“How can I prepare for Self Assessment Survey Submission?”

Standard 5: Curriculum & Instruction

5. Curriculum and Instruction Curriculum (4 points) • (C) 2 out of 5 indicators=2pt; 3 out of 5 indicators=4pts • (F w/ ASST, F) 2 out of 5 indicators=2pt; 3 out of 5

indicators=4pts; 5 out of 5 indicators=6pts Screening and Assessment (6 points) • (C, F w/ ASST, F) 2 out of 5 indicators=2pt; 3 out of 5

indicators=4pts; 5 out of 5 indicators=6pts Consistency of Care- Centers Only (2 points)

1. A statement of educational and developmental priorities for the children.

Copy of program’s : • Mission statement • Statement of philosophy • Values • Goals

Documentation may be found in parent or employee handbook, in program brochure or other printed materials.

2. A routine daily schedule that is predictable yet flexible;

includes time for transition; includes indoor and outdoor activities and

is responsive to each child’s need to be active or resting.

A copy of daily schedules for each classroom

3. An approved curriculum Name of curriculum used by the program Evidence- copy of curriculum materials, photo copy of front page, written information about curriculum in parent handbook Approved= developmentally appropriate, research based & aligns with Michigan Early Childhood Standards of Quality for Pre K

List of approved curriculum

• Bank Street

• Creative Curriculum (Infant & Toddler)

• Creative Curriculum (PreSchool)

• Creative Curriculum For Family Child Care

• High Scope (Infant & Toddler)

• High Scope (PreSchool)

• Jackson Early Head Start Curriculum

Guide

• Montessori

• Parents as Teachers

• Partners for a Healthy Baby

• Project Approach

• Reggio Emilia

• Thematic Approach from MSU

• Tools of the Mind

If the curriculum your program uses is not on the list then the program must provide evidence that the curriculum is developmentally appropriate, research based and aligns with the Michigan Early Childhood Standards of Quality for Pre K

4. A written plan for integrating policies, procedures and practices

that reflects a respect and valuing of children’s culture and demonstrates

cultural competence

Copy of a written cultural plan Documentation may be found in parent or employee handbook

How does your program integrate policies, procedures and practices that reflects a respect and valuing of children’s culture & demonstrates cultural competence? Is it a written plan?

A Cultural Plan may include:

Your programs commitment to respecting each child’s culture and diverse needs.

All children deserve an early childhood education that is responsive to their families, communities, and racial, ethnic, and cultural backgrounds.

Culture influences every aspect of a child’s development

Culture is the framework in which children develop and is reflected in childrearing beliefs and practices.

Family is the root of our program in which we involve the whole family in all aspects of our program and what we do for their children.

Learn accurate information about the cultures & diversity of our families

Families are treated with respect and sensitivity from the first meeting.

Recognize all children are cognitively, grammatical & emotionally connected to the language & culture of their home.

Actively involve parents & families in the early learning program.

Each child and family will be supported in their cultural values and norms of the home.

Focus will be on incorporating the diverse cultures of our families, community, and the city they live in.

Staff will be recruited that are trained in the languages of our families or a plan put in place with the family to incorporate an understanding between school and home.

Program staff will refrain from making assumptions of others.

All staff will have training opportunities annually to further their knowledge of enhancing their daily communications and curriculum planning.

Look on naeyc.com website under responding to linguistic & cultural diversity for more ideas.

5. A written plan for serving children with special needs

Copy of written special needs plan

Creating a Written Special Needs Plan

How does your program manage serving children with special needs? Is it as written plan? Plans may include:

1. A written policy statement 2. An individual written care plan for children with special health needs

Key points of a written policy statement may include:

Your programs commitment to the principle of inclusion

Staff receive ongoing training on inclusion/special needs

Confidentiality of children and families is respected

Staff and families collaborate to meet the individual needs of the child

Communication with families is ongoing and is responsive to the needs of families

Physical environment is free of barriers

A variety of teaching strategies are used to meet the individual needs of children

Staff facilitate or enhance interactions between children with and without disabilities

In addition to the above key points, also consider including Referral Process,

information about Early On or other supports/resources you could offer a family

Care Plan for Children

with Special Health

Needs – this form is

completed by doctor (at

parent request) for

individual children.

2. Staff discusses anecdotal notes/observations as a basis for working

with each child

Examples from each classroom of anecdotal notes/observations, child folders, running record, classroom notebooks Explain how staff plan for each child using anecdotal notes/observations

3. Complete annual developmental screening (self or outside entity)

• Example of screening tool used and explain frequency • Copy of completed screenings • Documentation that screenings are completed for all

ages and in all classrooms • Screening timeline or plan for scheduling screenings

Tip: Black out name

on completed screenings to protect privacy

List of possible developmental screening tools

Ages and Stages Questionnaire; Batelle Developmental Inventory Screening Test; Birth to Three Assessment and Intervention System, 2nd Edition (BTAIS-2); Brigance Inventory of Early Development; Brigance Preschool Screen II; Child Development Inventories; Child Outcome Goals (COG); COR (Child Observation Record); Creative Curriculum Continuum; Denver Developmental Screening Test II; Developmental Indicators for the Assessment of Learning—Third Edition (DIAL-3); Developmental Profile 3; Developmental Growth Record; Devereux Early Childhood Assessment; Early Screening Inventory-Revised (ESI-R); ESP: Early Screening Profiles; HELP (Hawaii Early Learning Profile); Infant-Toddler and Family Instrument; Infant-Toddler Developmental Assessment (IDA); Michigan Literacy Progress Profile; Modified-Checklist for Autism in Toddlers (M-CHAT); PALS Pre-K; PEDS: Developmental Milestones (PEDS: DM) for children zero to eight years; PPVT-IV; Screening Test of Developmental Abilities; Teaching Strategies Gold - NEW ASSESSMENT; The Ounce Scale; Work Sampling

Other Developmental Checklists

This resource provides a simple checklist that could be used to screen/assess.

This information can be used to plan activities to meet the child’s needs and shared with parents.

Developmental Milestones Checklist - CDC

Developmental Checklist - Central Piedmont Community College

CDC Positive Parenting Tip Sheets - these support the developmental

checklist and could be used for Parenting Education

4. Uses an approved child assessment tool at least two times a year

• Example of assessment tool used and explain frequency • Copy of completed assessments • Documentation that assessments are completed for all

ages and in all classrooms • Assessment timeline or plan for scheduling assessments • Written information on assessments in parent and/or

employee handbook

Approved= developmentally appropriate, research based & aligns with Michigan Early Childhood Standards of Quality for Pre K

Tip: Black out name

on completed assessments to protect privacy

List of approved child assessment tools

ASQ (Ages & Stages Questionnaire); Assessment, Evaluation, and Programming System (AEPS); Battelle Developmental Inventory (BDI); Bayley; Brigance Early Preschool Screening (IED-2); Brigance Infant and Toddler Screening; Carolina; Chicago Early Screening; Child Observation Record (COR), 2nd Edition; Creative Curriculum Developmental Continuum; Denver Developmental Screening II; Developmental Growth Record; Developmental Profile III; Devereux Early Childhood Assessment; Dial 3; EIDP; E-LAP; ESI-P (Early Screening Inventory - Preschool); ESI-R (Early Screening Inventory - Revised); HELP Infant Development Inventory / Child Development Review; Infant/Toddler Developmental Assessment (IDA); LAP; The Work Sampling System

5. Uses child assessment results in parent-teacher conferences at least two times

per year

Evidence of parent-teacher conferences conducted for all ages in all classrooms: • Newsletter • Parent handbook • Parent letter • Sign-up sheet • Sign-in sheet Evidence that assessment results are shared with parents: • Statement of receipt signed by parent • Checklist of what is shared with parents at conferences • Sample child portfolio

6. Uses assessment to inform individual, small group, and whole group instruction

and interaction

Examples and evidence of how observations and assessments are used for planning by staff • Child Assessment Planning Form • Lesson Plans • Notes from staff planning meetings Explain any other ways staff use child assessment results and how they are used for planning.

Child Assessment Planning Form

Child’s Name Observation/Assessment Planned Activity Date completed

Megan Megan counted to 10 and identified numbers 1-4

Math counting and number correlation activity during small group. Include materials with numbers on them in the house area (cash register, play money, calendars, calculators, price stickers, grocery store sale flyers from newspaper)

Week of June 11, 2012

Dante Was unable to hold scissors correctly. He tore the paper instead of using the scissors.

Set out fine motor materials during small group time. Include scissors and cutting activity in the art area.

Week of 6/11/2012

Brady, Evelyn and Cody On Wednesday they fought over the blocks and had trouble with sharing.

During whole group time read a book about sharing and discuss.

Week of 6/18/12

Consistency of Care Program can demonstrate that it

structures and schedules staff such that each child has a consistent team of

caregivers and peers over a week, and over a calendar year

• Staff classroom assignments • Staff schedules • Assigned primary caregivers • Transition plans

For any questions or additional support with

completing the Self-Assessment Survey, contact your Resource Center.

Staff is available to assist. 1-877-614-7328