{"id":111,"date":"2025-12-30T20:39:10","date_gmt":"2025-12-30T20:39:10","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/childguidance\/?post_type=chapter&p=111"},"modified":"2026-04-26T04:34:56","modified_gmt":"2026-04-26T04:34:56","slug":"program-assessments","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/childguidance\/chapter\/program-assessments\/","title":{"raw":"Program Assessments","rendered":"Program Assessments"},"content":{"raw":"

Classroom\/Program Observation & Quality Measurement Instruments<\/h2>\r\nThese are tools designed to assess the quality of the learning environment, the physical space, and\/or the teacher\u2013child interactions within classrooms or programs. They are less about assessing individual children and more about program quality, improvement, accountability, or research.\r\n

Environment Rating Scales (ERS family)<\/h3>\r\nProbably the best-known set of tools evaluating the physical and process qualities of early childhood environments. The family includes: ITERS (Infant\/Toddler Environment Rating Scale) \/ ITERS-3; ECERS (Early Childhood Environment Rating Scale) \/ ECERS-3 for preschool settings; FCCERS (Family Child Care Environment Rating Scale) \/ FCCERS-3 for family child care settings; and SACERS (School-Age Care Environment Rating Scale) for afterschool programs.\r\n\r\nThe ERS tools examine elements such as space and furnishings, routines, materials, interactions, language support, and schedule. They provide rubrics for rating each item on a scale (e.g., 1\u20137) and are often used for self\u2010assessment, program evaluation, accreditation, or research. (Harms et al., 2015)\r\n

CLASS\u00ae (Classroom Assessment Scoring System)<\/h3>\r\nCLASS\u00ae is a widely used, interaction-based observational instrument developed by the University of Virginia (CASTL). It focuses on teacher\u2013child interactions, with dimensions such as Emotional Support, Classroom Organization, and Instructional Support (for preschool versions) (California Department of Education [CDE], 2023a). CLASS observations typically occur in multiple cycles (e.g. 4 cycles of ~15\u201320 minutes observation, then scoring), and observers are trained and certified to ensure interrater reliability.\r\n\r\nAs mentioned below, in California, the CLASS\u00ae (Second Edition) and a companion CLASS Environment tool are being adopted for State Preschool Programs (CSPP) as part of the state\u2019s classroom assessment system (California Department of Education [CDE], 2023c).\r\n\r\n
\r\n\r\n

California\u2019s Official Policies & Instruments for Early Childhood Assessment<\/h2>\r\nCalifornia has adopted a comprehensive system to monitor progress toward achieving the goals the state has identified for children in early childhood programs. The Desired Results System, which is a continuous improvement and accountability framework, includes multiple components: the DRDP (to assess children\u2019s developmental progress), a parent survey, program self-evaluation, and environment rating tools.\r\n\r\nThe Desired Results Developmental Profile (DRDP 2015)<\/strong> has been the long-standing instrument deployed across California for preschool, early care, and special education settings during the last decade. It covers domains such as social-emotional, cognitive, language, physical, approaches to learning, self-regulation, etc. The California Department of Education is rolling out the DRDP (2025), calibrated to align with updated early learning foundations.\r\n\r\nDRDP Online<\/strong> is the state\u2019s secure digital platform for entering observations, storing child records, and producing reports at individual and aggregate levels. The DRDP is designed to be authentic and embedded in daily routines rather than requiring contrived testing conditions. For special education and early intervention programs, the DRDP also supports reporting on children with IFSPs\/IEPs and enables joint planning across general and special services. (California Department of Education [CDE], 2023a).\r\n\r\nCalifornia has chosen to integrate Classroom Assessment Scoring System\u00ae<\/strong> (CLASS\u00ae) into its official observation regime. In Year 1 (2024\u20132025), California State Preschool Program (CSPP) contractors must begin CLASS\u00ae implementation; only 15% of classrooms must be observed that year, increasing thereafter to full coverage by 2028\u201329. Observers must be certified, and the state provides guidance on scheduling, calibration, scoring, and data reporting. (CDE, 2023b).\r\n\r\nThe aim is to link observation data on interactions and environment to continuous improvement efforts, coaching, and accountability within CSPP and aligned early learning programs. Because CLASS\u00ae is used in many states and in Head Start, California\u2019s adoption aligns its system with broadly accepted interaction-based measures. (CDE, 2023c).\r\n\r\n
\r\n\r\n

References<\/h2>\r\n
    \r\n \t
  1. California Department of Education. (2023a). Classroom assessment resources. https:\/\/www.cde.ca.gov\/sp\/cd\/ci\/classrmassessmtresource.asp<\/li>\r\n \t
  2. California Department of Education. (2023b). Desired Results Developmental Profile (DRDP). https:\/\/www.cde.ca.gov\/sp\/cd\/ci\/desiredresults.asp<\/li>\r\n \t
  3. California Department of Education. (2023c). Management Bulletin 23-10: California State Preschool Program classroom assessment requirements. https:\/\/www.cde.ca.gov\/sp\/cd\/ci\/mb2310.asp<\/li>\r\n \t
  4. Harms, T., Clifford, R. M., & Cryer, D. (2015). Early Childhood Environment Rating Scale, third edition (ECERS-3). New York, NY: Teachers College Press.<\/li>\r\n \t
  5. Peterson, H., & Elam, L. (2021). Observation and assessment in early childhood education. LibreTexts. https:\/\/socialsci.libretexts.org\/Bookshelves\/Early_Childhood_Education\/Observation_and_Assessment_in_Early_Childhood_Education_(Peterson_and_Elam)<\/li>\r\n \t
  6. Teachstone. (2022). Classroom Assessment Scoring System (CLASS) 2nd Edition<\/span> [Observation tool]. https:\/\/teachstone.com\/class-2nd-edition\/<\/span><\/li>\r\n<\/ol>","rendered":"

    Classroom\/Program Observation & Quality Measurement Instruments<\/h2>\n

    These are tools designed to assess the quality of the learning environment, the physical space, and\/or the teacher\u2013child interactions within classrooms or programs. They are less about assessing individual children and more about program quality, improvement, accountability, or research.<\/p>\n

    Environment Rating Scales (ERS family)<\/h3>\n

    Probably the best-known set of tools evaluating the physical and process qualities of early childhood environments. The family includes: ITERS (Infant\/Toddler Environment Rating Scale) \/ ITERS-3; ECERS (Early Childhood Environment Rating Scale) \/ ECERS-3 for preschool settings; FCCERS (Family Child Care Environment Rating Scale) \/ FCCERS-3 for family child care settings; and SACERS (School-Age Care Environment Rating Scale) for afterschool programs.<\/p>\n

    The ERS tools examine elements such as space and furnishings, routines, materials, interactions, language support, and schedule. They provide rubrics for rating each item on a scale (e.g., 1\u20137) and are often used for self\u2010assessment, program evaluation, accreditation, or research. (Harms et al., 2015)<\/p>\n

    CLASS\u00ae (Classroom Assessment Scoring System)<\/h3>\n

    CLASS\u00ae is a widely used, interaction-based observational instrument developed by the University of Virginia (CASTL). It focuses on teacher\u2013child interactions, with dimensions such as Emotional Support, Classroom Organization, and Instructional Support (for preschool versions) (California Department of Education [CDE], 2023a). CLASS observations typically occur in multiple cycles (e.g. 4 cycles of ~15\u201320 minutes observation, then scoring), and observers are trained and certified to ensure interrater reliability.<\/p>\n

    As mentioned below, in California, the CLASS\u00ae (Second Edition) and a companion CLASS Environment tool are being adopted for State Preschool Programs (CSPP) as part of the state\u2019s classroom assessment system (California Department of Education [CDE], 2023c).<\/p>\n

    \n

    California\u2019s Official Policies & Instruments for Early Childhood Assessment<\/h2>\n

    California has adopted a comprehensive system to monitor progress toward achieving the goals the state has identified for children in early childhood programs. The Desired Results System, which is a continuous improvement and accountability framework, includes multiple components: the DRDP (to assess children\u2019s developmental progress), a parent survey, program self-evaluation, and environment rating tools.<\/p>\n

    The Desired Results Developmental Profile (DRDP 2015)<\/strong> has been the long-standing instrument deployed across California for preschool, early care, and special education settings during the last decade. It covers domains such as social-emotional, cognitive, language, physical, approaches to learning, self-regulation, etc. The California Department of Education is rolling out the DRDP (2025), calibrated to align with updated early learning foundations.<\/p>\n

    DRDP Online<\/strong> is the state\u2019s secure digital platform for entering observations, storing child records, and producing reports at individual and aggregate levels. The DRDP is designed to be authentic and embedded in daily routines rather than requiring contrived testing conditions. For special education and early intervention programs, the DRDP also supports reporting on children with IFSPs\/IEPs and enables joint planning across general and special services. (California Department of Education [CDE], 2023a).<\/p>\n

    California has chosen to integrate Classroom Assessment Scoring System\u00ae<\/strong> (CLASS\u00ae) into its official observation regime. In Year 1 (2024\u20132025), California State Preschool Program (CSPP) contractors must begin CLASS\u00ae implementation; only 15% of classrooms must be observed that year, increasing thereafter to full coverage by 2028\u201329. Observers must be certified, and the state provides guidance on scheduling, calibration, scoring, and data reporting. (CDE, 2023b).<\/p>\n

    The aim is to link observation data on interactions and environment to continuous improvement efforts, coaching, and accountability within CSPP and aligned early learning programs. Because CLASS\u00ae is used in many states and in Head Start, California\u2019s adoption aligns its system with broadly accepted interaction-based measures. (CDE, 2023c).<\/p>\n

    \n

    References<\/h2>\n
      \n
    1. California Department of Education. (2023a). Classroom assessment resources. https:\/\/www.cde.ca.gov\/sp\/cd\/ci\/classrmassessmtresource.asp<\/li>\n
    2. California Department of Education. (2023b). Desired Results Developmental Profile (DRDP). https:\/\/www.cde.ca.gov\/sp\/cd\/ci\/desiredresults.asp<\/li>\n
    3. California Department of Education. (2023c). Management Bulletin 23-10: California State Preschool Program classroom assessment requirements. https:\/\/www.cde.ca.gov\/sp\/cd\/ci\/mb2310.asp<\/li>\n
    4. Harms, T., Clifford, R. M., & Cryer, D. (2015). Early Childhood Environment Rating Scale, third edition (ECERS-3). New York, NY: Teachers College Press.<\/li>\n
    5. Peterson, H., & Elam, L. (2021). Observation and assessment in early childhood education. LibreTexts. https:\/\/socialsci.libretexts.org\/Bookshelves\/Early_Childhood_Education\/Observation_and_Assessment_in_Early_Childhood_Education_(Peterson_and_Elam)<\/li>\n
    6. Teachstone. (2022). Classroom Assessment Scoring System (CLASS) 2nd Edition<\/span> [Observation tool]. https:\/\/teachstone.com\/class-2nd-edition\/<\/span><\/li>\n<\/ol>\n","protected":false},"author":17,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Program","pb_subtitle":"","pb_authors":["ken-breeding"],"pb_section_license":"cc-by-nc"},"chapter-type":[49],"contributor":[61],"license":[56],"class_list":["post-111","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","contributor-ken-breeding","license-cc-by-nc"],"part":102,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/111","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/111\/revisions"}],"predecessor-version":[{"id":526,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/111\/revisions\/526"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/parts\/102"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/111\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/media?parent=111"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapter-type?post=111"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/contributor?post=111"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/license?post=111"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}