Standard+Four+-+Assessment

CRITERIA 4.1

// The program has a written plan for assessment that describes assessment purposes, procedures and uses of the results. The plan also includes: //
 * // Conditions under which children will be assessed; //
 * // Time lines associated with assessments that occur throughout the year; //
 * // Procedures to keep individual child records confidential; //
 * // Ways to involve families in planning and implementing assessments; and //
 * // Methods to effectively communicate assessment information to families. //

// 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. (IQPPS 4.1)
 * 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)

Parent Teacher Conference Dates: Oct. 30, Nov. 1st and Nov. 2nd; Feb. 12th and Feb. 14th

End of Year Gold:

CRITERIA 4.2

// The program’s written assessment plan includes the multiple purposes and uses of assessment including: //
 * // Arranging for developmental screening and referral for diagnostic assessment when indicated; //
 * // Identifying children’s interests and needs; //
 * // Describing the developmental progress and learning of children; //
 * // Improving curriculum and adapting teaching practices and the environment; //
 * // Planning program improvement; and //
 * // Communicating with families. //

// From Handbook: // Teaching Strategies believes that authentic, ongoing assessment of children in any early childhood program is the key to planning appropriate learning experiences that respond to children's individual interests, learning styles, and abilities. Creative Curriculum GOLD helps conduct an authentic, observation-based assessment. With //Teaching Strategies GOLD// TM we know what to look for and how to support children's continued development and learning. Having a solid picture of individual children's progress makes it easier to focus our observations and to consider the whole child. This is useful when partnering with families to plan how best to support their children's development and learning.
 * Assessment of the Developmental Progress and learning of Children**


 * 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).


 * Program Assessment**

The Mustard Seed Preschool Program implements the Iowa Quality Preschool Program Standards. We will receive a verification visit in the future to confirm we are meeting these standards. The program administrator will be working closely with all sites to ensure all standards are met and maintained. Administrators, families, staff, and other routinely participating adults will be involved annually in a program evaluation that measures progress toward the program's goals and objectives. The annual evaluation process includes gathering evidence on all areas of program functioning, including policies and procedures, program quality, children's progress and learning, family involvement and satisfaction, and community awareness and satisfaction. A report of the annual evaluation findings is shared with families, staff, and appropriate advisory and governance boards. The program uses this information to plan professional development and program quality-improvement activities as well as to improve operations and policies. (IQPPS 4.2)

Parent Teacher Conference Dates: Oct. 30, Nov. 1st and Nov. 2nd; Feb. 12th and Feb. 14th

Also see assessment chart from handbook above.

CRITERIA 4.3

// Programs use 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. //

// 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).

See assessment chart.

CRITERIA 4.5

// 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. //

// 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)

While we are unable at this time to serve students with IEPs in our preschool classroom, we whole-grade share with Alta in grades 6-12. We are able to make use of their preschool program when we have students with IEPs in our preschool setting. Students ride the shuttle bus in the morning and afternoon with other students. We also work closely with the AEA when we believe a student might have needs we are not currently meeting. See observation notes:



End of Year Gold:

CRITERIA 4.10

// Teaching teams meet at least weekly interpret and use assessment results to align curriculum and teaching practices to the interests and needs of the 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 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)

==== Team Meetings: Because our preschool is small, we only have two staff members at this time. They are able to collaborate each day as well as Wednesday and Friday afternoons when there are no students. ====

CRITERIA 4.14

// Families have on-going opportunities to share the results of observations from home to contribute to the assessment process. //

// 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).

Parent Teacher Conference Dates: Oct. 30, Nov. 1st and Nov. 2nd; Feb. 12th and Feb. 14th