Contents

1. Attendance Comparison

2. Authentic Assessment and Sample Report

3. Blueprint Instructional Guidance Document

4. BP Upgrade Instructional Guide

5. IPOD Camera Diagram

6. Preschool Screening Process Revised 8/12

7. Recommendations for Making a Schedule

8. Records Checklist

9. RTI Problem Solving Vs TAT

10. RTI at a Glance

11. RTI in Preschool

12. RTI Reminders and Responsibilities

13. LRE Flow Chart

14. Sample Schedule and Explanations

15. Sample Travel Reimbursement Form

16. School Entry Checklist

17. Screening Process 2012

18. Steps of Phonological Awareness Development

19. Transportation Communication Process

20. TSG and Battelle Alignment

21. Two year Old Transition and Example

22. Universal Numeracy Screening

23. Writing a Goal

Attendance Comparison

Augusta County K-12

Augusta County Preschool

Daily Absences

Parents instructed to call school. Daily call goes out to parents of all absent students.

Parents instructed to call school. Daily call goes out to parents of all absent students.

Three Consecutive Unexcused Absences

Elementary school makes phone call to home.

Teaching assistant will inform FSW via e-mail. FSW will communicate with school to determine if family contact was made and follow up accordingly.

Five Unexcused Absences

School sends letter to family including date and time for attendance meeting.

Family Service Worker contacts parents and determines reason for absences. The importance of consistent attendance is stressed. Supports and strategies are discussed. Conversation is documented in ChildPlus.

Eight Unexcused Absences

FSW sends letter to family explaining the course of action that will be pursued if additional absences are accumulated.

Ten Cumulative Absences

School sends letter to family at principals discretion including date and time for attendance meeting.

School sends letter to family at principals discretion including date and time for attendance meeting. FSW attends meeting with family.

Fifteen Cumulative Absences

FSW will review attendance record and determine if additional actions need to be taken.

Excused Absences: Personal illness, court date, prearranged absence, death/serious illness in family, family emergency.

Must present a signed note within three days of return to school explaining reason for absence.

Must present a signed note within three days of return to school explaining reason for absence.

*Unexcused absences: Explained in the AC Public Schools Handbook for parents and students..

After multiple attempts to communicate with parents, including face to face meetings, failure to attend school meetings or follow expectations of developed action plans serves as an indication that parents are no longer interested in having their child attend preschool. This may result in a decision to remove the child from the class list. This decision will be made by the school principal and preschool supervisor after receiving a recommendation by the Head Start ERSEA coordinator.

Guidance for Authentic Assessment

To ensure the best possible outcomes for young children, educators must enter the classroom ready to conduct all types of early childhood assessments. These assessments could include such things as monitoring and planning instruction, determining program effectiveness, and determining if children need additional services.

Authentic Assessment: This is an assessment that is meaningful and relevant to the child. A process of systematically gathering information from multiple sources and settings, collected over numerous points in time, and reflecting a wide range of child experiences. An authentic assessment considers skills that are functional and covers the following:

1) Conduct authentic assessment during childrens natural routines and play activities so their true abilities can be accurately measured.

2) Use assessment to inform effective program planning, both for individual children and groups.

3) Ensure that their practices are developmentally approved and aligned with NAEYC recommendations.

4) Involve families as collaborative partners in the whole assessment process, from planning the assessment to determining if the results represent the childs abilities.

5) Select our testing instruments that have documented evidence of adequacy.

6) Conduct eligibility assessments and identify children for special services.

7) Assess children with diverse abilities (multiple disabilities, dual or multi-language learners, etc.).

8) Engage in assessment to plan and revise quality instruction.

9) Collect reliable program evaluation data for your classroom.

Ways to collect information and assessment data that is authentic and relevant to the child:

1) Have the student come to the classroom multiple times over a period of multiple weeks. That child will need an emergency care card and copy of immunizations.

2) A good time to visit the classroom is during center time so the teachers can get to know the student better. The student may stay for lunch if you have concerns about feeding of the playground for motor skills, etc.

3) The FSW should also come in at these times to talk with the family and gather part of their observation as well.

4) Once the child becomes comfortable, the Battelle (if decided that this is part of the assessment) can be done in small segments, mostly during center time.

5) During the classroom visits, the teachers take observations so that they can use that information in their reports as well.

Framework for Authentic Assessment:

1) Augusta County Preschool classrooms use ongoing, authentic assessment with all enrolled students. Teachers and Teaching Assistants gather information about a variety of developmental objectives mapped out through the Teaching Strategies Gold Developmental Continuum. Information is gathered through observations, portfolio samples, checklists, and digital information (pictures, etc.) and recorded on an ongoing basis so that individual instruction can reflect individual need. Teaching Strategies Gold (Developmental Continuum) is our Authentic Assessment tool.

2) For community children visiting the classroom because of a potential concern, teachers continue to use Teaching Strategies Gold as the framework for the information they collect and their authentic assessment. Teachers gather as much global information about a child as possible, as well as focus on gathering information in relation to the developmental concern. This authentic assessment information is then written into the Developmental Report, reflecting the individual child and his/her development along the Teaching Strategies Gold Developmental Continuum. A sample report follows.

Classroom Observation Justin Beck

Date Observed: Thursday, September 20, 2012

Time Observed: 9:30 a.m. 11:00 a.m.

Routines Observed: large group, instructional group, transition, centers, transition, large group

The classroom observation was conducted within the preschool setting and involved the general morning classroom routine. Aspects of large group, transitions, and instruction were included during this time. The observation details are presented within the context of Teaching Strategies GOLD (TSG), which is the developmental curriculum used by Augusta County Public School Preschool Program. The curriculum presents information in a color-coded format, reflected developmentally appropriate and expected skills by age. The following information reflects observations collected from one visit, therefore an incomplete reflection on all TSG objectives

Teaching Strategies Gold Color Bands:

Red Birth to 1 year

Orange 1 to 2 years

Yellow 2 to 3 years

Green 3 to 4 years

Blue 4 to 5 years

Purple Kindergarten

Social-Emotional:

The following TSG objectives were used when observing Justin in his social-emotional development:

Objective 1: Regulates own emotions and behaviors:

b. Follow limits and expectations

c. Takes care of own needs appropriately

Objective 2: Establishes and sustains positive relationships

a. Forms relationships with adults

Objective 3: Participates cooperatively and constructively in group situations

a. Balances needs and rights of self and others

In the area of social-emotional development:

Justin was observed sitting in his designated spot during large group instruction. When the teacher reminded Justin to stay in his square, he responded by repositioning his body into his square. During the morning meeting time, he was asked to use the bathroom. When finished he returned to the carpet without prompting, sitting back down on his square. When the first transition began, Justin waited for his name to be called, then began to move around the room. During centers Justin used the materials appropriately. As he finished working in the art center, Justin put all the crayon cups back onto the shelf independently (not even a peer model). He was also observed returning materials to the science center when an adult prompted him that the magnifying lenses belong in the science center, thats where they belong. When a center was full Justin would not leave and choose a different center without adult redirection. (Accepts redirection from adults; Manages classroom rules, routines, and transitions with occasional reminders, TSG