Student Assessment Principals

Student Assessment Principals
1.Guiding principles

Welcome Amigos believes 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. 

We do our best to assess each child on a continuous basis throughout the school year. We observe and record all developmental areas (language, fine/gross motor skills, social, emotional and learned academic skills) regularly. Our goal is not to have children on the same educational level, but to cater to their developmentally appropriate needs. The information from the above is used to provide information about children’s needs, interests, and abilities in order to plan developmentally appropriate experiences for them to provide information to parents/guardians about their children’s developmental milestones, to indicate possible areas that requires additional assessment, and to provide information to kindergarten teachers regarding children’s developmental levels. 

When a child begins the program, health records that document the dates of service shall be submitted that show the child is current for routine screening tests and immunizations according to the schedule recommended and published by the American Academy of Pediatrics. If the child is overdue for any immunizations, parents/guardians must provide proof of an appointment scheduled to update the appropriate immunization. 

At the beginning of the school year, all parents/guardians will receive a development screening (ASQ & ASQ-SE)(Section 13- 13.6) to complete about their child. These screenings will help teaching staff better understand the development of each child. Teaching staff and parents/guardians will discuss the outcome of this screening during their first parent-teacher conference after 6 weeks into the program.

2.Students Assessment Methods

* Ages and Stages Assessment Questionnaires (ASQ)(Section 13 – 13.6)We use the ASQ as a formal tool to record our observations 2 times a year. The first screening of all children is done within three months of program entry.

* Stages Questionnaires: Social Emotional (ASQ:SE): Families are asked to contribute with information about their child’s progress and social skills using ASQ and (ASQ:SE) at the beginning of the school year.  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.

* Health Status Report: As part of the enrollment forms, we include the Physician’s report (Lic. 701) on hearing, vision, development, language/speech, dental, allergies, insect stings, food, asthma, and any problems of we should be aware of, as well as the immunization record.

* Observation/Anecdotal forms: We use an anecdotal record from each child to write our observations on children’s development on a regular basis.

* Children’s Portfolios: Children have a portfolio to keep samples of their work throughout the school year.

* Pre-K and Kindergarten Student Assessment Checklist: 

  • Uppercase letter
  • Lowercase letter
  • Numbers 0-20
  • Colors
  • Shapes
  • Oral Language and Listening
  • Concepts of printing

To help children in all developmental areas, we use an on-going developmental checklist to help us plan and work with each child’s strengths and areas on which we need to put emphasis. These assessments take place at the beginning, middle and end of the school year. With that in mind, we develop our curriculum and record our observations.

Social Skills are assessed weekly by the teacher and reported to the parents/guardians verbally on a regular basis at pick up time, via e-mail, on the parents’ communication book at school, or on the anecdotal record form. 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. Parents are encouraged to write any observations about their children’s growth and anything that relates to their child in our parents communication book.

Through lesson plans, monthly newsletters and calendars, teachers plan their curriculum goals. In addition, teachers consider the children’s journal, observations, and checklist when interpreting assessment data.

The students assessment 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/guardians about their children’s developmental milestones;
  • To indicate possible areas that requires additional assessment.
  • To provide information to kindergarten teachers regarding children’s developmental levels.

Assessment information is sent home at the end of each testing period (beginning, middle and end of the school year).  All data collected is shared formally with families during Parent Teacher Conferences in the fall and spring.  The preschool teacher communicates weekly regarding children’s activities and developmental milestones.  Informal conferences are always welcome and can be requested at any time by the teacher or parents/guardians.

If, through observation or information on the ASQ, ASQ:SE, Areas of Development Teacher’s checklist, and teacher’s observations, a teacher feels that there is a possible issue related to a developmental delay or other special need, she/he will communicate this to the family during a conference, sharing documentation in writing of the concern.  Suggestions for next steps may include the following, with the knowledge and consent of the parents/guardians:

  • The teacher requests assistance from the Golden Gate Regional Center and Peninsula Family Services as an early intervention process.  This team engages in problem identification, plans interventions, provides support, and makes outside resources available to those individuals requesting assistance.
  • A request may be made for more formalized testing.

The preschool teacher would assist in arranging for developmental screening and referral for diagnostic assessment when indicated.  If screening determines that a child needs special accommodations, those accommodations will be 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.