qar report

7/31/2019 QAR Report

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Report of the

Quality Assurance Review Team

for

Old Dominion University Child Study Center/Child Development Center

139 Child Study Ctr

Old Dominion University

Norfolk, Virginia, United States 23529-1

Ms. Jane Elyce Glasgow, Director

Review Dates: 05/07/2012 - 05/08/2012

North Central Association Commission on Accreditation and School Improvement (NCA CASI) and

the Southern Association of Colleges and Schools Council on Accreditation and School Improvement

(SACS CASI) are accreditation divisions of AdvancED.


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Quality Assurance Review Report

Contents

About AdvancED and NCA CASI/SACS CASI .................................................. 3

Introduction to the Quality Assurance Review ................................................... 4

Summary of Findings ....................................................................... 5

Commendations ......................................................................... 5

Required Actions ........................................................................ 7

Next Steps ............................................................................. 8

Review of AdvancED Standards for Quality Schools .............................................. 10

Standard 1: Vision and Purpose ............................................................. 10

Standard 2: Governance and Leadership ...................................................... 11

Standard 3: Teaching and Learning .......................................................... 13

Standard 4: Documenting and Using Results .................................................. 15

Standard 5: Resource and Support Systems .................................................... 17

Standard 6: Stakeholder Communications and Relationships ...................................... 19

Standard 7: Commitment to Continuous Improvement ........................................... 20

Conclusion ............................................................................... 23

Appendix ................................................................................ 24

Quality Assurance Review Team Members .................................................... 24

AdvancED Standards for Quality Schools ..................................................... 24


AdvancED Quality Assurance Review Report Page 2 of 24


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About AdvancED and NCA CASI/SACS CASI

Background. Founded in 1895, the North Central Association Commission on Accreditation and School

Improvement (NCA CASI) and the Southern Association of Colleges and Schools Council on Accreditation and

School Improvement (SACS CASI) accredit public and private schools and districts in 30 states, the Navajo

Nation, Latin America, and the Department of Defense Schools worldwide.

In April 2006, the North Central Association Commission on Accreditation and School Improvement (NCA

CASI), the Southern Association of Colleges and Schools Council on Accreditation and School Improvement

(SACS CASI), and National Study of School Evaluation (NSSE) came together to form one strong unified

organization dedicated to education quality. That unified organization, known as AdvancED, creates the world's

largest education community, representing 27,000 public and private schools and districts across the United States

and in 65 countries worldwide and educating 15 million students.

NCA CASI and SACS CASI serve as accreditation divisions of AdvancED. Through AdvancED, NCA CASI and

SACS CASI have defined shared, research-based accreditation standards that cross state, regional, and national

boundaries. Accompanying these standards is a unified accreditation process designed to help schools

continuously improve.

The Accreditation Process. To earn and maintain accreditation from NCA CASI or SACS CASI, schools must:

1) Meet the AdvancED Standards and Policies for Quality Schools. Schools demonstrate adherence to the

AdvancED standards and policies which describe the quality practices and conditions that research and best

practice indicate are necessary for schools to achieve quality student performance and organizational

effectiveness.

2) Engage in continuous improvement. Schools implement a continuous improvement process that articulates

the vision and purpose the school is pursuing (vision); maintains a rich and current description of students, their

performance, school effectiveness, and the school community (profile); employs goals and interventions to

improve student performance (plan); and documents and uses the results to inform what happens next (results).

3) Demonstrate quality assurance through internal and external review. Schools engage in a planned process

of ongoing internal review and self-assessment. In addition, schools host an external Quality Assurance Review

Team once every five years. The team evaluates the school's adherence to the AdvancED quality standards,

assesses the efficacy of the school's improvement process and methods for quality assurance, and provides

commendations and required actions to help the school improve. The team provides an oral exit report to the

school and a written report detailing the team's required actions. The school acts on the team's required actions

and submits a progress report following the review.

NCA CASI and SACS CASI accreditation engages the entire school community in a continuous process of self-

evaluation and improvement. The overall aim is to help schools be the best they can be on behalf of the students

they serve.




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Introduction to the Quality Assurance Review

Purpose. The purpose of the Quality Assurance Review is to:

Evaluate the school's adherence to the AdvancED quality standards and policies.1.Assess the efficacy of the school's improvement process and methods for quality assurance.2.Identify commendations and required actions to improve the school.3.Make an accreditation recommendation for review by the national AdvancED Accreditation Commission.4.

A key aim of the Quality Assurance Review is to verify that the school is operating with institutional integrity -

that it is fulfilling its vision and mission for its students.

School Preparation. To prepare for the Quality Assurance Review, the school community engages in an in-depth

self assessment of each of the seven AdvancED standards. The school identifies and describes the evidence that

demonstrates that it is meeting each standard. Through this internal review, the school examines how its systems

and processes contribute to student performance and school effectiveness.

Summary of Team Activities. The Quality Assurance Review Team is led by an AdvancED certified team chair

and comprised of professionals from outside the school. The team reviews the findings of the school's internal

self-assessment, conducts interviews with representative groups of stakeholders, reviews student performance data

and other documentation provided by the school, and observes practices and daily operations. The team engages

in professional deliberations to reach consensus on the school's adherence to the standards for accreditation. The

team provides an oral exit report and prepares a written Quality Assurance Review Team Report designed to help

the school improve.

The Quality Assurance Review Team Report. Following the visit, the review team completes the Quality

Assurance Review report. After review by a nationally-trained reader, the report is submitted to the school. The

report contains commendations and required actions for improvement.

Using the Report - Responding to the Required Actions. The school uses the report to guide its improvement

efforts. The school is held accountable for addressing the required actions identified in the report. The NCA

CASI/SACS CASI State Office is available to assist schools in addressing the required actions. At prescribed

intervals, the school must submit a progress report detailing the actions and progress the school has made on the

team's required actions. The report is reviewed at the state and national level to ensure the school is addressing the

required actions.

Accreditation Recommendation. The Quality Assurance Review Team uses the findings from the onsite visit to

make an accreditation recommendation that is reviewed by the AdvancED Accreditation Commission.

Accreditation is granted by the AdvancED Accreditation Commission and communicated to the school following

action from the commission.




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Summary of Findings

A Quality Assurance Review Team representing the SACS CASI Virginia State Office (SACS-CASI-VA), a

division of AdvancED, visited the Old Dominion University Child Study Center/Child Development Center in

Norfolk, Virginia, United States on 05/07/2012 - 05/08/2012.

During the visit, members of the Quality Assurance Review Team interviewed 4 members of the administrative

team, 0 student, 8 parents, and 9 teachers. The team also reviewed documents, student performance data, and other

artifacts provided by the school. Specifically, the team examined the school's systems and processes in relation to

the seven AdvancED standards:

Vision and Purpose1.Governance and Leadership2.Teaching and Learning3.Documenting and Using Results4.Resource and Support Systems5.Stakeholder Communications and Relationships6.Commitment to Continuous Improvement7.

The AdvancED standards focus on systems within a school and systematic methods of attaining high student

performance and organizational effectiveness. The power of the standards lies in the connections and linkages

between and among the standards. The Quality Assurance Review Team used the AdvancED standards to guide

its review of the school, looking not only for adherence to individual standards, but also for how the school

functions as a whole and embodies the practices and characteristics of a quality school.

Through its examination of the school's adherence to the standards, the Quality Assurance Review Team

identified the following commendations and required actions.

Commendations

The Quality Assurance Review Team commends the school for the following strengths and accomplishments.

While additional strengths are noted in the detailed review of each standard that appears later in this report, the

commendations listed below are the strengths that the team believes are most deserving of being highlighted.

Commendation 1

Commendation Statement:

The centers have along history (45 years) of excellent early childhood programs and education that:

- Provides high quality learning in a stimulating environment that challenges children to meet individual goals.

The results have been a good reputation in the community, positive word of mouth, and parents choosing this

program for their children.

- Employs a very highly qualified staff committed to achieving excellence for themselves and the children.

- Utilizes a curriculum framework based on developmentally appropriate milestones and guidelines, yet teachers

have flexibility, using theme-based curriculum, to teach concepts and skills using the child's interests to driveinstruction.




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Evidence:

Parents spoke very highly of the quality of learning their children experienced and how the teachers and

instruction challenged their children to excel. The Quality Assurance Review (QAR)team observed the

environment in which the children learned was rich with books, centers, pets, and children's art work. Parentsand teachers mentioned they had heard about the quality early childhood programs long before their children

were enrolled or before they were employed.

All teachers are "highly qualified" according to No Child Left Behind (NCLB) and all teachers have a masters

degree in early childhood education. Parents praised the high quality of the teaching staff.

The curriculum framework is based on specific guidelines that are also used to measure/assess progress, yet

teachers said they have freedom to teach the specific skills and knowledge according to children's interests and

needs.

Rationale:

The director and staff benefit from the centers' long positive reputation in the university and surrounding

community and work diligently to maintain that reputation with hard and excellent work. The leadership and

students benefit from the excellent qualifications of the staff as well as the specific, yet flexible curriculum.

Teachers enjoy the flexibility the curriculum allows.

Commendation 2


The centers have effective leadership that has resulted in:

- Fostering positive relations with stakeholders.- Promoting an efficient organizational structure.

- Collaboratively establishing consistent policies and regulations.

- Successfully navigating university procedures as opportunities rather than challenges.

Evidence:

Parents, teachers, support staff, university deans, and the director mentioned the positive relationships with each

other. Respect and friendly attitudes are displayed in interactions among all stakeholders, especially to the

children at the centers.

The director promotes an efficient organizational structure. One example was the articulating of policy, rules, and

regulations using staff input. The director uses a positive and optimistic attitude to navigate university proceduresand protocol. She sees challenges such as losing staff parking spaces as opportunities to seek solutions and form

partnerships with other university personnel.

Rationale:

Being a part of the university community requires effective leadership and an attitude that promotes successfully

navigating the university rules and regulations. Viewing challenges as opportunities creates success for the

centers, staff, and children.

Commendation 3





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The centers' director and staff practice the principles of continuous improvement:

- Using change as an advantage in revising the vision, mission, and organizational structure.

- Involving many stakeholders in the process to develop loyalty, shared responsibility, and a sense of ownership.

Evidence:

When the director was first employed, she used changes in personnel to lay the groundwork to implement a

culture of continuous improvement. With newly hired teachers, an impending accreditation review, and

university changes, the director began a collaborative process to review and revise the vision, mission, and

organizational structure. Utilizing the expertise of all stakeholders has developed a sense of loyalty and

ownership and a culture of continuous improvement.

The director and staff, even while the QAR team was present, practiced the philosophy of continuous

improvement. As teachers were completing the interviews, they were discussing improvements to certain

classroom practices with the QARteam. During casual discussions, the director indicated changes she knew

should take place for the centers.

Rationale:

When the stakeholders have adopted a culture of continuous improvement, they are more pro-active and realistic

in examining the present with the idea of making improvements.

Required Actions

In addition to the commendations, the Quality Assurance Review Team identified the following required actions

for improvement. The team focused its required actions on those areas that, if addressed, will have the greatest

impact on improving student performance and overall school effectiveness. The school will be held accountable

for addressing each of the required actions noted in this section. Following this review, the school will be asked to

submit a progress report on these required actions.

Required Action 1

Required Action:

Operationalize the Old Dominion University (ODU CDC/CSC) Strategic Plan 2012-2017 to:

- Prioritize tasks.

- Establish time lines.

- Assign responsibilities.- Chart progress toward task completion.

Evidence:

During preparation of the report for the external review, the staff took a realistic view of the centers and the

strengths and areas of concern. This was evidenced in their participation and the thoroughness of the report.

One outcome of the report was a strategic plan that addressed the areas of concern. The director and teachers'

strategic plan is comprehensive with goals and action steps to guide the centers' progress for the next five years.

The goals and action steps are not yet operationalized by priority, assigned responsibility, or dates set for

accomplishing the goals and action steps.

Rationale:

The strategic plan is on target with the philosophy of continuous improvement, but all tasks cannot be completed




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at once. If the director and staff create the priorities and assume responsibilities for completing the tasks, they

will future the practice of ownership and continuous improvement. Furthermore, if the strategic plan is posted on

the website, along with progress toward completing, stakeholders will have additional knowledge about the

centers' accomplishments.

Required Action 2

Required Action:

Develop a comprehensive plan for the expanded use of technology:

- In creating a more user-friendly website.

- In classroom instruction.

- During center time.

- For electronic student portfolios.

- To standardize lesson plans or other forms.

Evidence:

TheQAR team concluded thatthe ODU CDC/CSC website did not contain much information about the centers

and the work the staff do with young children. There were no links for parents to use to access their children's

progress. Teachers are continuously updating children's progress, using papers or portfolios, but results do not

get uploaded for parents to access. Parents mentioned receiving information about events and lessons via

computers and some teachers maintained a website or blog to provide information about classroom activities, but

this did not appear to be consistent.

Technology is used to keep students' demographic information, but not to record developmental progress or

create electronic portfolios. During the two day visit, the QAR team did not observe teachers using technology

in instruction, and only little evidence of students using computers in their center work. Team members noticedmany different formats in lesson plans.

Rationale:

The website is scheduled for renovation and the QARteam (and director) felt this was a good opportunity to use

the website to provide more information about the centers and the excellent work the children accomplish. The

director reported a good working relationship with an instructional technology (IT) person from the university

who could help develop a technology plan. Many of the children have computers and other technology at

homethey can begin using technology for educational and learning in these creative classrooms.

Using tablet or handheld computers could lessen the paperwork required to track progress, take photographs, or

send instant messages to parents or the director.

Review of AdvancED Standards for Quality Schools: The team reviewed the school's adherence to each of the

AdvancED standards. The findings from this review are provided in the next section of this report.

Next Steps

The school should:

Review and discuss the findings from this report with all stakeholders.1.Ensure that plans are in place to embed and sustain the strengths noted in the commendations section to2.




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maximize their impact on the school.

Develop action plans to address the required actions made by the team. Include methods for monitoring3.progress toward the required actions.

Use the report to guide and strengthen the school's efforts to improve student performance and school4.effectiveness.

Following the Quality Assurance Review, submit the Accreditation Progress Report detailing progress5.made toward addressing the required actions. The report will be reviewed at the state and national level to

ensure that significant progress is being made toward the required actions. Lack of progress can result in a

change in accreditation status.

Continue to meet the AdvancED accreditation standards, submit required reports, engage in continuous6.improvement, and document results.

Celebrating Accreditation

Following the visit, the Quality Assurance Review Team submits an accreditation recommendation to AdvancED

for state review and for action at the national level by the AdvancED Accreditation Commission, which confers

accreditation and communicates it to the school. Upon receiving its accreditation, the school should celebrate its

achievement with the school community. The SACS-CASI-VA accreditation seals are available at www.advanc-

ed.org/communicationskit for accredited schools and districts to post on their website and to use in school

communications. Flags, door decals, diploma seals, and lapel pins are also available and can be ordered from the

website to help you share your accomplishment with your community.

Summary

The accreditation process engages the school in an ongoing journey of continuous improvement. The next steps in

this journey are to build on the strengths and address the required actions noted in this report. Doing so will enable

the school to advance in its quest for excellence and deepen the fulfillment of its mission for all students.


http://www.advanc-ed.org/communicationskithttp://www.advanc-ed.org/communicationskit


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Review of AdvancED Standards for Quality Schools

The primary requirement for accreditation is that the Old Dominion University Child Study Center/ChildDevelopment Center demonstrates that it meets the seven standards for accreditation. The findings of the Quality

Assurance Review Team regarding the standards for accreditation are summarized on the following pages.

Standard 1: Vision and Purpose

Standard: The school establishes and communicates a shared purpose and direction for improving the

performance of students and the effectiveness of the school.

Description - The team noted how the school met the intent of the standard based on the preponderance

of evidence:

Old Dominion University's Child Development Center and Child Study Center (hereafter ODU CDC/CSC

or the centers) have a long history of providing exceptional early childhood education, development, and

research for the faculty and surrounding community. In 2009, the employment of a director for the centers

presented an opportunity to review and reestablish the centers' vision and mission. The new director

undertook an extensive review process using focus groups, meetings, and surveys to collaborate with

current and former parents, early childhood education experts, community members, ODU faculty and

students, center teachers, support staff, and university groups in reviewing and revising the vision and

mission. Since the child study centers are part of the university, their mission needed to align with the

ODU mission. The alignment was accomplished through a collaborative process that has resulted indeveloping support and advocacy for the centers' programs. During interviews, the dean of the Darden

School of Education indicated her support for the early childhood programs and the support of women's

groups on campus.

The director and staff also began the AdvancED accreditation review process during which stakeholders

developed a strategic plan that identified system-wide goals and action steps (measures) needed to advance

the vision and mission. The vision and mission as well as the strategic plan will be reviewed by

stakeholders on an ongoing basis and revised when the stakeholders feel this is appropriate.

The vision, mission, and purpose are communicated on the website, in the parent handbook, and posted

outside each classroom. The mission is followed by the director and staff and understood by the differentgroups of stakeholders. During interviews, the team noted that stakeholders (parents, director, teachers,

support staff, and community members) were able to articulate the vision and mission of the centers.

The vision published in the parent handbook on the website states: "The Old Dominion University Child

Development and Child Study Center is a first-class teacher training and research facility that serves as a

model of exemplary early education." Further information from the parent handbook states: "In

partnership with Darden College of Education, the Mission of Old Dominion University Child

Development and Child Study Center is to offer the highest quality early education for the children of

ODU faculty, staff, students and the metropolitan Hampton Roads community. Collaboratively with

Darden College of Education, we are a facility for teacher training and a site for academic research."

The "first screen" of the website states: "Old Dominion University's primary purpose in the children's




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programs at the Child Development and Child Study Centers is to train teacher candidates and provide a

setting for research conducted by the university community. A secondary mission is to provide exemplary

child care for the greater Hampton Roads community." The director mentioned that the website was

scheduled for renovation. The QAR team felt more information about the centers and the kinds of services

and learning promoted by the teachers would be beneficial for parents and the community. Photographs of

children and staff could be a visual representation of how the mission, vision, and purpose guide

educational activities.

The vision and purpose revision is an ongoing process that seeks to continually find new ways to provide

early childhood students with the best practices available while meeting the changing needs of the students

and community. The director mentioned recent program changes that accommodate full-day services for

multi-age children in response to community needs. Support staff maintains a database of information can

yield a profile of the current students' demographics. The vision, purpose, and values guide teaching,

learning, and other daily routines within the school. The faculty and staff have a synergy that exudes their

commitment to the vision and purpose in the education of young children.

Strengths - The team noted the following successful practices deserving of recognition:

The collaborative process used in revising the vision and mission has resulted in comprehensive

stakeholder knowledge, strong advocacy, and loyal support for the early childhood programs.

Stakeholders have a shared purpose dedicated to the whole child and provide an outstanding

learning experience that stands as a model for college students entering the field of early childhood

education.

Strong teamwork among the director, teachers, and support staff demonstrates daily living of the

vision and mission.

Opportunities - The team offers the following opportunities for improvement for consideration by the

school:

Update the website to better communicate the vision and purpose to stakeholders through: a picture

gallery, student performance data, calendar of events and menu, and/or curriculum/classroom

themes.

Finding: Old Dominion University Child Study Center/Child Development Center has earned the overall

assessment level of "Highly Functional" and has met this standard for accreditation.

Standard 2: Governance and Leadership

Standard: The school provides governance and leadership that promote student performance and school

effectiveness.


of evidence:

The centers' director and staff established and communicated policies and procedures that have resulted in

an effective system operation. During discussions, the director noted that the centers had policies and

procedures before she was hired, but not in written form. Since the directors' arrival, policies and

procedures have been formalized in writing using input from the staff. These provide consistency andmore effective operation of the programs.




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In the university community there is a recognized "chain of command" noted in the organizational chart

the director provided for the team. The director reports to the Dean and the Associate Dean of the Darden

School of Education. The director has established a supportive working relationship with the deans as

evidenced by their attendance and verbal support during the interviews with the AdvancED QAR team.The director has also established dynamic authority as the administrative head of the centers, yet, she is

quite respectful of the abilities and knowledge of the staff. Teachers said they have certain curricular

guidelines to follow, but are given the opportunity to be independent in meeting the individual needs of

their classrooms.

New employees undergo an online orientation to the early childhood centers and programs and are placed

in classrooms with seasoned teachers as they begin their work experience. In addition, new teachers are

assigned an experienced mentor teacher. During interviews, teachers spoke of the collaborative nature of

their curricular and lesson planning.

The early childhood centers have an advisory board who meet three times each year composed of ninecommunity members with interests in early childhood education: the Dean of the Darden School of

Education, parents, faculty, an executive director, and community members. The group operates

according to bylaws created by the group. One-third of the advisory board "rolls off "each year to assure

consistency.

The centers abide by the regulations set forth by the Virginia Department of Social Services (VDSS) in

regards to teacher/child ratios and other regulations. Since the program is part of the university

community, the director has access to legal counsel for advice and information and adequate insurance to

protect the financial stability. The director indicated the center programs were financially stable and self-

supporting through tuition from the students.

The director provides leadership in analysis and review of student performance and school effectiveness.

Stakeholders (parents and staff) completed surveys concerning student performance, system effectiveness,

and stakeholder satisfaction. Teachers mentioned their participation in the analysis of the survey data,

especially parents' comments about the school's effectiveness and program satisfaction. Teachers review

their performance through self-reflection, in conversations with fellow teachers, and through annual formal

evaluations.

As an effective leader, the director involved many internal and external stakeholders in the vision and

mission revision. Staff, parents, and community members mentioned their involvement in this process and

expressed a sense of responsibility and ownership in the program. During interviews, stakeholders

indicated pride in their role and an appreciation of being heard and making a difference in the decision-making process of the school. The comprehensive stakeholder involvement led to collaboration from

other stakeholders (such as the University Women's Caucus) who have since become advocates for the

early childhood programs.

The university and director have provided direction, assistance, and resources to help align, support, and

enhance the school in meeting its goals. A challenge in aligning all program parts is the geographic

disconnect of the buildings and centers located several blocks apart on the campus. The dual locations

pose problems in communication, delivering meals, completing administrative duties, conducting

observations, and facilitating parent drop offs, to name a few. All stakeholders interviewed by the team

cited the two locations as an area of concern in the continuity and growth of the program and unanimously

suggested uniting the programs in one building. The deans and director explained that planned universityrenovations will expand one building to accommodate the programs/classrooms in one location. The




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director also mentioned the confusion to stakeholders because there were two different names for the early

childhood programs. The team agreed with the director that one name would alleviate confusion.


The director provides leadership that views challenges as opportunities and utilizes networking

abilities to generate advocacy for early childhood learning.

Effective governance is achieved through consistent and comprehensive policies and procedures

established by the leadership and staff.

The staff works together with leaders and parents to ensure successful experiences.


school:

Unite the two centers and programs under one name and physical location.

Finding: Old Dominion University Child Study Center/Child Development Center has earned the overallassessment level of "Highly Functional" and has met this standard for accreditation.

Standard 3: Teaching and Learning

Standard: The school provides research-based curriculum and instructional methods that facilitate achievement

for all students.

Description - The team noted how the school met the intent of the standard based on the preponderanceof evidence:

The ODU CDC/CSC are laboratory schools within the university setting that provide child development

learning and services for children from eight weeks to approximately five years of age. The curriculum

framework is based on clearly-defined expectations found in: Milestones of Development (Virginia's Early

Childhood Development Alignment Project), Virginia's Foundation Blocks for Early Learning:

Comprehensive Standards for Four Year Olds, as well as the Virginia Standards of Learning (SOL) for

kindergarten. The high quality program, best described as learning through play, is based on six domains:

Social Development, Literacy, Science, Mathematics, History and Social Science, and Physical

Development. In order to maintain high-quality learning activities teachers regularly review and revise the

curriculum along with one teacher who serves as the curriculum coordinator.

Within the curricular framework teachers prepare units and lesson plans based on collaboratively selected

themes as well as best practices and research in early childhood education. The curriculum units reviewed

by team members included goals and objectives (expectations) for student learning and a variety of

developmentally appropriate instructional strategies and activities that promote higher level thinking

skills. Parents spoke of subtle scaffolding and differentiation in the activities teachers required of students

at the different classroom centers.

The teachers and staff reflect a commitment to equity in providing learning opportunities to each and every

child. The teachers provide many opportunities to apply learning in different settings. The team observed

the older students (three to five year olds) working on plays the students wrote. The students choose their

characters and designed costumes and scenery for the productions. One class play contained a moral aboutsharing. During the external review, the QAR team observed all children at all ages happily and




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enthusiastically engaged in learning activities. Even the infants were "dancing" and moving in rhythm

during their music period.

In partnership with university faculty and students, many opportunities exist to utilize and conduct

research that could further knowledge about best practices in early childhood instruction and learning. The

director noted that "little research" had been conducted in the past three years, due to leadership changes in

the centers and the school of education.

The centers represent a fairly homogeneous population with about one-half of the students children of

university faculty and students (middle to high income), and a few students (10%) are English Language

Learners (ELL). An appreciation of diversity is shown in the respect the director, teachers, staff, parents,

and children have for each other. Teachers and students benefit from learning about the cultures of ELL

students. The team noticed classrooms contained dolls, books, and other classroom artifacts that showed

an appreciation of diversity. The director noted efforts the staff had made in partnership with Norfolk

Public Schools (NPS) and one elementary school to increase the diversity of the student body. The

director is working with the ODU Development Office to raise funds for scholarships for low-income

students.

The entire day is allocated for instructional time, thus protecting student learning time. Group "rug time,"

and class activities are designed to teach specific skills and knowledge that is developmentally appropriate

for the children. During meal time, the team observed children eating "family style" while practicing table

manners and positive social interactions. During outside activities, teachers and assistant teachers

structured play to develop motor skills which are charted on individual records.

Teachers stated, during interviews, that they formally and informally talked with all levels of teachers

about the children's progress and performance. Transitioning from one class (age) to another (future

schooling) is eased with the planning discussions teachers have with each other and with parents before,

during, and after the transition. Both parents and teachers spoke positively about the steps teachers took to

ease student transitions during their time at the centers.

Student progress is tracked through teacher observations, the Ages and Stages checklists, and the

Phonological Awareness for Literacy Screening (PALS) (pre-k and k). During interviews, parents

reported their children well-prepared for success in kindergarten or first grade and were particularly

complimentary of the faculty, staff, and curriculum. The director confirmed that informal feedback

received from former parents and "feeder" schools, indicated students were ready for the "next step" in

their education. The director mentioned the difficulty in getting formal feedback from either parents or

teachers after the students "graduated" from this program.

Through their affiliation with ODU, the staff and children have access to specialists in speech and special

education who provide evaluative services and assist teachers and/or parents in making accommodations

to meet children's special learning needs. In addition, the centers share a partnership with NPS to provide

specialists to assess special learning needs. Space is allocated within the buildings when outside therapists

need to work with the children.

The director, teachers, and staff have established a climate of love and care that supports student learning.

The team found evidence of the positive climate at the school and during interviews with the stakeholders

who spoke of the care, concern, and friendliness they experienced. Parents, in particular, spoke about the

friendly and nurturing climate their children experienced at the centers. The positive climate begins withthe director who has made an effort to know each child personally, know what they were doing, or make a

comment about a personal event. Teachers and support staff reinforce the climate through their words and




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deeds with a philosophy build on positive discipline.

The team observed that teachers have access to computers for planning or other purposes in their "offices"

and the support staff and director have access to technology for their use. The team did not see evidence

that computers or technology were used to select videos, pod casts, or other items that could be used in

classroom instruction. Computers were available in classrooms for student use; however, during

classroom visits the team observed very limited student use of computers. The team did not observe

teachers using technology in instruction.


A high quality curriculum and teaching staff cause parent loyalty in selecting this program and

enrolling multiple siblings.

The curriculum, based on best practices in early childhood learning, provides a framework for

individualized learning through play. The framework allows teachers to tailor teaching and learning

activities to meet student interests.

Teachers continually monitor and assess student growth and development in qualitative and

quantitative ways and adjust instruction to meet individual needs.


school:

Ensure that all students and staff members have regular access to comprehensive instructional

technology that supports the curricular and instructional programs.

Promote the centers as a research as well as a training facility within the university setting.


assessment level of "Operational" and has met this standard for accreditation.

Standard 4: Documenting and Using Results

Standard: The school enacts a comprehensive assessment system that monitors and documents performance and

uses these results to improve student performance and school effectiveness.


of evidence:The director and staff established and implemented a comprehensive assessment system based on the

curricular framework and student performance measures that yield valid and reliable results. The

assessment measures include classroom observations, portfolios, developmental continuum, checklists,

and the PALS pre-k and k. The assessments record physical, emotional, social, and cognitive growth in

students. Teachers maintain cumulative individual notebook portfolios that track each child's performance

during their time at the centers. These portfolios are passed along to teachers as children progress through

different classes. The team did not observe teachers tracking children's growth, progress, or performance

by electronic methods.

Student performance data from the assessment measures are used by the director and instructional staff to

improve the effectiveness of curriculum and instruction and to determine if interventions are needed forstudents. Both assessment for interventions and interventions needed can be obtained through established




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university and community partnerships. The director, teachers, and parents are aware of the support

systems available through the university or NPS.

Student performance is communicated, primarily to parents, in a variety of ways. Teachers track physical

growth on developmental charts and report progress to parents on a formal and informal basis. Emotional

and social growthare reported in daily conversations parents have with teachers and through

parent/teacher conferences. During interviews, parents spoke positively about the information they

received about their child's progress; however, there was no mention of accessing their child's performance

information on the website. The website does not contain information related to overall student

performance data for community stakeholders or links for parents to gain information about their child's

progress or performance. The director mentioned that the centers' website will undergo renovation. The

team did not hear about or see any evidence of the use of comparative or trend data to compare student

performance with cohort schools.

The centers maintain a secure and accurate student record system in accordance with state and federal

regulations. These data and the cumulative individual student portfolios represent a wealth of longitudinal

data that could be used for university research projects or dissertations. The director mentioned that the

change in leadership at the centers and the Darden School of Education had resulted in fewer research

projects at the centers.


Teachers communicate often and regularly with parents regarding their child's growth and

development using the child's individual portfolio information as evidence.

Social, emotional, physical, and cognitive growth and development are assessed and documented by

multiple valid and reliable measures.

Opportunities - The team offers the following opportunities for improvement for consideration by theschool:

Broaden communication with stakeholders to include the results of student performance, program

successes, as well as plans for improvement.

Investigate the use of technology, such as tablet computers or electronic portfolios, to track student

performance and allow summative performance data to be used for comparison with cohort centers.

Use the planned website renovation to provide more information about the high quality programs

and student achievements and performance to stakeholders.






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Standard 5: Resource and Support Systems

Standard: The school has the resources and services necessary to support its vision and purpose and to ensure

achievement for all students.


of evidence:

The director has the advantage of a good recruitment pool of potential job candidates who complete

observations, a practicum, or student teaching at the centersthis is an advantagein recruiting and

employing qualified personnel. Although applicants must undergo the university screening and interview

process, the director makes final hiring decisions. The director reported over 50 applicants for a recent

administrative assistant job opening. (This speaks to the positive reputation of the centers.) New staff

members receive online training and teachers receive classroom training with experienced teachers and

mentors. The staff has access to comprehensive universitybenefits, such as health and life insurance.

Staff turnover is low with many teachers remaining at the centers for decades. Teachers reported waiting

and watching carefully until an opening occurred on the teaching staff.

The director is very well qualified with a masters degree, experience as a pre-school teacher, and director

of two college and university early childhood education programs. The nine full-time teachers have

master's degrees in Early Childhood Education with a Pre-kindergarten through grade three Post Graduate

Professional Teacher Certification. According to No Child Left Behind (NCLB) standards, the teachers

are Highly Qualified. The centers use student assistants as well as student teaching candidates in the

classrooms. As another measure of quality, the center voluntarily participated in the Virginia Quality

Rating Improvement System (VQRIS) and received a four star rating (5 **** is tops). The centers

meet/exceed Virginia Department of Social Services (VDSS) requirements for adult to child/infant ratios.

The director and staff established and implemented a process to design, evaluate, and improve professional

development opportunities. The highly qualified teachers reported being challenged to find the required

20 hours of professional development that meets their needs. Fortunately, teachers had been able to attend

an early learning conference which coincided with their spring break. Teachers indicated funding sources

allowed them to attend other professional development opportunities which the director had communicated

through email. The director confirmed the challenge in finding appropriate professional development and

mentioned a joint training opportunity in cooperation with NPS.

As collaborative learning teams teachers can perform action research. During interviews some staff said

they were students working on undergraduate or advanced degrees and were required to conduct research.

The director wants the staff to be engaged in early childhood research but cited a homogeneous population

as a disadvantage in conducting generalizable research. The director, dean, associate dean, and

"development person" mentioned various avenues being investigated to find funding sources within the

community to enable the centers to offer scholarships to low-income children. The director mentioned a

"fun run" designed as a fund-raising event for the centers' scholarships.

The director and ODU personnel engage in long-range budgetary planning. Financial resources generated

through child/student fees and tuition are sufficient to support the centers' educational programs. The

director confirmed all financial transactions were safeguarded because they follow university financialprocedures. The director also discussed the complicated process of obtaining financial records which were

embedded with the financial records of the university. This method of record keeping is being revised to




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facilitate financial accuracy.

The staff and centers receive "in-kind" support from the university staff for maintenance, landscaping,

security, housekeeping, and technology. The support staff maintains a safe, secure, and healthy

environment for the students. The building is clean, easy to navigate, and made colorful with displays of

children's art work. One building displayed a university student's thesis art work. The very large paintings

depicted young children of diverse backgrounds.

As the team toured the buildings, they observed the food servicesperson prepared food for the students in

a kitchen using only a microwave and portable ovens. The team expressed surprise at the meals he

prepared with little equipment. Because children sometimes have many allergies, both teachers and the

food services person are very aware of how food is prepared. During interviews, parents stated their

children would eat foods at school that they would not eat at home. Oftentimes, parents would ask how a

dish was prepared or what brand was used so they could get it for their children.

Written security and crisis management plans are available for crisis situations. The director and staff

confirmed they and students had participated in required safety drills, such as fire and tornado drills. The

infants' rooms have special crises evacuation cribs used during practice drills. The director said personnel

from the Norfolk Fire Department had come to conduct and observe fire drills.

Several security measures assure parents and teachers that children are safe. Parents use a code to enter

the building and classrooms, and visitors must be "buzzed" into the building. The director expressed

concern about students not associated with the early childhood program being in the building; however,

this situation will be resolved with future renovations and additions to the building. The director reported

a recent security issue that campus police quickly diffused.

Processes and plans are in place for maintaining and improving sites, facilities, and equipment. There are

advantages and disadvantages to being a part of a university campus. There have been ongoing changes to

the university campus, especially the parking lots. (QAR team members were issued special parking

passes for the visit.) The reduction in the amount of parking will impact the staff. The director is working

with university planners to minimize the disruption the changes cause.

The early childhood programs are housed in two buildings about three blocks apart. Trying to monitor and

service two buildings and programs presents the director with many challenges. The dean and director

mentioned plans to enlarge one existing building to accommodate both programs under one roof and have

worked closely with university personnel to determine the best way to make changes to accommodate the

program and students' needs. Although renovation plans have been approved the changes will take placeover a two year span. The dean and the director indicated improvements take longer when they must be

aligned with university plans and changes.

The technology and equipment used at the centers, especially by the leadership and staff, is up-to-date and

serviced by university personnel. The team observed computer stations in older students' classrooms but

did not see them in use. The team noted the absence of Promethean boards or table top computer stations

that could be used for instruction with young children.

Through the university community, the program has support from various departments: Human Relations,

Facilities, Campus Police, Instructional Technology, Development (fundraising), and Student Support. In

addition, teachers and students receive support from other university departments: Psychology, Nursing,Physical Therapy, Human Movement Sciences, Communications Disorders, and Communication Theater.

The students receive regular health and speech screening from the university or NPS. Sometimes,




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university specialists will observe in classrooms and offer suggestions to teachers and/or parents about

how to best work with the children. If students are identified for special services, the staff will provide a

space for the students to receive needed services from the appropriate people.


The director and staff have forged successful university and community partnerships that effectively

use resources and support systems to benefit the staff and students.

A wealth of resources exists within the university and community that enhances early childhood

learning and supports the students' needs.


school:

Consider providing alternate learning opportunities for students through the use of additional

technology, such as Promethean Boards and/or Smart Tables.


assessment level of "Highly Functional" and has met this standard for accreditation.

Standard 6: Stakeholder Communications and Relationships

Standard: The school fosters effective communications and relationships with and among its stakeholders.

Description - The team noted how the school met the intent of the standard based on the preponderanceof evidence:

The director, the dean of the Darden School of Education, the staff, and teachers foster positive

relationships with community stakeholders that result in support and commitment to student learning. The

extensive collaborative process used in revising the vision and mission generated much support and

advocacy for the early childhood programs. For example, the dean, the director of fund-raising, and the

university's Women's Caucus are advocates for the centers' programs. Current and former parents are

strong advocates for the centers and spoke very positively of collaborative relationships with the teachers

and staff. They mentioned incidences when teachers worked with them to address a behavior concern or

solve a child's problem. There is a system-wide attitude of collaboration among stakeholders that provides

the best experience and education for children. Teachers spoke about the collaborative process through

which they create, change, and revise the curriculum and collaborate with practicum students assigned totheir classrooms. The director, teachers, and staff form friendly, family relationships through their

collaborative work.

All stakeholders mentioned the word communication. The director, teachers, and staff members place an

important value on communication: both to and from stakeholders, especially parents. Parents mentioned

many opportunities they had to give and receive communication. They also mentioned the director's and

teachers' open door policy and felt encouraged to communicate with the leadership, teachers, and staff.

The director and staff perform an excellent job of soliciting and using the knowledge and skills of

stakeholders to enhance the work of the school. For example, the staff (and students) has access to

practicum students, student teachers, researchers and research assistants, and dance and physical educationstudents. Thefood service personis a former navy man, used to improvising to make meals. He is an




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asset who knows how to make accommodations for the children. The children enjoy his presence and the

team learned children stop by the kitchen to say "Hello" each morning.

The director and teachers communicate student learning expectations in various ways, but primarily

through the daily contact with parents. Communication happens through newsletters, teacher-made

websites, blogs, newsletters, and parent conferences. Parents said they received daily and weekly email

messages and photographs about activities and/or events. Teachers also use a developmental continuum to

communicate expectations for student learning. Parents said teachers gave suggestions to use at home to

enhance certain areas. The parents praised the amount of communication they enjoyed with the school and

their child's teachers.

During interviews and in the strategic plan, the director mentioned the need for an annual report and an

updated website. An annual report would provide succinct and meaningful information to the various

stakeholders as well as potential clients. The team felt an annual report containing program and student

performance information would be a positive website addition.


Many, varied, and frequent methods of communicating with the stakeholders foster commitment,

support, and advocacy for the programs for young children.

Effective and open two-way communication among the director, dean, parents, teachers, children

and other stakeholders forges positive and lasting relationships.


school:

Summarize the yearly progress of the school, students, and school community in an annual report

communicated to all stakeholders.



Standard 7: Commitment to Continuous Improvement

Standard: The school establishes, implements, and monitors a continuous process of improvement that focuses

on student performance.


of evidence:

The staff engages in a process of continuous improvement that began in earnest during 2009 when a new

director was employed. The director scheduled time to seek input concerning the current vision and

mission from all stakeholders (parents, community leaders, college deans, college professors, teachers,

organizations, and staff) through comprehensive methods. At about the same time preparation for the

accreditation review began. Using input from stakeholders the staff reviewed data to determine program

effectiveness in meeting university and community needs. In addition to the accreditation report, an

outcome of the review was a strategic plan complete with goals and action steps (2012-2017). The team

reviewed the strategic plan as evidence of the commitment to continuous improvement, but did not find itoperationalized with assigned responsibilities or time lines for task completion. Assigning responsibilities




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and establishing time lines would provide a method for stakeholders to monitor and communicate

accomplishments (improvements) to the stakeholders. The director said this was one "next step."

The director and staff use developmental milestones and standards that guide instruction, the curriculum,

and learning activities--all of whichalign with the vision and mission. Teachers reported continuously

reviewing and revising information such as developmental growth charts based on new data and the

curriculum based on children's interests. Continuous improvement was evident in the way teachers used

their time: planning activities as they walked to the interviews or exploring ways to make birthday

celebrations more meaningful. Time is allocated for engaging in continuous improvement, yet the

director, teachers, and staff have created a culture of constantly seeking ways to improve themselves, the

organization, the teaching, and the learning.

The centers serve as a laboratory school for research, student teaching, and practicum completion.

Professional development activities for the staff can be completed at the centers through action research or

through outside opportunities that align with the vision and mission. The teaching staff diligently seeks

professional development that is relevant and useful in their teaching and instructional activities.

From the director, teachers, and parents the QAR team learned of multi-age classrooms formed as a result

of community changes. This arrangement required teachers to adjust some instruction to meet the

developmental needs of the students. Teachers and parents appeared to find the grouping successful. The

team did not find any plans to evaluate this arrangement, either through surveys or an evaluation process.

The commitment to continuous improvement is evident in the work that is accomplished at the centers, but

the team found little evidence of student performance or organizational accomplishments documented or

published on the website or in an annual report. The director mentioned the need for an annual report for

all stakeholders in discussions and in the strategic plan.


Stakeholders have achieved a culture of continuous improvement that permeates daily activities in

informal and formal ways.


school:

Evaluate the multiage early childhood program to determine effectiveness in meeting the vision and

mission and goals for student learning.

Create an annual report of organizational accomplishments and student performance for all

stakeholders.

Operationalize the strategic plan with assigned responsibilities and time lines for task completion.

Post progress on the centers' website.




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Conclusion

The commendations and required actions in this report are designed to focus the school on those areas that willhave the greatest impact on student performance and school effectiveness. While powerful in potential, the

commendations and required actions only have meaning when acted upon by the school. The strength of this

report lies in the school's commitment to using the findings to continuously improve. The key is action. The

school is encouraged to use the report as a call to action, a tool to sustain momentum in the ongoing process of

continuous improvement.

The team identified required actions for improvement that the school will need to address. Following this review,

the school will be required to submit a progress report summarizing its progress toward addressing the team's

required actions.

The Quality Assurance Review Team expresses appreciation to the School Administration, members of the

professional staff, students, parents and other community representatives for their hospitality throughout the visit.

The team wishes the school and its students much success in the quest for excellence through SACS-CASI-VA

accreditation with AdvancED.




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Appendix

Quality Assurance Review Team Members

Dr. Martha J. Tompkins, Chair/Lead Evaluator

Mrs. Andrea D. Pollock, Team Member

Ms. Arlene Unger, Team Member

AdvancED Standards for Quality Schools

The AdvancED Standards for Quality Schools are comprehensive statements of quality practices and conditionsthat research and best practice indicate are necessary for schools to achieve quality student performance and

organizational effectiveness. As schools reach higher levels of implementation of the standards, they will have a

greater capacity to support ever-increasing student performance and organizational effectiveness. Each of the

seven standards listed below has corresponding indicators and impact statements which can be accessed at

www.advanc-ed.org.

Vision and Purpose

The school establishes and communicates a shared purpose and direction for improving the performance of

students and the effectiveness of the school.

Governance and LeadershipThe school provides governance and leadership that promote student performance and school effectiveness.

Teaching and Learning

The school provides research-based curriculum and instructional methods that facilitate achievement for all

students.

Documenting and Using Results

The school enacts a comprehensive assessment system that monitors and documents performance and uses these

results to improve student performance and school effectiveness.

Resource and Support SystemsThe school has the resources and services necessary to support its vision and purpose and to ensure achievement

for all students.

Stakeholder Communications and Relationships

The school fosters effective communications and relationships with and among its stakeholders.

Commitment to Continuous Improvement

The school establishes, implements, and monitors a continuous process of improvement that focuses on student

performance.

http://www.advanc-ed.org/

qar report

Documents