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The goal for Pre-Kindergarten is to prepare children for school by ensuring they have the social-emotional skills to self-regulate and the cognitive skills to help access curriculum. However, child care is costly and students are entering kindergarten with no formal education (Butty, Wakiaga, McKie, Thomas, Green, Avasthi, and Swierzbin, 2015). This is causing a major strain on teachers as they are expected to get students to pass state and standardized test. Schools that are in poor neighborhoods have a higher percentage of students struggling when they enter kindergarten because it is assumed that they haven’t been exposed to print. The United States can’t “race to the top” when children are not even at the starting line (Doggett and Wat, 2010).

Early education for all students can help ensure that students are ready when they become school age. An enriched early intervention program that starts early in life, pays its staff well, and maintains low child-staff ratios  can have significant positive effects on student achievement and other desirable outcomes, at least for disadvantage children (Gormley and Gayer, 2005).

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Kamaile Academy Public Charter School is a participating school of the U.S. Department of Education Preschool Development Grant. The school was awarded this opportunity to help build on statewide efforts to support early childhood systems.  The grant currently allows Kamaile Academy Public Charter School to serve 50 eligible pre-K students, wih a 10-1 ratio. All teachers are qualified with at least a bachelor's degree and a teaching license.

Kamaile Academy Public Charter School began its first year of pre-K during the school year of 2016-2017 with only one general education classroom that consisted of twenty students ages 3-4. In the school year of 2016-2017, the program staffed the classroom with one teacher, one educational assistant and two part-time paraprofessionals. In the school year of 2017-2018, the school expanded the program to two general education pre-K classrooms, and one inclusion classroom with only ten slots for students eligible through the federal grant, and another ten slots for students with special needs funded primarily through state funds and the classroom includes an additional teacher to provide special education services. All students in the classroom are of Polynesian decent and majority of students are native Hawaiian. The school focuses on a commitment to provide a high-quality early childhood education to all students.

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The purpose of this evaluation plan is to examine whether or not the classrooms are high quality in terms of environment served by high quality pre-k teachers. Moreover, the evaluation plan will assess the program’s merit and worth while also providing staff with sufficient and useful feedback. The feedback can then be used to improve teaching by providing teachers with strategies to elevate the cognitive, socio-emotional, and behavior development of children (Butty, Wakiaga, McKie, Thomas, Green, Avasthi, and Swierzbin, 2015). Additionally, the evaluation will measure student success and long-term program impacts will be evaluated.

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Primary Stakeholders:

The primary stakeholders include the director of the pre-K program, teachers, coaches, the pre-K educational assistants and the paraprofessionals. The program director has the responsibility of managing the program as well as implementing any changes.

Secondary Stakeholders:

The secondary stakeholders are those that are not involved in the actual delivery of the program, but have a significant stake in the outcomes and these people include, the principal, parents, students, and future alumni.

Tertiary Stakeholders:

The tertiary stakeholders would include future students, community activist, local government officials, and the accreditation body.

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The results of the evaluation plan will be communicated to all stakeholders. Primary stakeholders will have quarterly meetings for updates on data collection process. Upon data collection completion during the final quarter meeting, an executive summary will be present for final findings.

Secondary stakeholders will receive the executive summary; these individuals will be provided with an oral presentation and the executive summary will be included as an article in the website communication. The accreditation body of the tertiary stakeholders will receive the executive summary and will receive results through a written report required by the state licensing. Tertiary stakeholders will receive the results that reflect key findings that support the Kamaile Academy PCS Pre-K program through website communication.

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The results of the evaluation will be presented and shared with all stakeholders. The results should be shared by director and teachers to community activist and parents because the data is in representation of the community. The sharing of data through website would be updated to support evaluation results and generate recruiting plans as the program yield benefits that could be measured.

All stakeholders should be able to share opinions on evaluation results. The principal should share evaluation results with all grade level advisors and counselors. The evaluation result is an opportunity to request additional money from the federal government to improve student achievement. Based on the results of the evaluation plan, a plan for professional development of teachers and administrators should be put into place in order to implement changes recommended by the study.

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1. Does the school have developmentally and culturally appropriate materials and learning environments that are aligned with Hawaii Early Learning Development Standards?

2. How does ongoing professional development for teaches and administration effect practice?

3. What recommendations do staff members, community, leaders, and parents have on increasing family engagement?

4. Long Term: Are students who attend Pre-K better prepared for Kindergarten in terms of academics and social emotional development?

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Chikyra Crabbe's EDUC 804 LOGIC MODEL [Autosaved]

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The data analysis methods have been chosen based on the types and levels of data, the

audience, and the sensitivity of what data was collected (Russ & Preskill, 2009). The data

collection methods, which are based on the key evaluation questions, include multiple types of quantitative and qualitative data sets. The data collected from the director survey can be used to answer questions about approaches to quality improvement and the relationships among specific quality improvement activities.
A combination of descriptive and correlational analyses can be used to examine quality improvement patterns and the relationships between quality improvement efforts and program quality. The survey collects descriptive information about programs’ use of different quality improvement strategies and about the number of staff who participate in different types of professional development. However, it does not measure attitudes or behaviors underlying quality improvement strategies, so it is inappropriate to create scale scores for the data from the survey (Faria, Hawkinson, Metzger, Bouacha and Cantave, 2017).

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Quantitative
-Director Survey
-Employer Survey
-Parent Survey
-Assessment Survey
-Curriculum Survey
Qualitative
-Director Survey (open-ended questions)
- Focus Groups
-Teacher Observations
-Individual Interviews
-Employer Survey (open-ended questions)
-Parent Survey (open-ended questions)