standards and
articles/journals for recommendations on improved educational
performance.
Program Goals

17. Short-Term Goals: goals that can be accomplished in short
amount of time.
Add cultured based print, images, and language in the classroom
Find dual-language professional
development opportunities
Long Term Goals: goals that can be accomplished in the future.
Complete professional development opportunities to better
support dual-language learners in the classroom.
Plan culturally responsive activities to bridge the gap for
Spanish-speaking families.
Short term goals for Conner Street based on data should be to
add cultural environmental print, images, and language in the
classroom, find dual-language professional development
opportunities. Long term goals should be to complete identified
professional development opportunities to better support dual -
language learners in the classroom, and plan culturally
responsive activities to bridge the gap for Spanish-speaking
families.

18. References
Classroom Assessment Scoring System. 2021). Use of classroom
assessment scoring system in head start.
https://eclkc.ohs.acf.hhs.gov/designation-renewal-
system/article/use-classroom-assessment-scoring-system-class-
head-start
Dickinson, David, McCabe, Allyssa, & Sprague, Kim. (2003,
March). Teacher rating of oral language and literacy (TROLL):
individualizing early literacy instruction with a standards-based
rating tool.
https://www.researchgate.net/publication/239588481_Teacher_
Rating_of_Oral_Language_and_Literacy_TROLL_Individualizi
ng_early_literacy_instruction_with_a_standards-
based_rating_tool#:~:text=TROLL%20is%20a%20tool%20devel
oped,tirety%20in%20Table%201.
National Association for the Education of Young Children.
(2022). About naeyc. https://www.naeyc.org/
National Association for the Education of Young Children.
(n.d.) Accreditation.
https:www.naeyc.org/accreditation
Pennsylvania Keystone Stars Office of Child Development and
Early Learning. (2017). Program administration scale (PAS).
https://www.pakeys.org/wp-content/uploads/2017/12/PAS-one-
page-Sept-2017.pdf
Walden University. (2022, July 20). Major findings.
https://content.waldenu.edu/content/dam/laureate/laureate-
academics/wal/ed-eddd/eddd-

19. 8084/artifacts/USW1_EDDD_8084_majorfindingsLearningOutc
omesProject.doc
Becoming a Data Story Teller: Group Project
Group Members
Kelli Barnes
Elizabeth Bell
Angel
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Agenda
Introduction of Program
Review and Analyze Program Data
Stakeholders
Closing

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5
Introduction
Data has been an integral part of our education system for
decades. As professionals we use it as a tool to drive
instruction primarily. However, on a larger scale, data runs the
educational process through progress, success, and achievement.
Furthermore, program evaluations are a vital tool that provide
this important data that not only ensures program success but
the overall development of every child (Saracho, 2015).
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Connor Street Early Childhood Program
Private childcare center serving working class and low-income
families.
Over the past several years, more minority families have been
served and their children now constitute of 20 percent Hispanic
of the total.

22. There are four classrooms of 4-year-olds with a lead teacher and
an assistant teacher in each classroom.
This Photo by Unknown Author is licensed under CC BY-ND
This Photo by Unknown Author is licensed under CC BY
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Business Priorities
Connor Street is seeking NAEYC Accreditation for the first
time. The following evaluations were researched, and the data
was reviewed by each team member.
-The Peabody Picture Vocabulary Test, 4th Edition (PPVT-IV)
-Teacher Rating of Oral Language and Literacy (TROLL)
-Classroom Assessment Scoring System (CLASS)
-Program Administration Scale (PAS)
-NAEYC Accreditation Decision Report
-NAEYC Self-Assessment Teaching Staff Survey
-NAEYC Self-Assessment Family Survey
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Let’s Take a Closer look at the Data for each evaluation tool..
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The Peabody Picture Vocabulary Test Fourth Edition (PPVT™-
4) is the outstanding vocabulary assessment unsurpassed for
nearly a half century.
The Peabody Picture Vocabulary Test, Fourth Edition (PPVT-
IV), measures listening and understanding of single-word
vocabulary .
It was developed for individuals 2 years 6 months old through
greater than 90 years old.
This brief test provides an approximate estimate of intelligence
by measuring receptive vocabulary and replaces the
original Peabody Picture Vocabulary Test (PPVT) published in
1959 (Dunn & Dunn, 1981).
The 1981 version retains many of its predecessor’s best
features: it consists of two equivalent forms, allows for a verbal
or nonverbal response, and is untimed.
The Peabody Picture Vocabulary Test, 4th Edition (PPVT-IV)

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The Teacher Rating of Oral Language and Literacy (TROLL) is
an instrument that measures skills identified as critical in the
New Standards for Speaking and Listening.
Teachers can assess an individual child's current standing with
respect to skills that research has identified as critical for
literary acquisition.
TROLL has been used with over 900 low-income children. The
instrument is reliable and has strong internal consistency. Its
validity has been established in numerous ways.
TROLL correlates significantly with scores on the Peabody
Picture Vocabulary Test and the Early Phonemic Awareness
Profile given to the same children by trained researchers.
Teacher Rating of Oral Language and Literacy (TROLL)
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Classroom Assessment Scoring System (CLASS) is an
observation instrument which considers three categories, or
domains, that support a child’s learning and development.
The three umbrella domains are Emotional Support, Classroom
Organization, and Instructional Support.
The interactions between a teacher and a child are vital to a
child’s learning and development. Research and developmental
theory indicates that these interactions in early childhood
classrooms, along with the overall learning environment, is
foundational to learning.
The quality of teacher-child interactions is assessed using the
Classroom Assessment Scoring System (CLASS).
Classroom Assessment Scoring System (CLASS)
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By: Kelli Barnes
Program Administration Scale (PAS)

26. 7-point scale covering subscales
Scored below average in 2 subscales
-Program Self- Improvement
-Research and Evaluation
What Does this mean?
Overall positive rating for Connor Street
Teachers had begun work on their PAS, but had made little
progress over the last three years.
Documentation and observations indicated the program had
participated in little strategic planning over the past two years
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The Program Administration Scale or PAS is an evaluation tool
that is given to assess leadership manageme nt for early
childhood education programs. There are several indicators
included within the four subscales seen here in the graph.
Program Self-Improvement, technical assistance and
monitoring, research and evaluation, and public awareness
encompass the areas of concern within this tool. For Connor
Street an overall positive rating is observed. However, there
are areas of below average rating which need improvement.
Teacher support and instruction should be a concern, while also
strategically planning more effectively.
13
Now let’s look at the Data for Conner Street

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CLASS evaluation for Conner Street
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Classroom Assesment Scoring System
Teacher 1 Emotional Support Classroom Organization
Instructional Support 5 2.5 3.9 Teacher 2
Emotional Support Classroom Organization Instructional
Support 5 2.5 5.8 Teacher 3 Emotional Support
Classroom Organization Instructional Support 5 4
5.8 Teacher 4 Emotional Support Classroom
Organization Instructional Support 5 4 5.8
Comparative PAS Evaluation for Connor Street
PAS – leadership scores above 3 are satisfactory. This graph
focuses on program overall, subscale staff qualifications,
subscale 2 program planning and evaluation.
Connor Street

28. Local School
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Program Administration Scale (PAS)
Program Overall PAS assesses leadership and management
of early childhood programs(Scores of 3 or above meet
satisfactory criteria anything under 3 fails to meet proper
criteria.) PAS assesment from local school district (In
comparison to the PAS program they appear to meet criteria
other than a possible subscale category being below the
necessary 3 value. 3.5 3.8 Subscale1 Staff Qualifications
PAS assesses leadership and management of early
childhood programs(Scores of 3 or above meet satisfactory
criteria anything under 3 fails to meet proper criteria.) PAS
assesment from local school district (In comparison to the PAS
program they appear to meet criteria other than a possible
subscale category being below the necessary 3 value. 2.5
3.2 Subscale2 Program Planning and Evaluation PAS
assesses leadership and management of early childhood
programs(Scores of 3 or above meet satisfactory criteria
anything under 3 fails to meet proper criteria.) PAS
assesment from local school district (In comparison to the PAS
program they appear to meet criteria other than a possible
subscale category being below the necessary 3 value. 2.5
2.1
PPVT-IV EVALUATION
Low-income 4 year olds - 41st percentile

29. Middle-income 4 year olds - 76th percentile
Children from Spanish-speaking- 59.6 percentile
As a group Connor Street 4 year olds scored – 62nd percentile
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4 Year Olds Middle Income 76th percentile Spanish Speaking
59.6th Percentile Low Income 41st Percentile 76 59.6 41
Helpful Websites concerning the evaluations Parents can
refer to
A website concerning the PPVT 4th edition evaluation
is https://doi.org/10.1080/13670050.2018.1494131
Some of the websites that offered valuable insights into each of
these assessment instruments include
https://www.qualitystartsbc.org/ and https://www.ryders-
hayes.co.uk/.
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Who are the stakeholders?

30. Staff
Families?
Community?
Administration?
Teachers?
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Our Families are our priority!
Staff?
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Families
Families should be engaged and involved in the facilitating of
any aspect of the education process. Social, emotional,
cognitive, physical, and academic developmental domains are
fostered to promote higher attendance records, higher test

31. scores, stronger confidence, and overall growth when these
stakeholders are committed.
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Conner Streets Strengths
Behavior management
Assessing the students
Working with families
Conner Streets Weaknesses
Professional development
Staff qualifications
Language modelling for DLLs
Connecting families with community services
Strengths and Weaknesses of Connor Street
8/5/2022
Annual Review
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Conner Street is proud to be NAEYC accredited thanks to the

32. hard work of the staff and our families.
Through the data we can see our strengths and weaknesses and
ways in which to improve our services for your children and
you.
We will work towards improving our professional development,
upgrading our staff qualifications, improving our language
modelling for our DLLS, and connecting our families to helpful
community resources.
We are proud to say that our greatest strength is our behavior
management which greatly benefits your children in the way we
communicate and problem solve with them which will support
their social skills.
Summary
8/5/2022
Annual Review
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Congratulations Connor Street Families We are NAEYC
Accredited!
8/5/2022
Annual Review
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Saracho, O.N. (2015). Historical and contemporary evaluations

33. of early childhood programs.
Early Child Development and Care, 185(8), 1255-1267
Major Findings ( Word Document)
Resources
8/5/2022
Annual Review
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Group PowerPoint Presentation
Review presentations posted by a colleague from each group.
Reflect upon the quality of the program using data from all
presentations. Note data stories told by each group.Assignment
Task:
Respond to each and every presentation in the following ways in
250 words each:
· Describe the quality of the program, using data from each of
the presentations.
· Explain which program improvements might be the most
important and why.
· Explain which data stories are in direct contrast with each
other and why.
· Explain which data stories are similar and why.
· Identify personal learning as a result of collegial interaction.