Criteria and Evaluation Tool Design
While language learning is a continuous process that is not only done at the kindergarten level, but also continues throughout the learning process, it is essential to accommodate the fact that language learning in early childhood education setting affects language learning achievements and developments in all the advanced stages of the learning process. The criteria for evaluating the indicators will include determining their impact both in the short-term and in the long-term. Determining the effectiveness of the indicators to influence immediate achievement and influence in long-life learning. Based on these considerations the evaluation tool that will be used is that which will identify or highlight progresses or achievements made throughout the learning process. An evaluation design applicable for this case is that which will track progress on a timely basis, but continually throughout the learning process. The design will be quantitative in nature to inculcate the use of data during evaluation. Data is a critical component of tracking progress. The evaluation tool appropriate for the program will be assessments and tests. Tests and assessments are mostly quantitative in nature; however, they can include some qualitative aspects if a program designer find them appropriate. The rationale for this choice is based on fact student performance in language and literacy program should be quantified for easy tracking of progress. Giancola, (2014) indicates that if a program is aligned properly to assessment, then data becomes a meaningful indicator of progress and success. The position of the author shows the connection between objective assessment and data (Giancola, 2014).
Strategies for Buy-in and Collaboration
Buy-in and collaboration among the stakeholders of the program is necessary in ensuring support and success both at the school and community levels. Developing a shared vision for the program will ensure buy-in from other stakeholders (Giancola, 2014). The language literacy must have a vision that matches that of the state and district education department. This shared vision can be done by ensuring that assessments and teaching activities meet the guidelines from the state and district. For instance, assessment should align to English proficiency standards for the state. The rationale for establishing a shared vision is hinged on the need of avoiding or eliminating lack of cooperation among the stakeholders. The shared vision must align to the policies at the school level, community, district and state levels. Another strategy for buy-in and collaboration is solicitation for feedback from the stakeholders. There is a need to meet with the stakeholders, especially parents to solicit their feedback on the performance of their children based on the evaluation methods used. Parents can also highlight possible areas of challenges that they believe should be solved to improve performance. Parents can also highlight the areas of strength that should be capitalized for better results.
Brown, C. S. (2014). Language and literacy development in the early years: Foundational skills that support emergent readers. Language and Literacy Spectrum, 24, 35-49.
McGee, L. M., & Richgels, D. J. (2003). Designing early literacy programs: Strategies for at- risk preschool and kindergarten children. New York: The Guilford Press.
Giancola, S. P. (2014). Evaluation matters: Getting the information you need from your evaluation. Giancola Research Associates, Inc.
Walden University. (2016). Grand City education and demographic data files. Retrieved from https://cdn-media.waldenu.edu/2dett4d/Walden/EDDD/2015/CH/mm/grand_city/index