Results Matter

Lexington Public Schools-Early Learning Academy—Dissemination of Program Quality and Child Outcomes

Lexington’s Early Learning Academy is required to follow Results Matter in Nebraska which is a child, program, and family outcomes measurement system designed and implemented to improve programs and supports for all young children served by districts and their community partners. 

Results Matter in Nebraska calls for a program outcome assessment and the most common approach to measuring program quality is through the use of an observation tool.  Nebraska Department of Education has been using the Environment Rating Scales, which provides a broad representation of quality.  ELA is required to be evaluated by the Early Childhood Environment Rating Scale-Revised Edition (ECERS-R).

In the fall of 2015, observers completed the ECERS-R in four of the nine classrooms.  ECERS-R has forty-three items organized into seven subscales.  The rates are based on a seven-point scale with descriptions rated from a 1-being inadequate and 7-being excellent.  Each description is made up of one or more indicators.  Many variables affect the care and education that teachers provide for children in early childhood programs.  It is not expected for programs to do well on all the requirements of the scale.  Programs are expected to have strengths and weaknesses in their scores.  The results from ECERS-R gives the staff at the Early Learning Academy an opportunity to consider where changes are needed and to determine how to create the desired improvements. 

ECERS-R Subscales

ELA’s Average
Score 2015-2016

Nebraska Average
Score 2015-2016

Space and Furnishings

4.5

3.81

Personal Care Routines

2.5

2.46

Language-Reasoning

5.8

5.37

Activities

5.4

4.7

Interactions

6.7

4.92

Program Structures

4.8

4.21

Overall Program Score

4.8

4.21

All children enrolled at ELA must be included in the Teaching Strategies GOLD assessment system that is based on observations and reflects evidence-based practices.  By using Teaching Strategies GOLD, teachers are able to integrate information gathered across different settings and individualize to address each child’s unique way of learning. Teaching Strategies GOLD allows families to be engaged as active participants and reflects that development and learning are rooted in culture and supported by the family.

 

Percentage meeting expectations

Social-Emotional

Gross Motor

Fine Motor

Language

Spanish Language

Cognitive

Literacy

 

Spanish Literacy

Mathematics

Fall 2015

37%

35%

45%

28%

27%

28%

34%

25%

17%

Winter 2016

49%

56%

73%

47%

30%

52%

64%

35%

43%

Spring 2016

72%

77%

83%

55%

35%

67%

71%

52%

62%