Child Assessments will be completed through observations by your child’s teacher soon after your child is enrolled in the program. This is a checklist of skills and behaviors a child is likely to develop during a certain age range.
Areas of development that are assessed include: Social-Emotional, Language, Cognitive, Gross Motor, and Fine Motor. This is not a “test.”
The intent of the assessment is to provide a basis for the teachers to plan appropriate activities to enhance your child’s growth and development. Mandatory Family/Teacher Conferences are held in October and April each year.
See below for additional information on Child Assessments
The purpose of all assessment is to support children’s learning and development, to identify children’s interest and needs, to improve curriculum, adapt teaching practices, modify the environment, communicate with families, and overall program improvement. Early Development Services uses a variety of techniques and tools to assess/screen children enrolled in any of programs.
All children must have Pre-Admission Health history completed by their family as a part of the Family/Child Introduction process. This history provides important information to the staff regarding the child’s history prior to enrolling in group care. The introduction process is also an opportunity for families to pose any questions or concerns about how the assessment process benefits their child.
Observations by teaching staff ls the primary technique used to assess children’s progress. Daily observations help teachers to understand individual children’s developmental skills, needs, and temperament. These observations support Teachers to plan the daily schedule lesson plans and curriculum.
The first assessment screening is the Ages and Stages Questionnaire (ASQ), which is completed by the family upon acceptance for enrollment. Families complete an age appropriate ASQ which evaluates language, cognitive, gross motor, fine motor, and social/emotional development. In addition, families will receive instruction in completing the ASQ in English or Spanish as well as receive support in completing the ASQ, in their home language, if needed. Families are informed that the completed ASQ is a confidential document for the purposes of supporting staff in getting to know their child’s interest as well as determine any additional supports they may need and that the completed ASQ will not be shared with any outside individual or agency without the express permission of the family. If the ASQ reveals the need for additional support in any area of development, the EC Specialist will discuss with the family the possibility of making a referral to an appropriate resource. If there is agreement that a referral is needed the EC Specialist will support the family in seeking the needed resources and will follow up to ensure that the resources are received. A copy of the ASQ with family permission will accompany the referral.
The Ages and Stages Questionnaire Social/Emotional (ASQ-SE) is a supporting assessment screening to the ASQ and will only be completed if a concern develops regarding the child’s behavior. This completed screening will be shared with the family as part of developing a plan for supporting the child toward positive behavior, or for the purposes of a referral to a support agency, with the family’s permission.
Within the first 60 days of a child’s enrollment and then again, every 6 months thereafter, an Individual Desired Results Developmental Profile (DRDP) will be completed using the Learning Genie software by a teacher familiar with the child and family. The DRDP Assessment is based on information gained by teachers through classroom observations and interactions with the child. The DRDP is not a test. It is an authentic assessment, over time, that assesses children’s development and learning in all developmental areas including cognitive skills, language, dual language learning, social-emotional, math, science, physical development, and healthy lifestyle.
The results of the individual child DRDP informs teaching staff regarding the child’s developmental skill level, including emerging skills. This information is then used to support developing differentiated instruction for the child, which is documented as part of the Learning Opportunities.
The Agency also uses Individual Child Portfolios in paper and electronic format to document children’s progress. The portfolio contains samples of the child’s work; dictated stories, artwork, math and science activities, vocabulary, etc. A copy of the completed Individual Profile Summary is included with the portfolio.
Staff will communicate regularly with families regarding their child’s experience in the classroom. If needed, a Family/Teacher conference may be scheduled to address any concerns that the teaching staff or family has regarding their child’s progress or classroom experiences.
Twice per year (generally Fall and Spring} teachers meet individually (formally) with families to share Information about their child’s progress. Prior to the Family/Teacher conference, teachers prepare the Child Summary Report which provides information to the family about the child’s progress, what teachers are working on with their child, and suggests what the family can do at home to support their child’s learning. At the Family/Teacher conference families will receive a copy of their child’s Individual Developmental Profile Summary and Child Summary Report. The family and teacher will review the child’s Portfolio. Together families and teachers discuss the child’s developmental progress, incorporate strengths and challenges, and plan for continued growth.
The Individual Child Portfolios (both formats) will be transferred with the child as they age through the program. At the end of their enrollment the paper portfolio is given to the family.
Communication with families during Family/Teacher Conferences is supported by bilingual staff who can communicate in the family’s home language, as requested.