Standard+Seven+-+Families

CRITERIA 7.1

// Program staff use a variety of formal and informal strategies (including conversations) to become acquainted with and learn from families about their family structure; their preferred child-rearing practices; and information families wish to share about their socioeconomic, linguistic, racial, religious, and cultural backgrounds. //

// From Handbook: //


 * Family Involvement ** (IQPPS 7.1, 7.2)

Mustard Seed Preschool Program encourages families to be very involved in their child’s education by observing their children during the day when possible and meeting with staff. Family members are welcome to visit at any time during class sessions.

Teachers and administrators use a variety of formal and informal ways to become acquainted with and learn from families about their family structure and their preferred means of child-rearing practices and communication; and information about their socioeconomic, linguistic, racial, religious, and cultural backgrounds as they wish to share. Families are surveyed in enrollment paperwork and through other questionnaires during the year regarding their family, beliefs, and preferences. Home visits are conducted at the beginning of the school year and during the year. Home visits will be scheduled in August. Program staff communicate with families on at least a weekly basis regarding children's activities and developmental milestones, shared care-giving issues, and other information that affects the well-being of their children. Family teacher conferences are held in both the fall and spring, as well as when either party requests. At least one Family Night is held during the year.

Mustard Seed Preschool Program values the time spent talking and interacting with families and developing strong, reciprocal relationships. As the teacher learns from the families’ expertise regarding their child’s interests, approaches to learning, and developmental needs, goals for your child’s growth and development can be incorporated into ongoing classroom planning. Families are encouraged to share any concerns, preferences or questions with the preschool teacher or administration at any time.

Although in-person daily contact cannot be replaced, preschool staff also rely on notes home, emails, phone calls, newsletters, and bulletin boards as alternatives means to establish and maintain open, two-way communication.

Mustard Seed Preschool Program invites you to become involved in one or all of the following ways, and welcomes other ideas as well.


 * 1) Support your child’s daily transition to school by sharing information about your child’s interests and abilities. Keeping the teacher informed of changes and events that might affect your child allows the teacher to be more responsive to your child’s needs.
 * 2) Attend family meetings.
 * 3) Return all forms, questionnaires and so on promptly.
 * 4) Attend Family/Teacher conferences in the Fall and Spring semesters.
 * 5) Take time to read the family bulletin board.
 * 6) Check your child’s backpack each day.
 * 7) Participate in field trip activities.
 * 8) Share some of your talents in your child’s class through activities such as: reading or storytelling, cooking, art, music, sewing, crafts, hobbies, your profession, or artifacts from trips you have taken.
 * 9) Share any of your families’ cultural traditions, celebrations, or customs.
 * 10) Help prepare snack and enjoy it with your child.
 * 11) Read all the material sent home with your child.
 * 12) Come to play.
 * 13) Help with special events. Helping takes many different forms such as preparation of materials at home, making telephone calls, preparing or posting flyers, recruiting other volunteers, collecting donations or prizes, run errands, setup before the event, or clean afterwards.
 * 14) Serve on the School Advisory Committee.

The school district will, to the extent possible, provide full opportunities for meaningful participation of the families with children with limited English proficiency, families with children with disabilities, including providing information and school reports in an understandable and uniform format and, including alternative formats on request, and, to the extent possible, in a language families understand.

The school district believes that families should be supported in making decisions about services that their children may need. The teaching staff will provide information to families about available community resources and assist as requested in helping the family make connections.


 * Family Night**

Family night is an opportunity for you and your family to come to school to participate in fun as well as educational activities. Based on results from a family survey, the teaching staff will select a topic for the evening. With help from family volunteers, the night will be planned to meet the needs of the children and families in the classroom.

Pictures from Family Night:

// Family Conference Form: //

CRITERIA 7.3

// Program staff inform families about the program’s systems for formally and informally assessing children’s progress. This information includes the purposes of the assessment, the procedures used for assessment, procedures for gathering family input and information, the timing of the assessments, the way assessment results or information will be shared with families, and the ways the program will use the information. //

// From Handbook: //


 * Assessment Plan ** (IQPPS 4.1, 4.2)

The Mustard Seed Preschool program is informed by ongoing systematic, formal, and informal assessment approaches to provide information on child learning and development. Teaching Strategies GOLD is the program’s ongoing assessment tool which has been tested for reliability and validity. 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 teachers about sound decisions, teaching, and program improvement. It is the school district’s belief that assessment of young children should be purposeful, developmentally appropriate, and take place in the natural setting by familiar adults. The results will be used for planning experiences for the children and to guide instruction. Assessment will never be used to label children or to include or exclude them from a program. A family’s culture and a child’s experiences outside the school setting are recognized as being an important piece of the child’s growth and development. All results will be kept confidential, placed in each child’s file, and stored in a secure filing cabinet.
 * Mustard Seed Preschool Program Assessment Plan:** (IQPPS 4; NAEYC 4.A.01-.03)

Assessments obtain information on all areas of children’s development and learning, including cognitive skills, language, social-emotional development, science and technology, the arts, literacy, mathematics, social studies, physical development and English Language Acquisition. (IQPPS 4.4)
 * Purpose for Assessment:**

Teachers assess the developmental progress of each child across all developmental areas, using a variety of instruments and multiple data sources that address the program’s curriculum areas. Staff with diverse expertise and skills collect information across the full range of children’s experiences. (IQPPS 4.7)

All parents fill out an interest inventory for their child. All parents, students and teachers will work together to collect information related to the Creative Curriculum GOLD. Preschool staff will then differentiate instruction throughout the day, based on information collected in these assessments. Teachers will also provide additional activities and information to parents to help with student progression toward developmental goals.
 * Procedures for Assessment:**

The program uses a variety of assessment methods that are sensitive to and informed by family culture, experiences, children’s abilities and disabilities, and home language; are meaningful and accurate; and are used in settings familiar to the children. (IQPPS 4.3)

Program staff inform families about the program’s systems for formally and informally assessing children’s progress. This information includes the purposes of the assessment, the procedures used for assessment, procedures for gathering family input and information, the timing of assessments, the way assessment results or information will be shared with families and the ways the program will use the information. (IQPPS 7.3)

Teachers observe and document children’s work, play, behaviors, and interactions to assess progress. They use the information gathered to plan and modify the curriculum and their teaching. (IQPPS 4.13; NAEYC 4.D.08)

Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process. (IQPPS 4.14; NAEYC 4.E.06) Program staff encourage families to raise concerns and work collaboratively with us to find mutually satisfying solutions that staff then incorporates into classroom practice (IQPPS 7.6).


 * Interpreting Assessment Results:**

Teachers refer to curriculum goals and developmental expectations when interpreting assessment data. (IQPPS 4.8)

Teaching teams meet at least weekly to **interpret and use** assessment results to align curriculum and teaching practices to the interests and needs of the children. (IQPPS 4.10)

Creative Curriculum’s on-line assessment provides us with the ability to: (NAEYC 10.B.03)


 * Manage sites, classes, and children


 * Track student progress


 * Compile teacher observation notes (anecdotal)


 * Supply classroom activities to support individualized learning


 * Offer weekly planning forms


 * Analysis of group dynamics


 * Provide information for the Progress Report Form (HS – child skills & goal setting)


 * Develop the Family Conference Form


 * Provide professional development opportunities


 * Offer online support


 * Assessment Dates:** (IQPPS 4.1)


 * Creative Curriculum GOLD assessment
 * First Assessment is due by October 31.
 * Mid-Year Assessment is completed by February 15.
 * Final Assessment is completed by May 31.


 * Additional Assessment: Hearing vision**

Norm-referenced and standardized tests are used primarily when seeking information on eligibility for special services or when collecting information for overall program effectiveness.

When formal assessments are used, they are combined with informal methods such as observation, checklists, rating scales, and work sampling. (IQPPS 4.5)

Referral || Prior to Entry || Yearly || Medical Personnel || Articulation Referral || As needed || As needed || Speech and Language Pathologist || Referral || As needed || As needed || Psychologist Social Worker || Referral || As needed || As needed || Medical Personnel || Referral || Throughout the year || 2X /year || School Nurse ||
 * Preschool Assessment Matrix ||
 * Assessment ||  Purpose  ||  Time Lines  ||  Frequency  ||  Completed by  ||
 * Physical || Well-being
 * Immunizations || Health || Prior to Entry || As per schedule || Medical Personnel ||
 * Get Ready to Read Screening Tool || Pre-academic: literacy || Beginning of Year and End of Year || Twice each year || Staff ||
 * Speech || Communication
 * Mental Health Observation || Behavior
 * Dental || Health
 * Heights/Weights || Monitoring
 * Hearing / Vision || Well-being || In the fall and as needed || 1x / and as needed || AEA ||
 * Creative Curriculum-GOLD

Checklists Observations Individual Testing Work Sampling || On-going Assessment of Development || By Oct. 31 By Feb. 15 By May 31 || 3X/year || Classroom teacher, TAs and parent/guardian || Child Interests Child Needs Child Goals
 * Family Conference Form || Parent Input

Curriculum, strategies and environmental changes

Referral || At parent/teacher conferences and home visits || 2X/year || Classroom teacher and parent/guardian ||

Children will be assessed by the components of the Creative Curriculum GOLD Model and by:


 * Observational data provides an ongoing anecdotal record of each child’s progress during daily activities.
 * Families are asked to contribute information about their child’s progress. Young children often show different skills in different settings. Working together, the teaching staff and families can gather a complete picture of a child’s growth and development.

The information from the above is used in the following ways:


 * To provide information about children’s needs, interests, and abilities in order to plan developmentally appropriate experiences for them;
 * To provide information to parents about their children’s developmental milestones;
 * To indicate possible areas that requires additional assessment. (QPPS 7.3, 7.5)

Assessment information will be shared formally with families during Parent Teacher Conferences in Fall and Spring. The preschool teacher will communicate weekly regarding children’s activities and developmental milestones. Informal conferences are always welcome and can be requested at any time.

If, through observation or information from the Creative Curriculum GOLD assessments, the teacher feels that there is a possible issue related to a developmental delay or other special need, she will communicate this to the family during a conference, phone call or meeting, sharing documentation of the concern. Suggestions for next steps may include the following, with the knowledge and consent of the parents:


 * The teacher requests assistance from the facility problem solving team as an early intervention process. This team engages in problem identification, plan interventions, provide support, and make outside resources available to those individuals requesting assistance. The problem solving team is available and functional for all students and teachers in the building.
 * A request made to Northwest Area Education Agency for support and additional ideas or more formalized testing.

The preschool teacher would assist in arranging for developmental screening and referral for diagnostic assessment when indicated. (IQPPS 7.4)

If a child is determined to need special accommodations, those accommodations are included in the materials, environment, and lesson plans for that child. Examples include sign language and visuals for children with hearing impairments or language delays and behavior plans for children whose behavior does not respond to the typical strategies used by teaching staff in the classroom.

When program staff suspect that a child has a developmental delay or other special need, this possibility is communicated to families in a sensitive, supportive and confidential manner and is provided with documentation and explanation for the concern, suggested next steps and information about resources for assessment. (IQPPS 7.4) Program staff encourage and support families to make the primary decisions about the services that their children need, and they encourage families to advocate to obtain needed services (IQPPS 7.7). Program staff provide families with information about programs and services from other organizations. Staff support and encourage families’ efforts to negotiate health, mental health, assessment and educational services for their children. (IQPPS 7.8) Program staff use established linkages with other early education programs and local elementary schools to help families prepare for and manage their children’s transitions between programs, including special education programs. Staff provide information to families that can assist them in communicating with other programs. (IQPPS 7.9)

All preschool facilities work closely with the Northwest Area Education Agency (AEA). When the need for developmental screening is necessary, the AEA helps determine the appropriate assessments to be used. Norm-referenced and standardized tests are used primarily when seeking information on eligibility for special services or when collecting information for overall program effectiveness. When formal assessments are used, they are combined with informal methods such as observation, checklists, rating scales and work sampling. (IQPPS 4.5).

A note to the parents would follow letting them know the areas of strength and weakness within their individual child. They are encouraged to strengthen the weaker skills over the summer by practicing them at home. Interpreters explain all of this to each parent in their preferred language. Manipulatives, pictures and/or modeling by the assessor may be used with a parent to enhance understanding of the concept that had been used during screening. The preschool teacher would assist in arranging for developmental screening and referral for diagnostic assessment when indicated. (QPPS 7.4)

Gold example shared with parents at conference time: [[image:Goldconferences.jpg width="320" height="567"]]
CRITERIA 7.4

// When program staff suspect that a child has a developmental delay or other special need, this is communicated to families in a sensitive, supportive, and confidential manner and is provided with documentation and explanation for the concern, suggested next steps, and information about resources for assessment. //

// From Handbook: //

Teachers refer to curriculum goals and developmental expectations when interpreting assessment data. (IQPPS 4.8)
 * Interpreting Assessment Results:**

Teaching teams meet at least weekly to **interpret and use** assessment results to align curriculum and teaching practices to the interests and needs of the children. (IQPPS 4.10)

Creative Curriculum’s on-line assessment provides us with the ability to: (NAEYC 10.B.03)


 * Manage sites, classes, and children


 * Track student progress


 * Compile teacher observation notes (anecdotal)


 * Supply classroom activities to support individualized learning


 * Offer weekly planning forms


 * Analysis of group dynamics


 * Provide information for the Progress Report Form (HS – child skills & goal setting)


 * Develop the Family Conference Form


 * Provide professional development opportunities


 * Offer online support

Norm-referenced and standardized tests are used primarily when seeking information on eligibility for special services or when collecting information for overall program effectiveness. When formal assessments are used, they are combined with informal methods such as observation, checklists, rating scales, and work sampling. (IQPPS 4.5)
 * Assessment Dates:** (IQPPS 4.1)
 * Creative Curriculum GOLD assessment
 * First Assessment is due by October 31.
 * Mid-Year Assessment is completed by February 15.
 * Final Assessment is completed by May 31.
 * Additional Assessment: Hearing vision**

Referral || Prior to Entry || Yearly || Medical Personnel || Articulation Referral || As needed || As needed || Speech and Language Pathologist || Referral || As needed || As needed || Psychologist Social Worker || Referral || As needed || As needed || Medical Personnel || Referral || Throughout the year || 2X /year || School Nurse ||
 * Preschool Assessment Matrix ||
 * Assessment ||  Purpose  ||  Time Lines  ||  Frequency  ||  Completed by  ||
 * Physical || Well-being
 * Immunizations || Health || Prior to Entry || As per schedule || Medical Personnel ||
 * Get Ready to Read Screening Tool || Pre-academic: literacy || Beginning of Year and End of Year || Twice each year || Staff ||
 * Speech || Communication
 * Mental Health Observation || Behavior
 * Dental || Health
 * Heights/Weights || Monitoring
 * Hearing / Vision || Well-being || In the fall and as needed || 1x / and as needed || AEA ||
 * Creative Curriculum-GOLD

Checklists Observations Individual Testing Work Sampling || On-going Assessment of Development || By Oct. 31 By Feb. 15 By May 31 || 3X/year || Classroom teacher, TAs and parent/guardian || Child Interests Child Needs Child Goals
 * Family Conference Form || Parent Input

Curriculum, strategies and environmental changes

Referral || At parent/teacher conferences and home visits || 2X/year || Classroom teacher and parent/guardian ||

Children will be assessed by the components of the Creative Curriculum GOLD Model and by:


 * Observational data provides an ongoing anecdotal record of each child’s progress during daily activities.
 * Families are asked to contribute information about their child’s progress. Young children often show different skills in different settings. Working together, the teaching staff and families can gather a complete picture of a child’s growth and development.

The information from the above is used in the following ways:
 * To provide information about children’s needs, interests, and abilities in order to plan developmentally appropriate experiences for them;
 * To provide information to parents about their children’s developmental milestones;
 * To indicate possible areas that requires additional assessment. (QPPS 7.3, 7.5)

Assessment information will be shared formally with families during Parent Teacher Conferences in Fall and Spring. The preschool teacher will communicate weekly regarding children’s activities and developmental milestones. Informal conferences are always welcome and can be requested at any time.

If, through observation or information from the Creative Curriculum GOLD assessments, the teacher feels that there is a possible issue related to a developmental delay or other special need, she will communicate this to the family during a conference, phone call or meeting, sharing documentation of the concern. Suggestions for next steps may include the following, with the knowledge and consent of the parents: The preschool teacher would assist in arranging for developmental screening and referral for diagnostic assessment when indicated. (IQPPS 7.4)
 * The teacher requests assistance from the facility problem solving team as an early intervention process. This team engages in problem identification, plan interventions, provide support, and make outside resources available to those individuals requesting assistance. The problem solving team is available and functional for all students and teachers in the building.
 * A request made to Northwest Area Education Agency for support and additional ideas or more formalized testing.

If a child is determined to need special accommodations, those accommodations are included in the materials, environment, and lesson plans for that child. Examples include sign language and visuals for children with hearing impairments or language delays and behavior plans for children whose behavior does not respond to the typical strategies used by teaching staff in the classroom.

When program staff suspect that a child has a developmental delay or other special need, this possibility is communicated to families in a sensitive, supportive and confidential manner and is provided with documentation and explanation for the concern, suggested next steps and information about resources for assessment. (IQPPS 7.4) Program staff encourage and support families to make the primary decisions about the services that their children need, and they encourage families to advocate to obtain needed services (IQPPS 7.7). Program staff provide families with information about programs and services from other organizations. Staff support and encourage families’ efforts to negotiate health, mental health, assessment and educational services for their children. (IQPPS 7.8) Program staff use established linkages with other early education programs and local elementary schools to help families prepare for and manage their children’s transitions between programs, including special education programs. Staff provide information to families that can assist them in communicating with other programs. (IQPPS 7.9)

All preschool facilities work closely with the Northwest Area Education Agency (AEA). When the need for developmental screening is necessary, the AEA helps determine the appropriate assessments to be used. Norm-referenced and standardized tests are used primarily when seeking information on eligibility for special services or when collecting information for overall program effectiveness. When formal assessments are used, they are combined with informal methods such as observation, checklists, rating scales and work sampling. (IQPPS 4.5).

A note to the parents would follow letting them know the areas of strength and weakness within their individual child. They are encouraged to strengthen the weaker skills over the summer by practicing them at home. Interpreters explain all of this to each parent in their preferred language. Manipulatives, pictures and/or modeling by the assessor may be used with a parent to enhance understanding of the concept that had been used during screening. The preschool teacher would assist in arranging for developmental screening and referral for diagnostic assessment when indicated. (QPPS 7.4)

Last year we had a student with some concerns regarding behavior. The teacher involved the early childhood special education consultant who observed the student several times. Team meetings were conducted to share information with the family.

CRITERIA 7.6

// Program staff encourage families to raise concerns and work collaboratively with them to find mutually satisfying solutions that staff then incorporate into classroom practice. //

// From Handbook: //


 * Assessment Plan **

The Mustard Seed Preschool program is informed by ongoing systematic, formal, and informal assessment approaches to provide information on child learning and development. Teaching Strategies GOLD is the program’s ongoing assessment tool which has been tested for reliability and validity. 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 teachers about sound decisions, teaching, and program improvement. It is the school district’s belief that assessment of young children should be purposeful, developmentally appropriate, and take place in the natural setting by familiar adults. The results will be used for planning experiences for the children and to guide instruction. Assessment will never be used to label children or to include or exclude them from a program. A family’s culture and a child’s experiences outside the school setting are recognized as being an important piece of the child’s growth and development. All results will be kept confidential, placed in each child’s file, and stored in a secure filing cabinet.
 * Mustard Seed Preschool Program Assessment Plan:**

Assessments obtain information on all areas of children’s development and learning, including cognitive skills, language, social-emotional development, science and technology, the arts, literacy, mathematics, social studies, physical development and English Language Acquisition. (IQPPS 4.4)
 * Purpose for Assessment:**

Teachers assess the developmental progress of each child across all developmental areas, using a variety of instruments and multiple data sources that address the program’s curriculum areas. Staff with diverse expertise and skills collect information across the full range of children’s experiences. (IQPPS 4.7)

All parents fill out an interest inventory for their child. All parents, students and teachers will work together to collect information related to the Creative Curriculum GOLD. Preschool staff will then differentiate instruction throughout the day, based on information collected in these assessments. Teachers will also provide additional activities and information to parents to help with student progression toward developmental goals.
 * Procedures for Assessment:**

The program uses a variety of assessment methods that are sensitive to and informed by family culture, experiences, children’s abilities and disabilities, and home language; are meaningful and accurate; and are used in settings familiar to the children. (IQPPS 4.3)

Program staff inform families about the program’s systems for formally and informally assessing children’s progress. This information includes the purposes of the assessment, the procedures used for assessment, procedures for gathering family input and information, the timing of assessments, the way assessment results or information will be shared with families and the ways the program will use the information. (IQPPS 7.3)

Teachers observe and document children’s work, play, behaviors, and interactions to assess progress. They use the information gathered to plan and modify the curriculum and their teaching. (IQPPS 4.13; NAEYC 4.D.08)

Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process. (IQPPS 4.14; NAEYC 4.E.06) Program staff encourage families to raise concerns and work collaboratively with us to find mutually satisfying solutions that staff then incorporates into classroom practice (IQPPS 7.6).


 * Grievance Policy** ( IQPPS 7.6)

Open and honest communication between families and the preschool program is an essential component of a high quality early childhood program. We want you to be confident that your child is being well cared for and is having a quality experience. If there is ever a time you have a concern regarding your child, we want to encourage you to address your concern to your child’s teacher or building administrator. If additional help is needed, either party may ask for assistance from the Program Administrator, Stacey Cole, 434-5595.

If you have a concern regarding some aspect of the program or policy, please contact the program administrator for the preschool. If you remain dissatisfied, you may contact the Superintendent of the Aurelia Community School District.

// Email for Parents - Oct. 8th: //

CRITERIA 7.7

// Program staff encourage and support families to make the primary decisions about the services that their children need and encourage families to advocate to obtain needed services. //

// From Handbook: //

Teachers refer to curriculum goals and developmental expectations when interpreting assessment data. (IQPPS 4.8)
 * Interpreting Assessment Results:**

Teaching teams meet at least weekly to **interpret and use** assessment results to align curriculum and teaching practices to the interests and needs of the children. (IQPPS 4.10)

Creative Curriculum’s on-line assessment provides us with the ability to: (NAEYC 10.B.03)


 * Manage sites, classes, and children


 * Track student progress


 * Compile teacher observation notes (anecdotal)


 * Supply classroom activities to support individualized learning


 * Offer weekly planning forms


 * Analysis of group dynamics


 * Provide information for the Progress Report Form (HS – child skills & goal setting)


 * Develop the Family Conference Form


 * Provide professional development opportunities


 * Offer online support

Norm-referenced and standardized tests are used primarily when seeking information on eligibility for special services or when collecting information for overall program effectiveness. When formal assessments are used, they are combined with informal methods such as observation, checklists, rating scales, and work sampling. (IQPPS 4.5)
 * Assessment Dates:** (IQPPS 4.1)
 * Creative Curriculum GOLD assessment
 * First Assessment is due by October 31.
 * Mid-Year Assessment is completed by February 15.
 * Final Assessment is completed by May 31.
 * Additional Assessment: Hearing vision**

Referral || Prior to Entry || Yearly || Medical Personnel || Articulation Referral || As needed || As needed || Speech and Language Pathologist || Referral || As needed || As needed || Psychologist Social Worker || Referral || As needed || As needed || Medical Personnel || Referral || Throughout the year || 2X /year || School Nurse ||
 * Preschool Assessment Matrix ||
 * Assessment ||  Purpose  ||  Time Lines  ||  Frequency  ||  Completed by  ||
 * Physical || Well-being
 * Immunizations || Health || Prior to Entry || As per schedule || Medical Personnel ||
 * Get Ready to Read Screening Tool || Pre-academic: literacy || Beginning of Year and End of Year || Twice each year || Staff ||
 * Speech || Communication
 * Mental Health Observation || Behavior
 * Dental || Health
 * Heights/Weights || Monitoring
 * Hearing / Vision || Well-being || In the fall and as needed || 1x / and as needed || AEA ||
 * Creative Curriculum-GOLD

Checklists Observations Individual Testing Work Sampling || On-going Assessment of Development || By Oct. 31 By Feb. 15 By May 31 || 3X/year || Classroom teacher, TAs and parent/guardian || Child Interests Child Needs Child Goals
 * Family Conference Form || Parent Input

Curriculum, strategies and environmental changes

Referral || At parent/teacher conferences and home visits || 2X/year || Classroom teacher and parent/guardian ||

Children will be assessed by the components of the Creative Curriculum GOLD Model and by:


 * Observational data provides an ongoing anecdotal record of each child’s progress during daily activities.
 * Families are asked to contribute information about their child’s progress. Young children often show different skills in different settings. Working together, the teaching staff and families can gather a complete picture of a child’s growth and development.

The information from the above is used in the following ways:
 * To provide information about children’s needs, interests, and abilities in order to plan developmentally appropriate experiences for them;
 * To provide information to parents about their children’s developmental milestones;
 * To indicate possible areas that requires additional assessment. (QPPS 7.3, 7.5)

Assessment information will be shared formally with families during Parent Teacher Conferences in Fall and Spring. The preschool teacher will communicate weekly regarding children’s activities and developmental milestones. Informal conferences are always welcome and can be requested at any time.

If, through observation or information from the Creative Curriculum GOLD assessments, the teacher feels that there is a possible issue related to a developmental delay or other special need, she will communicate this to the family during a conference, phone call or meeting, sharing documentation of the concern. Suggestions for next steps may include the following, with the knowledge and consent of the parents: The preschool teacher would assist in arranging for developmental screening and referral for diagnostic assessment when indicated. (IQPPS 7.4)
 * The teacher requests assistance from the facility problem solving team as an early intervention process. This team engages in problem identification, plan interventions, provide support, and make outside resources available to those individuals requesting assistance. The problem solving team is available and functional for all students and teachers in the building.
 * A request made to Northwest Area Education Agency for support and additional ideas or more formalized testing.

If a child is determined to need special accommodations, those accommodations are included in the materials, environment, and lesson plans for that child. Examples include sign language and visuals for children with hearing impairments or language delays and behavior plans for children whose behavior does not respond to the typical strategies used by teaching staff in the classroom.

When program staff suspect that a child has a developmental delay or other special need, this possibility is communicated to families in a sensitive, supportive and confidential manner and is provided with documentation and explanation for the concern, suggested next steps and information about resources for assessment. (IQPPS 7.4) Program staff encourage and support families to make the primary decisions about the services that their children need, and they encourage families to advocate to obtain needed services (IQPPS 7.7). Program staff provide families with information about programs and services from other organizations. Staff support and encourage families’ efforts to negotiate health, mental health, assessment and educational services for their children. (IQPPS 7.8) Program staff use established linkages with other early education programs and local elementary schools to help families prepare for and manage their children’s transitions between programs, including special education programs. Staff provide information to families that can assist them in communicating with other programs. (IQPPS 7.9)

All preschool staff work closely with the Northwest Area Education Agency (AEA). When the need for developmental screening is necessary, the AEA helps determine the appropriate assessments to be used. Norm-referenced and standardized tests are used primarily when seeking information on eligibility for special services or when collecting information for overall program effectiveness. When formal assessments are used, they are combined with informal methods such as observation, checklists, rating scales and work sampling. (IQPPS 4.5).

A note to the parents would follow letting them know the areas of strength and weakness within their individual child. They are encouraged to strengthen the weaker skills over the summer by practicing them at home. Interpreters explain all of this to each parent in their preferred language. Manipulatives, pictures and/or modeling by the assessor may be used with a parent to enhance understanding of the concept that had been used during screening. The preschool teacher would assist in arranging for developmental screening and referral for diagnostic assessment when indicated. (QPPS 7.4)

CRITERIA 7.8

// Program staff provide families with information about programs and services from other organizations. Staff support and encourage families’ efforts to negotiate health, metal health, assessment and educational services for their children. //

// From Handbook: //

Teachers refer to curriculum goals and developmental expectations when interpreting assessment data. (IQPPS 4.8)
 * Interpreting Assessment Results:**

Teaching teams meet at least weekly to **interpret and use** assessment results to align curriculum and teaching practices to the interests and needs of the children. (IQPPS 4.10)

Creative Curriculum’s on-line assessment provides us with the ability to: (NAEYC 10.B.03)


 * Manage sites, classes, and children


 * Track student progress


 * Compile teacher observation notes (anecdotal)


 * Supply classroom activities to support individualized learning


 * Offer weekly planning forms


 * Analysis of group dynamics


 * Provide information for the Progress Report Form (HS – child skills & goal setting)


 * Develop the Family Conference Form


 * Provide professional development opportunities


 * Offer online support

Norm-referenced and standardized tests are used primarily when seeking information on eligibility for special services or when collecting information for overall program effectiveness. When formal assessments are used, they are combined with informal methods such as observation, checklists, rating scales, and work sampling. (IQPPS 4.5)
 * Assessment Dates:** (IQPPS 4.1)
 * Creative Curriculum GOLD assessment
 * First Assessment is due by October 31.
 * Mid-Year Assessment is completed by February 15.
 * Final Assessment is completed by May 31.
 * Additional Assessment: Hearing vision**

Referral || Prior to Entry || Yearly || Medical Personnel || Articulation Referral || As needed || As needed || Speech and Language Pathologist || Referral || As needed || As needed || Psychologist Social Worker || Referral || As needed || As needed || Medical Personnel || Referral || Throughout the year || 2X /year || School Nurse ||
 * Preschool Assessment Matrix ||
 * Assessment ||  Purpose  ||  Time Lines  ||  Frequency  ||  Completed by  ||
 * Physical || Well-being
 * Immunizations || Health || Prior to Entry || As per schedule || Medical Personnel ||
 * Get Ready to Read Screening Tool || Pre-academic: literacy || Beginning of Year and End of Year || Twice each year || Staff ||
 * Speech || Communication
 * Mental Health Observation || Behavior
 * Dental || Health
 * Heights/Weights || Monitoring
 * Hearing / Vision || Well-being || In the fall and as needed || 1x / and as needed || AEA ||
 * Creative Curriculum-GOLD

Checklists Observations Individual Testing Work Sampling || On-going Assessment of Development || By Oct. 31 By Feb. 15 By May 31 || 3X/year || Classroom teacher, TAs and parent/guardian || Child Interests Child Needs Child Goals
 * Family Conference Form || Parent Input

Curriculum, strategies and environmental changes

Referral || At parent/teacher conferences and home visits || 2X/year || Classroom teacher and parent/guardian ||

Children will be assessed by the components of the Creative Curriculum GOLD Model and by:


 * Observational data provides an ongoing anecdotal record of each child’s progress during daily activities.
 * Families are asked to contribute information about their child’s progress. Young children often show different skills in different settings. Working together, the teaching staff and families can gather a complete picture of a child’s growth and development.

The information from the above is used in the following ways:
 * To provide information about children’s needs, interests, and abilities in order to plan developmentally appropriate experiences for them;
 * To provide information to parents about their children’s developmental milestones;
 * To indicate possible areas that requires additional assessment. (QPPS 7.3, 7.5)

Assessment information will be shared formally with families during Parent Teacher Conferences in Fall and Spring. The preschool teacher will communicate weekly regarding children’s activities and developmental milestones. Informal conferences are always welcome and can be requested at any time.

If, through observation or information from the Creative Curriculum GOLD assessments, the teacher feels that there is a possible issue related to a developmental delay or other special need, she will communicate this to the family during a conference, phone call or meeting, sharing documentation of the concern. Suggestions for next steps may include the following, with the knowledge and consent of the parents: The preschool teacher would assist in arranging for developmental screening and referral for diagnostic assessment when indicated. (IQPPS 7.4)
 * The teacher requests assistance from the facility problem solving team as an early intervention process. This team engages in problem identification, plan interventions, provide support, and make outside resources available to those individuals requesting assistance. The problem solving team is available and functional for all students and teachers in the building.
 * A request made to Northwest Area Education Agency for support and additional ideas or more formalized testing.

If a child is determined to need special accommodations, those accommodations are included in the materials, environment, and lesson plans for that child. Examples include sign language and visuals for children with hearing impairments or language delays and behavior plans for children whose behavior does not respond to the typical strategies used by teaching staff in the classroom.

When program staff suspect that a child has a developmental delay or other special need, this possibility is communicated to families in a sensitive, supportive and confidential manner and is provided with documentation and explanation for the concern, suggested next steps and information about resources for assessment. (IQPPS 7.4) Program staff encourage and support families to make the primary decisions about the services that their children need, and they encourage families to advocate to obtain needed services (IQPPS 7.7). Program staff provide families with information about programs and services from other organizations. Staff support and encourage families’ efforts to negotiate health, mental health, assessment and educational services for their children. (IQPPS 7.8) Program staff use established linkages with other early education programs and local elementary schools to help families prepare for and manage their children’s transitions between programs, including special education programs. Staff provide information to families that can assist them in communicating with other programs. (IQPPS 7.9)

All preschool staff work closely with the Northwest Area Education Agency (AEA). When the need for developmental screening is necessary, the AEA helps determine the appropriate assessments to be used. Norm-referenced and standardized tests are used primarily when seeking information on eligibility for special services or when collecting information for overall program effectiveness. When formal assessments are used, they are combined with informal methods such as observation, checklists, rating scales and work sampling. (IQPPS 4.5).

A note to the parents would follow letting them know the areas of strength and weakness within their individual child. They are encouraged to strengthen the weaker skills over the summer by practicing them at home. Interpreters explain all of this to each parent in their preferred language. Manipulatives, pictures and/or modeling by the assessor may be used with a parent to enhance understanding of the concept that had been used during screening. The preschool teacher would assist in arranging for developmental screening and referral for diagnostic assessment when indicated. (QPPS 7.4)

Email to parents from Oct. 2012:

CRITERIA 7.10

// To help families with their transitions to other programs or schools, staff provide basic general information on enrollment procedures and practices, visiting opportunities, and/or program options. //

// From Handbook: //

To help families with their transitions to other programs or schools, staff provide basic general information on enrollment procedures and practices, visiting opportunities and/or program options.
 * Transitions** (IQPPS 7.10)

Parents and legal guardians are always welcome to visit the preschool classroom. As a safety feature, all parents and visitors will check in at the office. Visitors are asked to please use discretion with regard to bringing babies and toddlers to school as young children may disrupt class sessions. Parents are encourages to volunteer in the classroom. We also encourage you to get prior approval from the teacher before volunteering just in case a special activity is planned.
 * Open Door Policy**

Home-school connections are crucial to the transition to kindergarten or any other program, such as special education. The child’s family provides the consistency and continuity necessary for a young child to be successful. Making a change from one program to another can sometimes be difficult for a young child whether the transition is within the same building or in another location. Teaching staff will partner with the family to make the transition as smooth as possible by connecting family members with the next program’s staff. Preschool staff will provide information about enrollment policies and procedures, program options, and arrange for a classroom visit whenever possible. Kindergarten Roundup is held each year in March. Notification of roundup is sent home to all eligible kindergarten aged students.
 * Transitions** (IQPPS 7.9, 7.10)