Program Measurement, Goals, & Quality

Program Measurement

Preschool Functioning Documents of Guidance

Abbott Preschool Program Implementation Guidelines

Self-Assessment Validation System (SAVS)

Early Learning Improvement Consortium (ELIC)

NJ Preschool Teaching and Learning Expectations: Standards of Quality (preschool)

NJ Early Assessment System (ELAS)

NJ Core Curriculum Content

On-Going Goals


The Early Childhood Center will continue to measure each programs success rate to ensure an optimum learning environment. Students assessments (informal and formal) will collect necessary data that will help benchmark ECC programs success by classroom scores, ease of transitioning and the rate a student acquires knowledge.

This data will allow the district to continually improve and test the effectiveness of the District’s Early Childhood Learning Environment(ECERS-R/Program Effectiveness Improvement Planning Guide), provide greater emphasis on support services for children with challenging behaviors and more emphasis on Early Literacy by implementing the Scholastic Early ChildhoodProgram as an additional resource/alternate core. 

The District plans to continue providing inclusiveTeacher/T.A. Assistant Training in areas such as ELAS, early literacy, math,and science. Family workers will be assigned for students who participate in the Early Literacy Focus program and continue to encourage NAEYC accreditation for all teachers.

Classroom Quality

The Early Childhood Environment Rating Scale-Revised (ECERS-R; Harms, Clifford & Cryer, 1998)

The Support for Early Literacy Assessment (SELA; Smith,Davidson & Weisenfeld, 2001)

Preschool Classroom Mathematics Inventory (PCMI; Frede,Dessewffy, Hornbeck & Worth, 2001)