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Helen R. Godfrey
University Child Learning and Care
Center
(HRG-UCLCC)
Student Affairs Assessment Report February 2009
Introduction February 2009
HRG-UCLCC • Founded in 1973 as a student
organization.
• Dr. Helen Godfrey was chair person of the board the Founding Board.
• SGA supported the process with a allocation. The relationship with SGA has been with us since we opened.
• The first center opened on campus Lutheran Peace Center with 17 children. Hourly fee was 50¢-Students & 75¢-Faculty/Staff
• Today 72 children are enrolled. Hourly fee $4.00-Students & $5.25-Faculty/Staff.
Our Mission & Vision
• The mission of HRG-UCLCC
is to provide high quality
comprehensive child and
preschools program for the
families of UWSP’s students,
faculty, staff, and alumni. We
provide a quality work and
learning environment for future
parents and teachers.
• We are dedicated to provide a
good beginning foundation for
life long learning to children of
UWSP students, faculty, staff,
and alumni. Teachers and
families are partners in the
education and care of young
children.
Our Curriculum
• Guided by the Wisconsin Model of Early
Learning Standards (WMELS)
• Our program is to be age-appropriate
and developmentally appropriate for a
child’s individual and group needs.
• We use the WMELS Guiding Principles
WMELS Guiding Principles
• All children are capable
• A child’s early learning and
development is multidimensional
• Expectations for children must be
guided by knowledge of child growth &
Development
• Children are individuals who develop
at various rates
• Children are members of cultural
groups and share developmental
patterns
• Children exhibit a range of skills and
competencies within any domain of
development
• Children learn through play in their
environment
• Parents are the primary educators of
their children
Section 1
Intended Outcome
1. Staff will support Children, Families, Professional and Student Staff.
2. Staff will foster developmentally age-
appropriate early childhood
curriculum that sets standards for
later learning.
3. Staff will recognize and accommodate
all children’s individual character,
abilities, culture language, and
community.
4. Staff provide developmentally-age and individual/group standards that promote social, emotional, language, physical, and cognitive development for all children.
5. Staff will support families by respecting
diversity and family support
Section 1
Intended Outcome (continued)
6. A quality work and learning environment is provided for future parents and teachers
7. HRG/UCLCC will collaborate with UWSP and beyond to provide resources that enable children, families, and all staff to better understand Child developmental issues.
8. Center assessments will enable HRG-UCLCC to be accountable and beneficial to quality enhancement and improvement.
9. Strong collaboration and leadership with UWSP and beyond.
10. Continued professional development that enables all staff to stay current with early childhood trends.
Section 2
Experiences, Programs, Services, or
Interventions
• Today our center has evolved from a
student organization to a department
in student affairs. SGA continues to
support the center along with parent
tuition and GPR dollars.
• Enrollment is for the University
Community. Priority order:
– Students
– Faculty/Staff
– Alumni
• Four age groups
* Starlight: 6-24 months
* Bunny: 2-3 1/2
* Playhouse: 3-4 1/2
* Rainbow: 4-5 ½ (4K)
Curriculum to focus on
I. Social/Emotional Development Goals: Adapt to Developmental & Age Appropriate goals
– I. Achieving a sense of self;
– II. Taking responsibility for self and other:
– III. Behaving in a prosocial way
– Objectives to Meet:
• A: Sense of Self;
• B: Responsibility for Self & Others
• C: Prosocial Behavior
II. Goals for Physical Development
– I. Achieving Gross Motor Control
– II. Achieving Fine Motor Control
– Objectives to meet:
• A. Achieve Developmental
• B: Age appropriate Gross
& Fine Motor Skills
III. Goals for Cognitive development:
– I. Learning & Problem Solving
– II. Thinking Logically
– III. Representing and Thinking symbolically
– Objectives to Meet:
• A. Achieve Age appropriate & developmentally appropriate learning thinking & problem solving.
• B. Representing and SymbolicalThinking for developmental stages
IV. Goals for Language development
– I. Listening and Speaking
– II. Pre- Reading & Writing
– Objectives to Meet: • A. Achieve age appropriate, Listening &
Speaking skills
• B. Achieve Pre-Reading/ Writing skills
Program Is:
• Developmentally appropriate
• Child centered in a play based environment
• Thematic based and integrated to meet
curriculum
Keys to support child care
Teachers + Parents
• Communications- on going- contact teacher for each child
• Parents primary educators
• Frequent communication benefit child’s?
• Parent-Teacher Conferences development & experiences
Parents
• Keep parents aware of what goes on at school
• Opportunities to be included:
– Welcome visits all the time
– Lesson plan posted
– Events, Flyers, & Newsletters
– Attend events
– Give us feed back etc…
Keys to support child care
(continued)
Teachers
• Support
• Continuing education
• Give opportunities to share knowledge
• Training
• Community service
Student Staff
• Add to program quality
• One to one opportunities with children
• Experience
• Resume building
• Knowledge future teachers/parents
• Support with training/can lead (groups)
• Flexible scheduling for employment
Keys to support child care (continued)
Practicum/ Student Teacher
• 117 students in Semester II ‘08-’09
• Over 1900 hours
• Learn and share knowledge with
center staff
Out reach/Leadership
1. Professional membership
2. Committees/boards
3. Attending conferences
4. Conference planning
5. Conference presentations
6. Workshops/class attendance
Methods to collect data for assessment
• Promote positive relationships for all children and adults
• Implement a curriculum that fosters all areas of child development – cognitive, emotional, language,
physical, and social
• Use developmentally, culturally, and linguistically appropriate and effective teaching approaches
• Provide ongoing assessments of child progress
• Promote the nutrition and health of children and staff
• Employ and support qualified teaching staff
• Establish and maintain collaborative relationships with families
• Establish and maintain relationships and use resources of the community
• Provide a safe and healthy physical environment
• Implement strong program management policies that results in high quality service
Methods to collect data for assessment
Tools for surveys (assessments A-H)
A – Family Survey, B- Support Staff Evaluation Tool, C- Sample page of Infant Tool
D- Sample page of Pre-School Assessment, E- Sample page for Toddler Sample page
F- Classroom observation Tool Sample Page, G- Sample Teacher Staff Survey Page
H & I- Program/Class Portfolio Checklists
NAEYC: Academy Results
Scores:Percentage of Met Criteria Percentage of Met Criteria
By Program Standard: For Each Classroom Observed:
Relationships 100% Toddlers-Bunny 95%
Curriculum 81% Rainbow 93%
Teaching 96% Infant-Starlight 96%
Assessment of Child Progress 90%
Health 89%*
Teachers 100+% *
Families 100+% *
Community Relationships 100+% *
Physical Environment 100+% *
Leadership and Management 100+% *
Summary of Required Criteria Candidacy Requirements
1.B.09 Met License/Licenses Exempt Status Met
3.C.02 Met Collaboration Met
3.C.04 Met Administrator Qualifications Met
5.A.03 Met Teacher Qualifications Met
5.A.12 Met Assistant Teacher Qualifications Met
10.A.02 Met
10.B.04 Met
Comments from academy
Relationships
The NAEYC Academy commends your program for promoting positive relationships among all children and
adults to encourage each child’s sense of individual worth and belonging as part of a community and to
foster each child’s ability to contribute as a responsible community member.
Curriculum
The NAEYC Academy commends your program for implementing a curriculum that is consistent with its
goals for children and promotes learning and development in each of the following areas: social, emotional,
physical, language and cognitive.
Topic area(s) for ongoing improvement:
2.E Curriculum Content Area for Cognitive Development: Early Literacy
2.G Curriculum Content Area for Cognitive Development: Science
2.K Curriculum Content Area for Cognitive Development: Health and Safety
2.L Curriculum Content Area for Cognitive Development: Social Studies
Teaching
The Academy commends your program for using developmentally, culturally and linguistically appropriate
and effective teaching approaches that enhance each child’s learning and development in the context of the
program’s curriculum goals.
Topic area(s) for ongoing improvement:
3.B Creating Caring Communities for Learning
Comments from academy (Continued)
Assessment of Child Progress
The NAEYC Academy commends your program for using ongoing, systematic, formal and informal
assessment approaches to provide information on children’s learning and development. These assessments
occur within the context of reciprocal communications with families and with sensitivity to the cultural contexts
in which children develop. Assessment results are used to benefit children by informing sound decisions
about children, teaching, and program improvement.
Topic area(s) for ongoing improvement:
4.C Identifying Children’s Interests and Needs, and Informing Program Development
4.E Communicating with Families and Involving Families in the Assessment Process
Health
The NAEYC Academy commends your program for promoting the nutrition and health of children and
protecting children and staff from illness and injury.
Topic area(s) for ongoing improvement:
5.A Promoting and Protecting Children’s Health and Controlling Infectious Disease
Teachers
The NAEYC Academy commends your program for employing and supporting a teaching staff that has the
educational qualifications, knowledge, and professional commitment necessary to promote children’s learning
and development and to support families’ diverse needs and interests.
Comments from academy (Continued)
Families
The NAEYC Academy commends your program for the high level of compliance with this component.
Recognizing the importance of a reciprocal relationship between families and programs is essential
to ensure that programs are meeting the needs of the children and families that the program serves.
Topic area(s) for ongoing improvement:
7.B Sharing Information Between Staff and Families
Community Relationships
The NAEYC Academy commends your program for effectively establishing and maintaining
reciprocal relationships with agencies and institutions that can support it in achieving its goals for the
curriculum, health promotion, children’s transitions, inclusion, and diversity.
Physical Environment
The NAEYC Academy commends your program for creating an environment, both indoors and
outdoors that fosters the growth and development of the children.
Topic area(s) for ongoing improvement
9.B Outdoor Environmental Design
Leadership and Management
The NAEYC Academy commends your program for administering a program efficiently and
effectively, ensuring that all staff, children, and families are included. The way in which a program is
administered will affect all of the interactions within the program.
Implications for Practice
• Assessment for quality improvements
• Expectations for University
• Spring Retreat- Goal Setting
Goals for 2008-2010
• Build on Curriculum (one staff currently on 4K-Curriculum committee)
• Improve Outside Environment (wrote grant for Outdoor PlayScape- waiting results)
• Communication improvements: getting parents more involved in assessments & planning
• Give parents and staff more resources on Health & Safety and in Staff related training
• Work on all communications between staff, administration, and parents.
• Expand on Dramatic Play area for Creating Caring Space
• In May 2009 retreat: better identify children’s current needs (working on outdoor class room to better utilize outside curriculum, develop the experience to address child needs )
• Maintain Quality via Licensing and Accreditation Standard