Assessment Guide

Assessment andEvaluation inPrekindergarten

A Planning Guide forSchool Divisions and their Partners

November 2005

Children’s Services and Programs BranchSaskatchewan Learning

2220 College Ave. Regina, SK S4P 4V9

ISBN 1-894743-97-0

Cover Photo, Left to RightJadelynn CappoDennis OrellanaBethany Fiala

Assessment and Evaluation in Prekindergarten

iContents

TABLE OF CONTENTS

1. Introduction ............................................................................................................................1

2. Key Considerations in Prekindergarten Assessment and EvaluationSection Overview ........................................................................................................................5

Detailed Information and Resources ..........................................................................................7

2.1 Definitions....................................................................................................................7

2.2 The Importance of Informal Assessment and Evaluation ..........................................7

2.3 Recommended Readings..............................................................................................8

2.4 Prekindergarten Assessment and Evaluation Cautions................................................8

2.5 Cultural Awareness ......................................................................................................9

2.6 Sample Program Standards and Performance Criteria ..............................................10

3. Prekindergarten Assessment and Evaluation in the SchoolPLUS ContextSection Overview ......................................................................................................................13

Detailed Information and Resources ........................................................................................14

3.1 Validating Prekindergarten Program Efficacy ..........................................................14

3.2 Professional Learning Communities..........................................................................15

3.3 SMART Goals............................................................................................................16

3.4 Conclusion ................................................................................................................17

4. A Framework for Prekindergarten Assessment and EvaluationSection Overview ......................................................................................................................19

Detailed Information and Resources ........................................................................................21

4.1 The Prekindergarten Environment ............................................................................23

4.2 Adult-Child Interactions ............................................................................................27

4.3 Child Development ....................................................................................................31

Physical Health and Well-Being ................................................................................35

Social Knowledge and Competence, Emotional Health / Maturity ..........................38

Language and Cognitive Development, and Communication Skills and General Knowledge ..................................................................................................40


ii Contents

4.4 Family Engagement ..................................................................................................43

4.5 Partnerships................................................................................................................51

4.6 Long-Term Effects ....................................................................................................57

5. AppendicesAppendix A: National Institute for Early Education Research Preschool Assessment:

A Guide to Developing a Balanced Approach ................................................65

Appendix B: Prekindergarten Rubric: Regina Public Schools ............................................81

Appendix C: The Prekindergarten Assessment Tool: Saskatoon Public Schools ..............105

Appendix D: Sample Reporting and Student Observation Forms ......................................145

Appendix E: Sample Family Input Forms ..........................................................................181

6. References ..........................................................................................................................187


iiiContents

ACKNOWLEDGEMENTS

Saskatchewan Learning gratefully acknowledges the contributions of many organizations andindividuals in the development of this document. Prekindergarten personnel, school division centraloffice staff, preschool teachers, Speech and Language Pathologists, Early Childhood InterventionProgram workers, KidsFirst staff, and other professionals provided perspectives and suggestions atregional workshops during the fall and winter of 2004-2005. As well, the Department appreciates theefforts of those individuals who reviewed the draft document and provided detailed feedback.

1


INTRODUCTION

Atraditional saying is, “If something is worth doing...it’s worth doingwell.” The modern corollary to this maxim is, “If something is worth

doing...it’s worth assessing and evaluating.” In Saskatchewan, many talented and committed teachers, support staff, agency partners, parents, andadministrators are working hard to provide young children with opportunitiesto develop and to learn. Their work is very important and many believe thatthe investments made in early education are the best investments that asociety can make. As Prekindergartens, preschools, and other early learningand child care programs are potentially so valuable to children, families, andcommunities, it is vitally important that the right things are done well.

Well-conceived and implemented approaches to assessment and evaluationcan help to ensure that Prekindergarten programs meet their goals. Thepurpose of this document is to assist school divisions and their partners to design and implement child- and program-appropriate assessment andevaluation practices.

Two interests converged to cause the development of Assessment andEvaluation in Prekindergarten: A Planning Guide for School Divisions andtheir Partners. First, Prekindergarten staff, at meetings with SaskatchewanLearning personnel, indicated that they wanted some guidance with respectto the assessment and evaluation of child development. They indicated thatBetter Beginnings, Better Futures (2004) provided useful direction withrespect to the principles that should guide their programs and outlined thenature of their instructional activities, but many teachers wanted morespecific advice regarding what learning outcomes they should look for.Prekindergarten teachers, as reflective professionals, also wondered whethertheir practices and programs were as effective as they could be. Were thereways in which assessment and evaluation of their teaching and programscould lead to professional growth and better services for the children?

The second interest that contributed to the development of these guidelineswas the need of school, school division, and provincial administrators forreliable data about the efficacy of Saskatchewan Learning sponsoredPrekindergarten programs. Local communities and political leaders at thedivision and provincial level want to ensure that resources be used in the best possible ways to benefit individual children, their families, and society.Conventional wisdom and research conducted elsewhere tell us that high

1


quality preschool programs are very effective in improving the life success ofchildren who would otherwise be at risk. So, what about Saskatchewan’s school-based Prekindergarten programs? Are they of high quality? How do we know?What do we need to do to find out?

In response to these interests of teachers, administrators, and funding agencies,Saskatchewan Learning organized workshops for Prekindergarten staff throughoutthe province in the fall of 2004 and early winter of 2005. Data were gathered oncurrent assessment and evaluation practices, and participants indicated the topics for which they wanted more information. Experts inside and outside Saskatchewanwere consulted, and professional literature on the assessment and evaluation of earlyeducation was reviewed. This information, along with the input of early childhoodpractitioners in the field, forms the foundation of this document.

This guide provides current, research-based information about three levels ofPrekindergarten assessment and evaluation:

1. Classroom level: Information about the optimal learning environment,teacher practices, and curriculum content is presented. Included are sourcesof information about the continua of development of young students for it isvery important that teachers know what they should look for as indicators ofdevelopment of the whole child. For each dimension of child development,references are provided regarding some suggested assessment and evaluationpractices and instruments.

2. School program level: This guide offers references and resources thatteachers, parents, agency partners, and administrators can use to assess andevaluate their Prekindergarten programs.

3. School division or provincial levels: Ideas are presented that can lead tothe aggregation of authentic, valid, and reliable data about the efficacy andcost-effectiveness of the Prekindergarten initiative.

Most of the participants in the regional workshops that preceded the writing of thisdocument were Prekindergarten teachers in designated Community Schools. Whiletheir settings are the primary focus of this guide, teachers and administrators ofother early childhood programs will find the recommended assessment andevaluation principles, practices, and tools to be pertinent.

2

3


Very few teachers and administrators will have the time to read this document cover-to-cover. It is written, therefore, to address practitioners’ specific assessment andevaluation interests, with each section usable on a stand-alone basis. Reference tothe Table of Contents and the Section Overview that proceeds each section will helpto direct readers to information of particular interest. Questions are also included ineach section. These may be used to aid in planning and to stimulate discussionamong the partners.

No document with content ranging from the micro to the macro levels of theassessment and evaluation of a complex program can presume to provide the last word on the subject. This is certainly true of this guide. Please regard thedocument as a starting point that provides some food for thought and some stimulifor reflection and further exploration. It does not have all of the answers, but if itstimulates professional dialogue and improved learning opportunities for children, it will have served a very valuable purpose.

Donald Duncan, Ph.D.Western Insights Consulting and FacilitationContracted Writer

5Section 2


2 KEY CONSIDERATIONS IN PREKINDERGARTEN

ASSESSMENT AND EVALUATION

SECTION OVERVIEW: SECTION OVERVIEW:

This section provides important background information that school divisions and their partners should consider in the overall development of assessment andevaluation strategies and practices. The following considerations are describedmore fully under Detailed Information and Resources:

2.1 Definitions• Assessment and evaluation are defined as well as terms associated with

formal evaluation.

2.2 The Importance of Informal Assessment and Evaluation• Informal assessment and evaluation is emphasized in the Prekindergarten

program. Rubrics developed in the Regina and Saskatoon Public SchoolDivisions to support informal assessment and evaluation practices arefound in Appendices B and C.

2.3 Recommended Readings• Reference is made to literature that discusses the current state of early

childhood assessment and evaluation.

2.4 Prekindergarten Assessment and Evaluation Cautions• Teachers are advised to keep several key points in mind when assessing

and evaluating the performance and development of young children. Forexample, the sensitivity of the children to the tester, the test environment,and their own emotional states; the need to make multiple observations to ensure reliability; time constraints involved in the planning andimplementation of an excellent educational program; and the necessity to set priorities.

6 Section 2


2.5 Cultural Awareness• The curriculum must be culturally sensitive and affirming of the students’

backgrounds. • The active involvement of parents and family members is encouraged.

2.6 Sample Program Standards and Performance Criteria• The Early Childhood Program Standards and Accreditation Performance

Criteria developed by the National Association for Early Years Education(NAEYC) are introduced. These criteria define the attributes that researchhas associated with high quality programs and positive child developmentoutcomes.

7Section 2


DETAILED INFORMATION AND RESOURCES

2.1 Definitions

What is assessment and evaluation? Although various authorssuggest their own definitions, those offered by Gullo (2005) areuseful in the context of early childhood programming.

Gullo cites the following definition of assessment in earlychildhood developed by Mindes:

Assessment is a process for gathering information to makedecisions about young children. The process is appropriatewhen it is systematic, multidisciplinary, and based on theeveryday tasks of childhood. The best assessment system iscomprehensive in nature, that is, the assessment yieldsinformation about all the developmental areas: motoric,temperament, linguistic, cognitive, and social/emotional. (p. 7).

Gullo defines evaluation as “the process of making judgementsabout the merit, value, or worth of educational programs, projects,materials, or techniques” (p. 7).

Two other terms Prekindergarten personnel should be aware of are:

Norm referenced assessment and evaluation, which comparesthe performance of subject children to the results obtained bylarge samples of comparable children using standardized testinstruments under controlled conditions.

Criterion referenced assessment and evaluation, whichcompares the performance of subject children to performancestandards or criteria that have been predefined (typically by acurriculum, continuum of development, or teacher).

2.2 The Importance of Informal Assessment and Evaluation

In teachers’ daily practice, informal, alternative, or authenticassessment and evaluation are often more important than the use of formal, normed instruments. These practices generally involvedirect observation of children by their teachers (or educationalassistants) and the recording of anecdotal notes or use of checklists.Two goals cited by Gullo (2005) for this mode of assessment are:

What is yourunderstanding of the differencebetweenassessment andevaluation? Why are bothimportant?

8 Section 2


1. to incorporate actual classroom work into assessment; and 2. to enhance both children’s and teachers’ participation in the

assessment and evaluation process (p.8).

Saskatchewan Learning’s Better Beginnings, Better Futures (2004)emphasizes the Prekindergarten program’s focus on individualchildren and the importance of their active learning through play.Teachers typically observe children directly and engage them inconversation to reveal their learning and understanding. Theseassessment and evaluation practices most often involve the draftingof observation notes, anecdotal records, checklists, rubrics, andportfolios. Examples of rubrics that support these practices arefound in Appendix B, Regina School Division’s PrekindergartenRubric and in Appendix C, Saskatoon School Division’s ThePrekindergarten Assessment Tool.

2.3 Recommended Readings

It is important that all Prekindergarten assessment and evaluationpractices in Saskatchewan respect accepted early childhoodstandards and criteria. The National Institute for Early EducationResearch recently published Preschool Assessment: A Guide toDeveloping a Balanced Approach (2004), an article that provides aclear, concise, and comprehensive overview of important assessmentand evaluation considerations. Please refer to the full text of thisarticle in Appendix A.

Another article on assessment and evaluation of young children thatmay be of interest to Prekindergarten staff is Bordignon and Lam(2004). This article discusses the strengths and weaknesses ofvarious instruments commonly used in the Prekindergarten settingand also comments on considerations that scholars and practitionersshould bear in mind in testing, assessment, and evaluation settings.

Those who want to read a more detailed account of theconsiderations in the assessment and evaluation of Prekindergartenchildren and programs may wish to read Understanding Assessmentand Evaluation in Early Childhood Education (Gullo, 2005).(School administrators should note that this work addresses thetopics through Grade 3.)

Teachers typicallyobserve children directly

during activities andengage them in

conversation to revealtheir learning and

understanding.

What are yourcurrentPrekindergartenassessment andevaluationpractices? Do you use bothinformal and formalassessment andevaluationpractices? What do you use and for whatpurpose?

9Section 2


2.4 Prekindergarten Assessment and Evaluation Cautions

The literature urges caution in the assessment and evaluation of the performance and development of young children, especiallyconcerning testing. It is replete with warnings about how sensitivethe children are to the tester, the test environment, and the children’sown emotional states. All of these factors tend to make theassessment results unstable. As a result, in order for assessment andevaluation to be reliable, it is important that teachers make multipleobservations over an extended period of time in order to judge thescope and depth of children’s development. The assessmentenvironments should be familiar and stimulating to the children, andthe children should know and be comfortable with the assessors.

Time is a scarce resource for all teachers and administrators,including those associated with Prekindergarten programs. Personnelattempt to strike the optimal balance among the many activities thatare essential to the planning and implementation of an excellenteducational program...

With time constraints in mind, personnel are encouraged to reflect ontheir program as a whole, and, while doing the necessary assessmentand evaluation activities in all program dimensions, identify onepriority area for particular attention. Section 4 refers to a range ofassessment and evaluation activities and tools. They cannot andshould not all be used in a single program. Program planners shouldfeel free to be selective, reflecting on local situations and needs. ThePrekindergarten Self-Assessment Tool referred to in Table 4.7, mayprovide a useful starting point as you set priorities for refining yourassessment and evaluation practices.

2.5 Cultural Awareness

The Prekindergarten program must be culturally sensitive andaffirming of the childrens’ backgrounds. Sutherby and Sauve (2003)noted that, to ensure that learning and experiences are meaningful,relevant, and respectful for the participating children and theirfamilies, teachers should bear in mind three kinds of information as they design their programs:

• child development and learning; • strengths, interests and needs of each child; and • knowledge of the social and cultural contexts in which

children live”(p. 4).

For assessment andevaluation to be reliable,it is important thatteachers make multipleobservations over anextended period of time inorder to judge the scopeand depth of children’sdevelopment.

Caution is advisedwhen assessingthe developmentof young children.What do youbelieve are some of the most importantconsiderations? How do youensure these are taken intoaccount in thedevelopment of a Prekindergartenassessment andevaluation plan?

10 Section 2


Better Beginnings, Better Futures (2004) encourages the activeinvolvement of parents and family members in the education anddevelopment of their children (p.12). This implies not onlyinfluencing the content of the Prekindergarten instruction, but alsospeaks to the need for teachers to consider the values of parents and families in assessing and evaluating the children’s learning.

Teachers are encouraged to get to know the children’s families welland to establish relationships based on trust and shared purpose.This can include engaging parents as active partners in theassessment and evaluation of their children’s growth anddevelopment. For more details in this regard, please refer to Section 4.4, and Appendix E.

2.6 Sample Program Standards and Performance Criteria

As Prekindergarten teachers and partners consider quality of theirprogram, they may wish to refer to the Early Childhood ProgramStandards and Accreditation Performance Criteria developed in the United States by the National Association for the Education of Young Children (NAEYC). These may be found athttp://www.naeyc.org/accreditation/. Table 2.1 provides a list ofcontents to indicate the comprehensiveness of the NAEYC’s criteria.

Whether assessing and evaluating an existing program, or designinga new program, personnel could refer to all or part of the criteria inorder to prompt dialogue or to assess and evaluate the status of anygiven dimension of the Prekindergarten program. The list of criteriais not, of itself, an assessment and evaluation tool. If used as morethan a guide for discussion, it would be advisable to connect a ratingscale and comments section to the criteria. The criteria have beendeveloped in the United States so it is important for Saskatchewanpersonnel to consider how the criteria applies to the local context.

In addition, program personnel may wish to refer to the programstandards established by the respective states, south of the border. A convenient website that lists the links to state standards ishttp://www.ihdi.uky.edu/sparc/State_Standards_Links.doc .

Teachers shouldconsider the values of

parents and familieswhen assessing and

evaluating thePrekindergarten

children’s learning.

11Section 2

Table 2.1: National Association for the Education of Young Children (NAEYC) Early Childhood Program Standards and Accreditation Performance Criteria–List of Contents http://www.ihdi.uky.edu/sparc/State_Standards_Links.doc

Relationships Building Positive Relationships Among Teachers and FamiliesBuilding Positive Relationships Between Teachers and ChildrenBuilding Positive Relationships Among PeersCreating a Predictable, Consistent, and Harmonious ClassroomAddressing Challenging BehavioursPromoting Self-Regulation

Curriculum Essential CharacteristicsSocial-Emotional DevelopmentLanguage DevelopmentEarly Literacy DevelopmentEarly MathematicsTechnology, Scientific Inquiry, and KnowledgeUnderstanding Ourselves, Our Communities, and Our WorldCreative Expression and Appreciation for the ArtsPhysical Development and Skills

Teaching Designing Enriched Learning EnvironmentsCreating Caring Communities for LearningUsing Time, Grouping, and Routines to Achieve Learning GoalsMaking Learning Meaningful for All ChildrenUsing Instruction to Deepen Children’s Understanding and Build Their Skills

and KnowledgeAssessment Creating an Assessment Plan

Using Appropriate Assessment PracticesIdentifying Children’s Interests and NeedsDescribing Children’s Developmental ProgressAdapting Curriculum, Individualizing Teaching, and Informing Program DevelopmentCommunicating With Families and Involving Families in the Assessment Process

Health Adult and Child Practices for Health Promotion and Protection NutritionPractices for Maintenance of a Healthful Environment

Teachers Preparation, Knowledge and Skills of the Teaching StaffTeachers’ Dispositions and Professional Commitment

Families Knowing and Understanding the Program’s FamiliesSharing Information Between Staff and FamiliesNurturing Families as Advocates for Their Children

Community Linking With the Community Partnerships Accessing Community Resources

Acting as a Citizen in the Neighbourhood and the Early Childhood CommunityPhysical Indoor and Outdoor Equipment, Materials, and FurnishingsEnvironment Outdoor Environmental Design

Building/Physical DesignEnvironmental Health

Leadership and Leadership Management Management Policy and Procedures

Fiscal Accountability Policy and ProceduresHealth, Nutrition, and Safety Policy and ProceduresPersonnel PolicyProgram Evaluation, Accountability, and Continuous Improvement

13Section 3


3 PREKINDERGARTEN ASSESSMENT ANDEVALUATION IN THE SCHOOLPLUS CONTEXT


This section describes how Prekindergarten assessment and evaluation fitwithin the operation of Saskatchewan’s formal education system SchoolPLUS

direction. The following sub-topics are included in the Detailed Informationand Resources:

3.1 Validating Prekindergarten Efficacy• This first topic describes how assessment and evaluation activities

generate information that can be used by the school and communityto further learning opportunities for children, families, and staff.

3.2 Professional Learning Communities• The attributes and practices of professional learning communities are

summarized. This model has been adopted by many school divisionsto promote a positive collaborative culture to support childdevelopment and learning.

3.3 SMART Goals• Guidance is provided on how a SMART goals approach can

contribute to the use of assessment and evaluation information to enhance the Prekindergarten program.

3.4 Conclusion • This section concludes by emphasizing the importance of the role

Prekindergarten and other early learning and child care personnelplay in implementing SchoolPLUS philosophy and practices.

14 Section 3


DETAILED INFORMATION AND RESOURCES

3.1 Validating Prekindergarten Efficacy

(Efficacy: the achievement of preferred outcomes with anacceptable level of inputs.)

Assessment and evaluation activities are not ends in themselves. They are processes that gather meaningful information about children’slearning and allow teachers, parents and others to exercise valuejudgements about that learning. What really counts is what is done withthe judgements and conclusions reached regarding children’s learning.

Ideally, Prekindergarten teachers and other early learning and childcare personnel are able to discuss assessment and evaluation data withschool administrators, Kindergarten to Grade 3 colleagues, communitypartners, parents, and children. In collaboration, Prekindergartenteachers can:

• set appropriate learning goals for children; • identify strategies that will address those goals; and • secure the resources needed to accomplish the intended outcomes.

Within a SchoolPLUS context, schools and school divisions arecommitted to engaging the school staff, children and youth, families,partner agencies, and the broader school community in dialogue andaction to improve learning opportunities and outcomes for children andyouth. The success of this commitment depends on effective processesfor dialogue and access by all participants to accurate, appropriate, andmeaningful data about programs and children’s learning.

Even though decades of credible research has validated the value andefficacy of Prekindergarten, Head Start, and early education programselsewhere, Prekindergarten classes linked to schools are relatively newin Saskatchewan. Prekindergarten teachers and educational assistantscan see the remarkable growth and development among children thatis stimulated by their classroom settings, but many teachers at otherlevels, school and division administrators, and members of the broadercommunity may be unfamiliar with Prekindergarten programs andtheir value. It is highly desirable that all personnel in the school andcommunity understand and value Prekindergarten programs andcontribute to their success. It is important for Prekindergarten staff,supervisors, and administrators to identify what program and learningdata would be helpful to other audiences. By using some of theassessment and evaluation instruments and practices that are describedin this document, Prekindergarten staff and other leaders can generate

What do you believe are the most importantconnectionsbetweenPrekindergartenassessment andevaluation and theSchoolPLUS strategy?

15Section 3


useful information that will engage all interested parties to reflectupon and contribute to the continuous improvement of learningopportunities for children.

3.2 Professional Learning Communities

Many school divisions have adopted a professional learningcommunity model to support a positive collaborative culture toenhance child development and learning.

As noted by Sackney and Mitchell (2000), successful professionallearning communities tend to have three attributes:

1. Members of the community have a sense of intra-personalconfidence and efficacy (i.e., they feel good about themselves as professionals and what they can contribute in the schoolcommunity context).

2. Members of the community have inter-personal respect andcommunication skills (i.e., the school community has a culture inwhich important learning-related information can be shared andindividuals feel comfortable in participating actively in aprofessional dialogue).

3. The school community provides appropriate supports to facilitatedialogue and interaction (i.e., scheduled time, space, andresources).

Professional learning communities also share the following attributesand practices:

• They engage in processes to define their shared beliefs, values,mission, vision and goals.

• They form teams with flexible membership to set and accomplishgoals (school personnel, students, families, agency partners and/orcommunity members).

• Team members are committed to enhancing student learning orchild development.

• They gather meaningful data regarding what students have learned,connect that information to what learning should come next and setachievable goals.

• They collaborate to develop and implement strategies to addressthe identified learning needs.

• They assess and evaluate the effectiveness of their strategies andmake revisions as required.

For more information on professional learning communities and howto develop this type of collaborative learning culture within a school,please refer to the references for works by Danielson (2002); DuFour(1999); Holcomb (1999); Reeves (2004).

Do you think theimplementation of professional learningcommunities will benefitPrekindergartenassessment andevaluationpractices?If so, in what ways?

What really counts iswhat is done with thejudgements andconclusions reachedregarding children’slearning.

16 Section 3


3.3 SMART Goals

Professional learning communities often state their goals in whatCozemius and O’Neil (2001) refer to as SMART Goals. SMARTis an acronym for Significant/Strategic, Measurable, Achievable,Results-oriented and Time-bound. Examples of goals expressed in a SMART format would be:

“By October 31st, all children will wash their hands beforesnacks, without adult direction.”

“By the end of December, at least one caregiver from eachfamily will have participated in a classroom activity.”

“By March 31st, 75% of three-year-old children in my classwill be able to complete the last lines of five nursery rhymes.”

“By December 1st, Mary, Bill, and Jasmine will be able toidentify the letters in their own names.”

As seen in the above examples, a SMART goal sets a definite targetdate for a learning outcome to be mastered or a performanceindicator to be achieved. It also identifies the group of learners orparticipants and provides details with respect to the nature of theoutcome. Such clarity helps the teacher (or supervisingadministrator and other personnel) understand what the foci of theprogram are and allows instructional personnel to develop specificteaching or action strategies that will address the learning goals.

In keeping with the assessment and evaluation theme of thisdocument, it is very important to note that the use of a SMARTgoals approach begins and ends with an understanding of thelearners’ knowledge and skills.

• At the outset of the process, the teacher gathers information about what the children already know. With her/his professionalknowledge of the continua of learning outcomes that are stated orimplied in the curriculum, the teacher then determines what thenext developmentally appropriate learning outcome should be.

• He or she sets a realistic goal for the children and identifiesappropriate practices and resources.

• Observation and informal assessment will guide the teacher asshe/he modifies the environment to optimize the children’slearning.

• When the teacher believes that most or all of the children havemastered the intended learning outcome, she/he administers avalid assessment to confirm that the goal has been realized. If it

17Section 3


has, she/he then proceeds to the next developmentally appropriategoal and makes provision for timely reviews and reinforcementactivities in order to promote retention of the previously learnedskills. If it has not, she/he would plan enhanced activities or, ifnecessary, revise the goal.

As can be seen in this process, the initial goal setting stems from theassessment of the children’s learning and the concluding step is theevaluation of the mastery of a new skill.

3.4 Conclusion

The professional learning community model and the use of SMARTgoals are consistent with the SchoolPLUS philosophy and cancontribute significantly to any school’s success. If the school inwhich the Prekindergarten is situated/linked has adopted aprofessional learning community and/or SMART Goals approach, itis important that the Prekindergarten staff and other early learningand child care personnel play active roles and participate fully in thisdimension of the school’s culture.

In addition to reading and implementing models from the literaturecited above, workshops for staff development can be arranged onthese topics. For example, the Saskatchewan ProfessionalDevelopment Unit (PSDU) offers workshops on Cognitive Coachingand other topics that enhance professional communications. It alsohas developed a series of workshops entitled “Coming Together…Building the Learning Community through Staff Development”.Further information on SPDU can be found athttp://www.stf.sk.ca/prof_growth/workshops_seminars/workshops_seminars.htm .

For SchoolPLUS to realize its potential, it is essential that all programs,Prekindergarten and other early learning and child care initiativesthrough the highest grade level, be developmental and coordinated.As Prekindergarten is a relatively new program, it is appropriate forthe Prekindergarten personnel and administrative leaders to ensurethat all of her/his colleagues are aware of the significance of theprogram and how it provides a solid base for all subsequent learningthat the children will accomplish. This information-sharing processis much more persuasive when supported by program specific datafrom valid and reliable assessment and evaluation practices thatrelate to well-defined and significant learning goals.

As you consider thefull scope of yourPrekindergartenprogram, whomcould you invite toparticipate in someor all of itsassessment andevaluation? What are theirrespective interestsand areas ofexpertise?

19Section 4


4 A FRAMEWORK FOR PREKINDERGARTENASSESSMENT AND EVALUATION


This section emphasizes that all dimensions of Prekindergarten programs should beassessed and evaluated on a systematic basis in order to ensure that program aims,goals, and objectives are being accomplished.

Six domains are proposed as a comprehensive framework that can potentiallyaddress all aspects of the Prekindergarten program. Each domain is then coveredmore fully in the Detailed Information and Resources.

4.1 The Prekindergarten Environment• The focus of this domain is on assessing and evaluating the

environment in which the Prekindergarten program takes place.• Two comprehensive instruments that have been widely used are

described. These are the Early Childhood Environment Rating Scale –Revised (ECERS-R) and the Preschool Quality Assessment (PQA).

4.2 Adult-Child Interactions• This domain describes how critical the interaction among the children

and the adults in the program, as well as teacher practices and strategiesto engage children, are to child development.

• To assess and evaluate this interaction, several instruments are noted thatprovide data regarding verbal and non-verbal adult-child interactions; thecharacter of communication between Prekindergarten staff and children;and the relationship of aspects of the teacher’s communication to specificlearning outcomes of preschool children.

4.3 Child Development• This domain organizes the areas of child development into three

categories as follows:• Physical Health and Well-Being (including gross and fine motor

development)

20 Section 4


• Social Knowledge and Competence; Emotional Health/Maturity

• Language and Cognitive Development; Communication Skills andGeneral Knowledge

• A number of tools are described, including Regina Public School Division’sPrekindergarten Rubric, Saskatoon Public School Division’s PrekindergartenAssessment Tool, and the Early Development Instrument (EDI).

4.4 Family Engagement • The importance of assessing and evaluating the Prekindergarten program’s

family engagement practices is discussed in this domain. Several sources arementioned that provide direction for this task.

• Appendix D contains sample forms for reporting to parents.

• Appendix E provides examples of feedback forms that may be used to gaininput from parents parents.

4.5 Partnerships• This domain describes the importance of collaboration with partner

agencies and the community, and suggests various methods of assessing theeffectiveness of collaborative practices.

4.6 Long-Term Effects • This domain describes the benefits of assessment and evaluation of the long-

term effects of the Prekindergarten program and how it can lead to programimprovement and enhanced child outcomes.

21Section 4


DETAILED INFORMATION

AND RESOURCES

In the pages that follow, each of the six domains is defined. Inaddition, examples are provided of recommended assessment andevaluation practices and/or instruments.

As noted in the acknowledgements at the beginning of thisdocument, much of the information regarding these elements camefrom Prekindergarten staff and associated partners in the fiveregional Prekindergarten workshops that were held in the winter of 2004-2005. The range of information they provided inspiresconfidence in the quality and scope of assessment and evaluationpractices that can be attained in all of Saskatchewan’sPrekindergartens.

The Framework forPrekindergartenAssessment andEvaluationidentifies sixdomains thatshould beassessed todetermine theeffectiveness of the program.What, if any, are your currentpractices in eachdomain?• Prekindergarten

Environment• Adult-child

Interactions• Child

Development• Family

Engagement• Partnerships• Long-Term

Effects

23Section 4


4.1 The Prekindergarten Environment

This domain focuses on the physical environment in which thePrekindergarten program takes place. It considers theappropriateness of a large number of elements including:

• size, maintenance and cleanliness of the classroom; • condition and adequacy of furniture and equipment; • quantity and quality of toys, books, and instructional materials; • suitability and maintenance of playground equipment; • appropriateness of the general program schedule; • space, furnishings, and equipment to accommodate activities

for families; • suitability of washroom facilities; • adequacy of food preparation areas; and • quality of transportation services.

Early Childhood Environment Rating Scale – Revised (ECERS-R)

Many Prekindergarten teachers and administrators, as well as childcare providers and preschool teachers in Saskatchewan, are familiarwith the Early Childhood Environment Rating Scale- Revised (1998)(ECERS-R). This instrument was originally published in 1980 andhas been used effectively in thousands of early childhood settingsacross North America. It is intended to be used in one room or withone group of children at a time. The age group for which ECERS-Ris designed is 2.5 through 5 years. The instrument is known to havehigh predictive validity (i.e., high ratings on the ECERS-R scalescan be reliably connected with superior learning outcomes bychildren in the program or classroom being rated), (Peisner-Feinberg& Burchinal,1997). With its history of use, ECERS-R is worthy ofconsideration for use in all Saskatchewan preschool settings.

ECERS-R is designed to be used by observers who havesuccessfully completed a short (typically two day) training andpractice session. A video training package is available fromTeachers College Press and there are qualified inservice trainersavailable in Saskatchewan.

It is possible for individual teachers who have been trained in theuse of ECERS-R to benefit from self-evaluation. It is preferablethough, for the instrument to be used by a trained observer who isnot directly engaged with the classroom or program being evaluated.An outside observer is often in a position to see things and to askquestions about dimensions of a program that may be overlooked ortaken for granted by those immersed in the Prekindergartenclassroom.

High ratings on theECERS-R scalesreliably can beconnected withsuperior learningoutcomes by childrenin the program orclassroom being rated.

24 Section 4


ECERS-R comprises 43 rating scales that are grouped (see table4.1). At least 18 of the scales in ECERS-R address elements definedas being part of the Prekindergarten Environment domain. Theinstrument does not have scales that relate directly to transportationof children to and from the program, physical space to accommodateparents, nor outside playgrounds. Because each of these elementscan be important to the operation of a Prekindergarten, classroomand/or supervisory personnel may want to develop rubrics that aresimilar in structure to the ECERS-R model for these elements.

Each of the instrument’s 43 subscales is presented with a rubric thatincludes categories of attributes that are labelled “1-inadequate”, “3-minimal”, “5-good”, and “7-excellent”. The elements of levels 3, 5,and 7 of the rubrics reflect attributes that early childhood researchhas associated with successful programs. The trained observer isexpected to spend three to four hours to observe, ask questions ofstaff, and complete the ratings. A rating sheet for use by theobserver may be photocopied from the manual. Detailedinstructions for scoring are provided in the manual and are addressed in training sessions.

Ratings from the subscales of the ECERS-R provide teachers withdescriptors of specific elements of their programs. Where ratingsare “excellent”, staff have cause for celebration and incentive tokeep up the great work. Where ratings are less positive, the staff can focus on particular program or classroom features and can setspecific improvement goals. Depending on the nature of the goals,there may be an implication for staff development, or, in the case of a deficiency in the facility or equipment, the data from theinstrument could be used in resource allocation dialogues withprogram administrators.

ECERS-R has great potential to evaluate the quality of thePrekindergarten environment. ECERS-R also has rubrics that canprovide insight regarding other important domains of this framework(especially regarding Adult-Child Interaction).

25Section 4


Table 4.1: Overview of the Subscales and Items of the Early ChildhoodEnvironment Rating Scale – Revised (ECERS-R)

Space and Furnishings1. Indoor space 4. Room arrangement for play2. Furniture for routine care, play 5. Space for privacy

and learning 6. Child-related display3. Furnishings for relaxation 7. Space for gross motor play

and comfort 8. Gross motor equipment

Personal Care Routines9. Greeting/departing 12. Toileting/diapering10. Meals/snacks 13. Health practices11. Nap/rest 14. Safety practices

Language-Reasoning15. Books and pictures 17. Using language to develop 16. Encouraging children to reasoning skills

communicate 18. Informal use of language

Activities19. Fine motor 24. Dramatic play20. Art 25. Nature/science21. Music/movement 26. Math/number22. Blocks 27. Use of TV, video, and/or computers23. Sand/water 28. Promoting acceptance of diversity

Interaction29. Supervision of gross motor activities 32. Staff-child interactions30. General supervision of children 33. Interactions among children31. Discipline

Program Structure34. Schedule 36. Group time35. Free play 37. Provisions for children with disabilities

Parents and Staff38. Provisions for parents 41. Staff interaction and cooperation39. Provisions for personal needs of staff 42. Supervision and evaluation of staff40. Provisions for professional needs of staff 43. Opportunities for professional growth

26 Section 4


Preschool Program Quality Assessment

Although there may be merit in encouraging all Prekindergartenprograms in Saskatchewan to adopt ECERS-R as a commonly usedinstrument, another similar product that is also available. In 2003, the High/Scope Educational Research Foundation published a revisededition of PQA, Preschool Program Quality Assessment. Theresearch conducted by the publisher has established the predictivevalidity of this instrument and it appears that it would provide reliableand valid information regarding many aspects of Prekindergartenprograms. The PQA invites the rating of 63 elements intrinsic topreschool programs. The items are categorized as “classroom” itemsor “agency” items and each is presented with a rubric that describesattributes that are graded at levels one through five.

• The classroom items include Learning Environment (9 items),Daily Routine (12 items), Adult-Child Interaction (13 items), and Curriculum Planning and Assessment (5 items).

• The agency items include, Parent Involvement and Family Services (10 items), Staff Qualifications and Staff Development (7 items), and Program Management (7 items).

Additional information about the PQA and related materials may befound at http://www.highscope.org .

Like ECERS-R, the PQA can be a valuable source of assessment andevaluation information about the Prekindergarten Environment domainas well as other domains cited in this guide. Teachers and programadministrators may wish to reflect on their local needs and considerhow the use of one or parts of both instruments may be of value.

Saskatchewan Learning Documents

As teachers, administrators, and partners assess the quality of theirPrekindergarten learning environments, it is important to refer to thetables on pp. 25-27 of Better Beginnings, Better Futures: EffectivePractices Policy and Guidelines for Prekindergarten in SaskatchewanCommunity Schools (2004). These pages identify learning centres,necessary equipment, alternative themes and enhancements, andsample concepts and objectives that are associated with preferredPrekindergarten classrooms.

As well, Saskatchewan Learning’s Kindergarten curriculum, ChildrenFirst: A Curriculum Guide for Kindergarten (1994), providesinformation on evaluating an early childhood program (pp. 166-179).(Please note that the Kindergarten curriculum is about to be revised.When the revision is published, references to the Kindergartencurriculum will be updated on the website version this document.)

4.2 Adult-Child Interactions

Although the environmental elements addressed in the previousdomain have a profound impact on learning opportunities, classroompersonnel know that the nature of interaction among children and theadults in the program (teacher, educational assistant, and others)determines whether the children bloom or wither as learners.

Learning is essentially a socially mediated experience, and research(Caine & Caine, 1997) tells us that when children feel at once secureand stimulated, their ability to learn and retain knowledge and skillsis optimized. As such, it is very important that classroom personnelmonitor, assess, and evaluate the nature of their interactions withchildren.

The most effective program personnel have keen sensitivityregarding the effects of their communication on their audiences.They watch for facial expressions and body language, and they listencarefully to the audiences’ questions or comments in order to gaininsight into how their messages are being interpreted. In light of thisnon-verbal or verbal feedback, the best communicators adjust theirapproaches or style of communication in order to promoteunderstanding. They engage constantly in this informal assessmentand evaluation process automatically and very informally as a normalpart of communication.

This informal assessment of one’s communication is a cornerstone of successful interaction with young children. Sometimes, though,individuals are not the best observers of their own behaviour. As well,perceptions of self or of the formal role can distort objectivity. Fromtime to time, all professionals benefit from observation by trained,objective, and supportive observers. The value of such observation isgreatly enhanced if the subject of the observation and the observeragree, in advance, on the kind of communication that is to be observedand the criteria that will be applied in evaluating its effectiveness.

Early Childhood Environmental Rating Scale – Revised (ECERS-R) and Preschool Program Quality Assessment (PQA)

ECERS-R includes nine subscales that directly or indirectly addressdimensions of adult-child interaction (please refer to Table 4.1). TheECERS-R observer can provide classroom personnel with credibleand useful feedback regarding verbal and nonverbal adult-childinteractions as part of the overall ECERS-R assessment. Similarly, ifthe PQA were to be used, the 13 items in the Adult-Child Interactionsection would provide excellent insight and data for reflection.

The nature ofinteraction amongchildren and the adultsin the program(teacher, educationalassistant and others)determines whether thechildren bloom orwither as learners.

27Section 4


28 Section 4


Caregiver Interaction Scale (CIS)

Some practitioners in Saskatchewan have made excellent use of aspecialized instrument that provides an analysis of the nature ofadult-child interaction. The Caregiver Interaction Scale(CIS)(Arnett, 1989) can be used by an observer to identify theprogram personnel’s attributes when communicating with children.Following a recommended observation period of two hours, theobserver rates 26 elements on a four-point scale. The scores are thenanalyzed in order to rate the subject’s interaction with children onfour characteristics:

a. Positive Interaction (warm, enthusiastic, developmentallyappropriate);

b. Punitiveness (hostility, harshness, and use of threat);c. Detachment (uninvolvement and disinterest); andd. Permissiveness.

The teacher or educational assistant’s ratings can serve as excellentdata upon which she/he can reflect and, if necessary, promptbehavioural changes. Re-administration of the scale some weeks ormonths later can provide good follow-up data regarding the successof efforts to change. As well, in order to put the ratings in context,the scores may be compared to the average scores of other groups ofearly childhood personnel.

Observers should be trained in the use of the Caregiver InteractionScale in order to confirm their inter-rater reliability. As theinstrument has no publisher, no formal training programs for CISobservers have been found. However, this training is sometimesprovided as an extension to training for ECERS-R observers (Jaeger& Funk, 2001).

A copy of the instrument and instructions for scoring can be found athttp://www.mschildcare.org/resources/caregiverinteractionscale.html .Information regarding the reliability and validity of the instrumentcan be found athttp://www.acf.hhs.gov/programs/opre/ehs/perf_measures/reports/resources_measuring/res_meas_impa.html .

Classroom Assessment Scoring System (CLASS)

The National Center for Early Development and Learning (NCEDL)in the United States, recently conducted a very large-scale study ofchildcare programs and Pre-Kindergarten classrooms (for four-yearold children). The Multi-State Study of Pre-Kindergarten hascompleted the data collection phase and has issued interesting initialreports that speak to the remarkable variability in practices, quality,

In which areas do you wish to enhanceassessment and evaluationpractices? Are thereinstruments or tools you would like to use? Do theseinstrumentsrequire specialtraining? How can youarrange fortraining?

29Section 4


and outcomes among the centres and classrooms studied.Saskatchewan early childhood personnel and administrators areencouraged to read the initial report which may be found athttp://www.fpg.unc.edu/~NCEDL/PDFs/ED9_1.pdf .

This study relied on two instruments to gather most of thePrekindergarten classroom data. One instrument, ECERS-R, isdescribed above. The other instrument, the Classroom AssessmentScoring System (CLASS), is of particular interest in examiningAdult-Child Interactions.

CLASS gathers information on 14 important constructs, manytargeting interactions between teachers and children:

1. Positive emotional climate 8. Instructional learning formats2. Negative emotional climate 9. Roteness3. Teacher sensitivity 10. Quality of feedback4. Over-control 11. Literacy5. Behaviour management 12. Mathematics6. Productivity 13. Science7. Concept development 14. Social studies

A detailed description of the CLASS instrument may be found in thearticle Standardized Classroom Observations from Pre-K to ThirdGrade: A Mechanism for Improving Quality Classroom ExperiencesDuring the P-3 Years (Pianta, 2003). The article is available athttp://www.ffcd.org/news/publications.html .

In considering the possible use of CLASS, note that its reliable usedemands training for observers. As well, the completion of theinstrument is based on half day, or longer, classroom observations.Consideration would also be given to the extent to which theinstrument reflects the goals and objectives of the SaskatchewanPrekindergarten program.

The instrument makes very definite connections between adult-childinteractions and the quality of school program outcomes in terms ofreadiness to learn in four academic areas. Emphasizing such linksmay spark an interesting and useful dialogue among thoseprofessionals who emphasize a purely play-based program and those who place more emphasis on connecting the developmentalactivities of Prekindergarten with preparation for success insubsequent grades.

Teachers make itstandard practice toobserve children’sstages of developmentin order to determinesubsequent strategiesand practices.

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4.3 Child Development

Prekindergarten personnel in Saskatchewan are most familiar withassessment and evaluation practices and instruments in this domain.Teachers make it standard practice to observe children’s stages ofdevelopment in order to determine subsequent strategies andpractices. They also commonly assess and evaluate the degree towhich children master the intended content and skills. As well, allteachers use assessment and evaluation information to reportchildren’s progress to parents and to develop appropriate records.


Child development is multi-faceted and developmental frameworksare presented in a variety of forms. A general reference for teachersin Saskatchewan is the set of Developmental Benchmarks cited onpp. 52-53 of Better Beginnings, Better Futures: Effective PracticesPolicy and Guidelines for Prekindergarten in Saskatchewan Schools(2004).

As well, Children First: A Curriculum Guide for Kindergarten(1994), provides Prekindergarten teachers with a useful contextualreference that identifies the developmental expectations to beaddressed for five-year-old children. At regional workshops leadingup to the development of this guide, participants cautioned againstattempts to apply the Kindergarten curriculum rigorously inPrekindergarten environments. They acknowledged, though, thatpart of the purpose of Prekindergarten is to prepare the children tosucceed in the Kindergarten setting. As such, Prekindergarten staffneed to be aware of the curriculum for five-year olds and thedevelopmental continua that extend into the next level. With this inmind, Prekindergarten teachers may want to review pp. 20-25 in theKindergarten document, the Foundational Objectives DevelopmentalChart, which identifies age-appropriate development in the areas ofsocio-emotional, physical and intellectual development. As well, p.62 of the Kindergarten curriculum guide sets out the PrephonemicStage observable understandings and activities that are appropriate at the preschool level.

Prekindergarten teachers do not have to invent new forms forrecording assessment information. Appendix D of this guidereproduces the rating scales and observation and reporting forms that were published initially in the Kindergarten curriculum guide(pp. 183-199 and 144-146). Some of the forms may be used in thePrekindergarten context as is, while teachers may want to adapt thecontent of others to suit their particular environments.

32 Section 4


Regina Public Schools’ Prekindergarten Rubric

Prekindergarten staff of the Regina Public School Division, inconsultation with personnel from the Saskatchewan InstructionalDevelopment and Research Unit (SIDRU) at the University ofRegina, have engaged for the past few years in a longitudinal studyof their program. As part of this study, the personnel developed aPrekindergarten Rubric that addresses communication, literacy,cognitive, and social/emotional development among Prekindergartenchildren. The Prekindergarten Rubric is presented as Appendix B.

Saskatoon Public Schools’ Prekindergarten Assessment Tool

Staff of the former Saskatoon Community Schools PrekindergartenBoard (now part of the Saskatoon Public School Division) developedthe Prekindergarten Assessment Tool to help teachers assesschildren’s receptive language, expressive language, literacy,numeracy, large motor, fine motor, social and emotional, self-identity, safety, self-help/independence, and academic skills. ThePrekindergarten Assessment Tool is reproduced in Appendix C along with its companion document, Teacher Tools and Activities To Encourage the Development of Skills.

Early Development Instrument

A number of school divisions in Saskatchewan have used the EarlyDevelopment Instrument (EDI), which was developed by the OffordCentre for Child Studies (formerly the Centre for Studies of Childrenat Risk) at McMaster University. The EDI is a questionnaire that iscompleted by Kindergarten or Prekindergarten teachers withreference to individual children, aged four or five. The questionnaireis quite detailed with approximately 100 fields of informationrequested. The instrument is to be completed by teachers after theycome to know their individual students well, typically in February orMarch. Completion of each child’s questionnaire takesapproximately 20 minutes after a short training period of an hour ortwo. Although the information is collected on individual children,the completed questionnaires are sent to the Offord Centre wherethey are scored. Data are aggregated for each site and reports areissued regarding the school, neighbourhood or community level.

The EDI measures children’s readiness to learn in school in fiveimportant domains:

1. Physical Health and Well-being • holding a pencil• running on the playground• motor coordination

33Section 4


• adequate energy levels for classroom activities• independence in looking after own needs• daily living skills

2. Social Knowledge and Competence• curiosity about the world• eagerness to try new experiences• knowledge of standards of acceptable behaviour

in a public place• ability to control own behaviour• appropriate respect for adult authority• cooperation with others• following rules• ability to play and work with other children

3. Emotional Health/Maturity• ability to reflect before acting• a balance between too fearful and too impulsive• ability to deal with feelings at the age-appropriate level• empathic response to other people’s feelings

4. Language and Cognitive Development• reading awareness• age-appropriate reading and writing skills• age-appropriate numeracy skills• board games• ability to understand similarities and differences• ability to recite back specific pieces of information from

memory

5. Communication Skills and General Knowledge• skills to communicate needs and wants in socially

appropriate ways• symbolic use of language• story telling• age-appropriate knowledge about the life and world around

Two Additional Indicators:

• Special Skills: literacy, numeracy, dance, music, and others• Special Problems: health problems, learning problems,

behaviour problems

The EDI is not intended for use as a diagnostic instrument to assessthe learning needs of individual children. It does, however, provideuseful comparative information about the characteristics of children.

Do you refer tocontinua in each of the childdevelopmentdomains in orderto determinewhether each ofthe children isprogressingnormally? How do you use this data to enhanceprogramming and professionalpractices toimprove childdevelopmentoutcomes?

34 Section 4


The EDI has been used with over 293,000 children in Canada in thepast seven years (8075 in Saskatchewan). With such a strong andrecent Canadian reference base, teachers, school and divisionadministrators, community leaders, and politicians can make validand reliable inferences about the readiness to learn of local childrencompared to national norms.

The EDI does not measure the effectiveness of the Kindergartenprogram that the children currently attend. Nor does it providedirect evidence of the effectiveness of any Prekindergarten programthat the children may have attended as three- and/or four-year olds.It does present information about the relative readiness of groups ofchildren to benefit from their current school situations.

So why should those involved with Prekindergarten programs beinterested in having their former students assessed by the EDI?There are at least three good reasons.

1. First, if the data show that there are a significant number ofchildren in a particular neighbourhood or community who arebelow the Canadian norm in specific domains, communities can use the information to establish or augment early childhoodprograms and services.

2. Second, if the data include information on children from similar socio-economic backgrounds, some of whom attendedPrekindergarten and some of whom did not, it may be possibleto infer the effects that may be attributed to the Prekindergartenprogram. (Such information tends to affirm the merits ofcontinuing or augmenting the Prekindergarten programs.)

3. Third, if EDI data are available over time, it may be possiblefor Prekindergarten personnel to observe patterns ofdevelopmental strengths and weaknesses among the children.Such information could inform instructional and programmingdecisions that would adjust the emphases of the Prekindergartenprogram.

In summary, the use of the EDI requires a significant investment oftime and analytical resources. The benefits yielded by the resultingdata can be of great value to all those interested in improving thesuccess of children in school.

35Section 4


Developmental Dimensions

As noted above, the EDI provides an overview of young children’sPhysical Health and Well-being, Social Knowledge and Competence,Emotional Health/Maturity, Language and Cognitive Development,and Communication Skills and General Knowledge. In assessingand evaluating the development of individual children, however,Prekindergarten teachers need to refer to more detailed continua ofdevelopment in order to:

• identify the stages of growth that they have attained; • understand the degree to which the growth has been mastered; and • be aware of the next developmentally appropriate elements to

address.

The sections that follow provide some suggestions regardingassessment and evaluation references, tools, and practices for each of the developmental dimensions. Although the references are notexhaustive, they will provide starting points from which teachers canrefine their practices to suit the needs of their respective settings.

Physical Health and Well-BeingAlthough Prekindergarten staff ensure that the safety and sanitationof the Prekindergarten environment are appropriate (see references to the Prekindergarten Environment in Section 4.1), and, in manycases provide a nutritious snack or lunch to children, the primaryresponsibility for supporting the physical health and well-being ofthe children rests with their families. Secondary support for thefamilies in this area will typically be led by public health nurses orother specialized personnel from the Regional Health Authority.

The role of the Prekindergarten staff, in respect of the generalphysical health and well-being of the children is most often one ofobservation and communication with parents and/or referral to otheragencies. Although this may be viewed as a supporting role, it isvery important that the Prekindergarten staff be keen observers ofthe general state of health of each child and the extent to which thechild’s health enables him/her to participate in and benefit from thePrekindergarten program.

36 Section 4


Communication with FamiliesMany of the health and well-being issues that come to aPrekindergarten teacher’s attention will stem from recordedobservations of the children’s behaviour. If a child is often very tiredand tends to fall asleep during the program, the teacher may wish todiscuss the child’s sleep patterns with the family. If the child is typicallyirritable, tired, and inattentive, questions can be raised about thechild’s breakfast habits and general nutrition.

Communication with the family based on mutual trust and respect are, of course, essential to the success of such discussions.Conversations about a child’s health and well-being can be verysensitive and parents may be defensive. The focus of suchconversations need to focus on the child’s behaviour. Subsequentdialogue may address possible causes. In order to keep a positivetone in such situations, it may be helpful to have anecdotal records of observations to support the teacher’s concerns. Such notes bringa measure of objectivity to the observations and may elicit theunderstanding and support of the parent. It may also be helpful andtrust building to invite the parent to attend the class to observe thechild and develop a record of the behaviours that are of concern.

Battlefords Early Childhood Intervention ProgramDevelopmental Chart

Prekindergarten teachers who are interested in the “normal” patternsof physical development of young children should contact the publichealth nurse associated with their programs. There are variouscharts and tables available for reference. One such chart has beenprepared by the Battlefords Early Childhood Intervention Program.It provides a few normal references for various age groups fromzero through five years of age with reference to gross motor, finemotor, visual, feeding, social (emotional) and speaking and hearing.It is available for sale in colourful 8 1/2 x 11 or wall poster sizes.The agency may be contacted by telephone at 306-446-4545.


Prekindergarten teachers can also refer to the DevelopmentalBenchmarks (which include references to gross and fine motorskills) that are cited in Appendix A of Better Beginnings, BetterFutures (pp. 52-53). Although only a few elements are stated, thepages provide a continuum of development for children from agetwo through six years. Children First: A Curriculum Guide forKindergarten (pp. 22-23) describes the physical developmentexpected of children at that level.

37Section 4


Websites

There are many websites that provide developmental overviews of gross and fine motor skills for the age range of interest toPrekindergarten staff. One such site ishttp://www.pbs.org/wholechild/abc/physical.html .

From this site, one may connect to similar overviews of social andemotional development, thinking skills, and communication skills.Links are also provided that cite resources and activities for parentsand early care providers.

Using a Continuum to Develop an Assessment Tool

Although the above references provide information regarding thenormal continua of gross and fine motor development, they are not,in their current forms, assessment or evaluation instruments.Teachers who wish to use them for assessment and evaluationpurposes will have to connect the elements of the continua tochecklists with descriptors such as “Beginning to Develop”,“Developing”, and “Fully Developed”. Alternatively, a more timeconsuming but more detailed assessment and evaluation formatcould be developed with descriptive rubrics related to the variousstages of development of the several skills.

Ages and Stages Questionnaires

Public Health, Early Childhood Intervention Program, and otheragencies have a wealth of information on the health and well-beingof children. A number of these agencies use the Ages & StagesQuestionnaires (ASQ) which may be completed by parents atintervals of several months from four through 60 months of thechild’s age. Prekindergarten staff can consult with partner agenciesregarding the use of the instruments as assessment tools. The toolsaddress several dimensions of child development includingcommunication, gross motor, fine motor, problem solving, personal-social, and general.

In addition to the questionnaires, the publisher also promotestraining sessions and other related support materials including aparent activity book that provides age-appropriate activities thatsupport child development in the areas assessed. The currentwebsite that describes these materials ishttp://www.brookespublishing.com/store/books/bricker-asq .

Who should be involved inplanningassessment andevaluation in thePrekindergartenprogram? To whom should you reportassessment andevaluationoutcomes?

38 Section 4


Assessment, Evaluation, and Programming System for Infants and Children

The same publisher (above) also sells the Assessment, Evaluation,and Programming System for Infants and Children (AEPS-Rev. Ed.).This is a revised edition of materials that have been available since1984. The materials link assessment, intervention and evaluationactivities for children from birth to six years who have disabilities orare at risk for developmental delays. The administration guide, tests,and related forms are supported by curricula for the two age ranges(birth-three years and three-six years). The materials address finemotor, gross motor, cognitive, adaptive, social-communication, andsocial dimensions of learning. The website that describes thesematerials is http://www.brookespublishing.com/store/books/bricker-aeps/

Note: For program criteria that would support the physicaldevelopment of children, please refer to the Early ChildhoodProgram Standards and Accreditation Performance Criteria cited in Section 2.4.

Social Knowledge and Competence; Emotional Health/MaturitySocial Knowledge and Competence and Emotional Health/Maturityare two domains identified in the Early Development Instrument(EDI). These two fields are closely related and their assessment and evaluation are addressed together in this section.

Growth and development of social and emotional skills amongyoung children are prerequisites to all other learning that takes place in the Prekindergarten and other settings. Effective teacherstypically monitor the social and emotional growth of the childrenthrough informal observation and respond to children’s needs in aprompt, engaged, and supportive manner. The skills required in thiscontext are referred to in Section 4.2 on Adult-Child Interactions.Such informal observation, assessment, and interactions are essentialbut not sufficient, however, to ensure the systematic development ofthe children’s social and emotional capacities. With this in mind,assessment methods should determine where the children are alongthe developmental continua. Learning opportunities would then bestructures to reinforce those skills that are developing and introduceappropriate new learning challenges.

Developmental Continuum

In order to assess and evaluate children’s progress in these areas, it isimportant to understand the normal continua of development so that

Effective teacherstypically monitor thesocial and emotionalstates of the children

through informalobservation and

respond to children’sneeds in a prompt,

engaged andsupportive manner.

39Section 4


teachers can identify how far particular children have advanced andwhat developmentally appropriate social and emotional behaviourskills should be addressed next. As noted above regarding gross andfine motor skills, there are various short lists of age-appropriatedevelopment available to which teachers may refer. Many of thesame lists also refer to emotional and social skills. Teachers mayrefer to:

• Appendix A in Better Beginnings, Better Futures (pp. 52-53); • the developmental chart produced by the Battlefords Early

Childhood Intervention Program (reference information is cited in Physical Health and Well-being); or

• the charts found at http://www.pbs.org/wholechild/abc .

As well, please refer to Children First: A Curriculum Guide forKindergarten (pp. 20-21) for the descriptors of socio-emotionaldevelopment expected at the Kindergarten level in Saskatchewan.For program criteria that support the social and emotionaldevelopment of children, please refer to the Social-EmotionalDevelopment section of the Early Childhood Program Standardsand Accreditation Performance Criteria cited in Section 2.4.

Missouri Pre-K Social and Emotional Development Standardsand Approaches to Learning

Those teachers who are looking for a much more detailed continuumof social and emotional developmental stages and skills can refer tothe Missouri Pre-K Social and Emotional Development Standardsand Approaches to Learning (November, 2002). These standardsalso have an accompanying teacher’s guide and parent handbook.This publication is particularly useful as its guiding principles areconsistent with Saskatchewan’s Prekindergarten guidelines; thecontent is supported by current credible research on early childhooddevelopment; the material is comprehensive; and the format isteacher and parent friendly.

The Missouri documents are organized by:

• Content Components such as knowledge of self and knowledge of others;

• Process Standards for each component that describe competenciessuch as developing self-control and building relationships ofmutual trust and respect with others;

• Indicators that are observable milestones in the development ofcompetencies, such as initiating interactions with others andparticipating successfully as a member of a group; and

• Examples that describe specific behaviours that children may

40 Section 4


exhibit in their development, such as expressing preferences,listening while others speak, and sharing ideas in a group situation.

This valuable resource may be accessed online athttp://www.dese.state.mo.us/divimprove/fedprog/earlychild/PreK_Social_Standards.html

All of the above-referenced materials contain continua of normalage-appropriate behaviours. As was the case with the material citedin the preceding section on Physical Health and Well-Being, teacherswill need to augment this format with checklists with “Beginning toDevelop”, “Developing” and “Highly Developed” categories.(Teachers may, of course, substitute other terms that they prefer.)Alternatively, but much more time-consuming to develop, teacherscould choose to develop descriptive rubrics for the pertinent items.

Ages and Stages Questionnaires (ASQ)

The ASQ, mentioned earlier in Physical Health and Well-Being, hasrecently been supplemented by a separate product, the ASQ-SE,which focuses specifically on the social and emotional developmentof young children. The current website that describes ASQ materialsis http://www.brookespublishing.com/store/books/bricker-asq .

Regina Public School Division’s Prekindergarten Rubric

Please refer to the 10 items in the Social/Emotional Developmentsection of the Rubric, which appears as Appendix B. (Please notethat the “Colour Code Check Mark” columns of the Rubric refer todifferent colours that teachers would use at different times of theyear as they complete the Rubric for individual children.)

Saskatoon Public School Division’s Prekindergarten Assessment Tool

Please refer to the Social and Emotional Skills and related skill areas as shown in Appendix C.

Language and Cognitive Development; Communications Skills and General KnowledgeOf the six domains of Prekindergarten operations that this guideaddresses, the child development domain is the most developed inSaskatchewan Prekindergartens and in the professional literature.Similarly, of the dimensions of child development, none is as welldeveloped as the fields of language and cognitive development andcommunications skills and general knowledge. As these aspects oflearning and development are so closely related in young children,and as instruments developed by different researchers group related

41Section 4


skills in various combinations, these dimensions of learning that areidentified in the EDI model are addressed together in this section.


As noted in previous sections, a good starting point forPrekindergarten teachers who are looking for developmentalbenchmarks for age-appropriate skills for children is Appendix Aon pp. 52-53 of Better Beginnings, Better Futures. The intellectualskills cited in this table provide useful insights. As well, please referto the list of intellectual skills cited in Children First: A CurriculumGuide for Kindergarten (pp. 24-25) in order to see where thecontinuum of skills leads at the next school level.

Early Literacy: A Resource for Teachers (2000) provides adevelopmental continuum for language and literacy developmentfrom Prekindergarten to Grade 3. The document also providesassessment and observation forms for language development alongwith strategies and activities.

Websites

Teachers who are looking for very accessible references to thinkingskills or communication skills may wish to refer to the lists ofmilestones cited on the following websitehttp://www.pbs.org/wholechild/abc . It is not only easily read butalso provides supplementary references for caregivers and parents.

For program criteria that support language, other curricular areas,and cognitive growth among young children, please refer to thecurriculum section of the Early Childhood Program Standards andAccreditation Performance Criteria cited in Section 2.6.

Authoritative information about the continua of languagedevelopment for young children may be found athttp://www.asha.org/public/speech/development/child_hear_talk.htm,the website of the American Speech-Language Hearing Association.In addition to a developmental continuum, the website providesadvice regarding the caution that should be exercised in assessingindividual children’s language development. A similar set oflanguage development information may be found athttp://www.speechdelay.com/testrosemilestones2.htm .

These language development continua are not, of themselves,assessment nor evaluation instruments. In order to be used as such, the Prekindergarten teacher would incorporate the continua’selements into a checklist format with appropriate descriptor

42 Section 4


categories such as “Beginning to Develop”, “Developing” and“Highly Developed”.

The University of Waterloo is currently engaged in a comprehensivestudy that will be of interest to Canadian educators of young children.The goal of their project is to develop a questionnaire that capturesimportant milestones in children’s early language development from18 to 47 months of age. Saskatchewan Prekindergarten personnelmay follow the progress of this project athttp://www.childstudies.uwaterloo.ca/ .

Regina Public Schools’ Prekindergarten Rubric

This document includes nine elements that address communicationdevelopment; several elements that examine literacy development(including early reading and writing behaviours); and rubrics thatdescribe aspects of cognitive development. Please refer to Appendix B.

Saskatoon Public Schools’ Prekindergarten Assessment Tool

Please refer to Appendix C to find rubrics that address receptivelanguage skills, expressive language skills, literacy skills, numeracyskills, academic skills, and other related areas of development.

Other Tools

There are many commercially published tests of language andcognitive development available to teachers and other professionals.At Prekindergarten assessment and evaluation workshops in 2004/05,teachers identified the Brigance Inventory of Early Development, thePeabody Picture Vocabulary Test, the Boehm Test of Basic Concepts,and the Kaufman Survey of Early Academic and Language Skills asbeing helpful. All of these tests have long records of credible use inNorth America. Teachers wishing to explore the merits of any suchtest may wish to consult with their school division’s student supportservices consultant.

One website that is very useful as a source of comparativeinformation on many alternative tests is that of the SouthwestEducational Development Laboratoryhttp://www.sedl.org/reading/rad/chart.html .

The above references should meet the assessment needs of mostPrekindergarten staff. If additional, more detailed information isrequired regarding the language, communication, or cognitivedevelopment of children, the teacher should contact a speech-language pathologist or educational psychologist.

4.4. Family Engagement

NOTE:As Prekindergarten children come to us from families andsupport structures of various forms, the terms “family” and“parents” are used synonymously in this section.

The family is the first and most important teacher that any child has.Prekindergarten personnel recognize that the children in their classesspend many more hours each week learning within the home andcommunity than they do in the classroom setting. As a result, theinstructional activities and learning that take place in the classroomare always mediated by the experiences in which the childparticipates in the home. Just as Prekindergarten staff care deeplyfor the well-being and development of the children in their care, sotoo, do family members want to see their youngsters thrive. Giventhis common interest, it is essential that school personnel make everyeffort to engage the children’s family members as active partners inthe education enterprise.

Some families, however, are reticent to participate actively in theformal education of their children. Prekindergarten staff need to beinviting, supportive, accepting and gently persistent in order tooptimize the participation of families. So, as Prekindergarten staffassess and evaluate their program’s family engagement practices,what should they look for? What are the characteristics of preferredengagement? What measures should be applied in evaluatingsuccess?

First, it is appropriate to acknowledge that the expectation forparental involvement in the Prekindergarten program is spelled outexplicitly in Better Beginnings, Better Futures.

• The Vision Statement (p. 4) says, “... Family members and caregivers are active participants in the children’s development and are provided with parenting skill development opportunities andsocial and health supports. Development and support forPrekindergarten is the shared responsibility of school divisions,community agencies, family members and the province.”

• The program’s third goal (p. 4) is, “Increased ParentingEffectiveness and Shared Responsibility...Through their activeinvolvement in the Prekindergarten program, parents enhance their parenting skills and share responsibility for the well-beingand education of their children.”

• The program’s Principles and Strategies (pp. 5-6) reiterate the centrality of family engagement in the program.

Prekindergarten staffneed to be inviting,supportive, acceptingand gently persistent inorder to optimize theparticipation of families.

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44 Section 4


• The section on Parent and Family Involvement details theexpectation that programs will have parents in the classroom;there will be home visits and liaison; there will be a parent/schooladvisory council; and there will be family education programs (pp. 12-15). Suggestions as to how to go about realizing theseexpectations are set out on pp. 42-45 and the roles expected ofparents are detailed on pp. 49-50.

Developing Family Engagement Assessment and Evaluation Forms

One approach that Prekindergarten staff or administrators might taketo assess and evaluate their program would be to use a form basedon the 34 suggestions regarding family engagement found on pages42-45 of Better Beginnings, Better Futures. Personnel could ratetheir program’s implementation of the respective suggestions,discuss the results, celebrate successes and set SMART goalsregarding priority areas for improvement (see the SMART goalsreference in Section 3.3).

Sample forms are shown in Tables 4.2 to 4.6. Teachers andadministrators should modify the forms and content to reflect theparticulars of their respective programs.

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TABLE 4.2: Involvement of Parents and Family Members in the Classroom

CRITERION NEVER SELDOM OFTEN COMMENT(NO) (YES)

Comfortable seating outside classroom door has been set up for parents.

Signs welcome parents and direct them to the Prekindergarten classroom.

Staff ask parents for information and suggestions regarding their children.

Food/snacks are provided to parents at school events.

Parents are used to recruit the engagement of other parents.

Parent volunteers are given meaningful tasks that use their skills.

Extended family members are encouraged to volunteer.

Parents are welcome to visit the classroom at any time.

TABLE 4.3: Communications with Families


All verbal and written communication is clear and easily understood by parents.

Personal notes regarding the children’s learning are sent home on a regular basis.

Monthly newsletters and calendars of events are sent home.

A “communications tree” has been established to engage parents in helping communicate class information.

Home visits are conducted to establish and maintain trust and communication.

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TABLE 4.4: Enhancing School/Home Liaison and Home Visits


Arrangements for visits are made with the parents in advance.

The teacher plans the visit’s topics in advance and focuses on being positive and informal.

The teacher explains and models how she/he plays with the child in the Prekindergarten.

The teacher models the use of materials in the home that can be used to promote the child’s learning.

The teacher plans with the parents how they can play complementary roles in teaching the child.

The teacher tells the parent about the child’s favourite centres in the classroom and explains the importance of play in such settings.

The teacher talks to parents about their child’s development in positive terms.

The teacher explains how the children’s input regarding interests influences the instruction.

The teacher asks about the parents’expectations regarding the Prekindergarten program.

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TABLE 4.5: Parent Advisory Committees


The advisory committee has clearly defined purposes, roles, responsibilities and authority.

The advisory committee deals with educationally meaningful and worthwhile issues.

The membership of the advisory committee is representative of the program’s families and community.

The advisory committee is inclusive and invites the participation of all interested parents.

The advisory committee provides opportunities for leadership skill development (e.g., problem solving, group dynamics, communication).

Meetings are well planned with agenda that are action oriented.

The school personnel accept that each advisory committee is unique in terms of member participation.

Please note that in Community Schools there should already be a Community School Council. It is not intended that the Prekindergarten program should necessarily duplicate this forum.

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TABLE 4.6: Providing Family Education Opportunities


Teacher time is regularly scheduled to arrange and/or deliver family education sessions.

Discussion and observation inform collaboration with parents to determine family education topics.

Consultation with parents and possiblythe Community School Coordinator determines the venues for family education activities (e.g., school, homes, or community venues).

The topics and locations of family education activities are varied according to the nature of learning activities.

Family education activities are scheduledto meet the families’ needs and the intended educational outcomes.

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National Association for the Education of Young Children Early Childhood Program Standards and AccreditationPerformance Criteria

In assessing and evaluating their practices and relationships withfamilies, Prekindergarten teachers may also want to compare theirprogram’s activities with those defined in the above document (seewebsite reference in Section 2.6). The criteria contain over 40references to best practices in this domain under the headings of:

• Building Positive Relationships Among Teachers and Families;• Communicating With Families and Involving Families in the

Assessment Process;• Knowing and Understanding the Program’s Families;• Sharing Information Between Staff and Families; and• Nurturing Families as Advocates for Their Children.

In order to use the document’s criteria for more than a dialogueguide, Prekindergarten staff should connect the criteria to a ratingscale similar to those in tables 4.2 to 4.6..

Early Childhood Environment Rating Scale

For those programs that use the Early Childhood EnvironmentRating Scale (ECERS-R), reference may be made to rubric #38,Provisions for Parents, as one source of assessment and evaluationinformation.

Ages and Stages Questionnaires

Prekindergarten teachers can communicate their respect for theparents by soliciting their opinions about the children’s learningachievements, needs, and interests. This may be done informally inthe context of home visits or can be accomplished by having parentsuse formal instruments such as the Ages and Stages Questionnaire(see information on this instrument in 4.3). If formal instruments areto be used, the teacher should ensure that the parent has the readingskills needed to complete the tasks independently. If help is needed,the teacher, an educational assistant, or other personnel could guidethe process.

Informal Communication with Families

Parents should feel that they have access to the Prekindergartenclassroom on any day to converse with the teacher about their child(without disrupting the program, of course). Informal conversationsbefore or after the classes are an excellent means of engaging theparents in a non-threatening manner.

50 Section 4


Formal Communication with Families

Teachers also have the responsibility to create and to present formalreports to parents about the children’s progress. The formal reportcards sent home from many schools try to serve two functions.First, they endeavour to communicate to parents the learning that thechildren have accomplished or on which they are working. Second,copies of the reports go into the children’s formal records to provideinformation about the children’s development over several years.

If a family faces literacy challenges, it is very difficult to design areporting document that can communicate effectively with them and, at the same time, convey formal learning information thatsubsequently may be of interest to other teachers or schoolpersonnel. When confronted with such a challenge, teachers shouldensure that the report card meets the need to communicate with theparents. In other words, the priority must be on developing adocument that is clear and meaningful to parents. Ideally, a reportcard focuses on the children’s accomplishments, and addresses themost important elements of the program’s curriculum.

Sample report forms, may be seen in Appendix D. Please note thatthere is no standard form prescribed by the Saskatchewan Learning.Each program, in keeping with the unique learning needs andinterests of each group of children, will have somewhat differentemphasis.

Parents’ Evaluation of Prekindergarten Programming

It is traditional and expected that teachers will assess and evaluatethe work of children and report their results to parents. It is lessconventional, but highly desirable, that teachers ask parents to assessand evaluate dimensions of school programs. Although novel inmost school settings, the practice of treating the parents as clientswhose opinions and judgements are valued can do much to informprogram improvement and, to empower parents and help them gainconfidence in themselves and the school.

In recognition of the importance of working with parents asinstructional partners, many Prekindergarten teachers make it apractice to ask parents to provide feedback regarding the program as a whole or about specific activities in which the parents haveparticipated. Sample forms that address these purposes may befound in Appendix E.

4.5 Partnerships

SchoolPLUS in Saskatchewan has two main thrusts. One is to supportschool improvement. The other is to promote the school as the pointof contact with children and families regarding coordinated servicedelivery from supporting agencies (education, community health,social services, and other).

The development of the Prekindergarten assessment and evaluationguidelines endeavours to support the first thrust by providingtheoretical and practical guidelines and resources to Prekindergarten,community early learning and child care, school, and school divisionpersonnel on all dimensions of their early childhood programs.

Specific support for the second SchoolPLUS thrust is provided in thissection of this document. It considers the assessment and evaluationof the relationships the Prekindergarten program has developed withthe agency partners that contribute to early childhood programs inthe community and school, and, in particular, the Prekindergartenprogram as a point of contact for identifying and addressingchildren’s and family’s needs.

Better Beginnings, Better Futures is explicit in recognizing theimportance of agency and community partnerships in thePrekindergarten setting.

• The Vision Statement indicates that family members and parents“are provided with parenting skill development opportunities andsocial and health supports” (p. 4).

• The Principles and Strategies state that “teachers work inpartnership with family members, the parent groups andcommunity agencies to strengthen the learning program and toprovide the range of supports students need” (p. 5). Reference isalso made to the expectation that in the Prekindergarten setting, “acomprehensive range of supports and services is provided in acoordinated and integrated manner to holistically meet the needsof children and their families” (p. 5).

• The document elaborates on the Characteristics of EffectiveCommunity Partnerships and Service Integration (pp.15-16).

• The Roles and Responsibilities of community members andagencies in the Prekindergarten setting are described on p. 50.

Early Childhood Program Standards and AccreditationPerformance Criteria

Teachers, administrators, and other professionals may wish to assessand evaluate their relationships in using accreditation criteriadeveloped by the National Association for the Education of Young

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52 Section 4


Children (NAEYC). Please refer to the website reference in Section2.4. The section headed Community Partnerships lists criteria thataddress:

• Linking With Community;• Accessing Community Resources; and• Acting as a Citizen in the Neighbourhood and the Early

Childhood Community.

These criteria may have to be linked to a rating scale or commentsform in order to contribute to a local assessment and evaluationdialogue.

Better Beginnings Better Futures Project - Ontario

Prekindergarten teachers, supervisors, and administrators who areinterested in optimizing collaboration with community members andagencies may wish to refer to the Better Beginnings Better Futuresproject in Ontario. This project comprised eight local initiatives indisadvantaged communities over a ten year span during the 1990s.The lessons learned about integrated service delivery included:

• the importance of interpersonal relationships based on mutual trust and respect;

• a recognition of the importance of allowing sufficient time, as well as a focus on the process;

• involving agencies with connections and commitment to thecommunity;

• an active investment by Better Beginnings project staff andcommunity residents; and,

• specific structures such as program-focused work groups, as well as involvement of both frontline and management staff(Better Beginnings Better Futures Project Reports, 1995).

The lessons cited above may be found at http://bbbf.queensu.ca/pdfs/es_spn.pdf .

The complete reports for the Better Beginnings Better Futuresproject may be found at http://bbbf.queensu.ca/pdfs/BB-Highlights.pdf .

Assessing and Evaluating Collaborative Relationship and Practices

Collaboration with partner agencies and the community is central to the Prekindergarten program. It is very important that teachers,administrators, other professionals, and community members reflectupon their relationships and practices in order to ensure that they areeffective and efficient in serving clients’ needs and in fulfilling themandates of the respective agencies. Although agencies have

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collaborated historically in many settings in Saskatchewan, it hasbeen rare for them to assess and evaluate the efficacy of theirrelationships and practices. The suggestions that follow will support such undertakings.

Obtaining Feedback from Community Partners

The Dialogue Guide that follows provides a template that may bereviewed by all interested partners as they approach the task ofassessing and evaluating the efficacy of their partnership practices.A useful preliminary activity would be to reach consensus regardingthe use and/or modification of such an instrument. Personnel shouldfeel free to make any modifications that are appropriate for localcircumstances. They should also agree on the timing, location, andground rules to apply the use of this instrument prior to getting intosubstantive assessment and evaluation activities.

The Dialogue Guide is intended to support the assessment andevaluation of the collaborative interaction among the Prekindergartenprogram and other agencies. Program personnel may also want toassess and evaluate the relationships that they have with non-agencycommunity contacts. These contacts may be local businesses (e.g.,pet stores, grocery stores, bakeries), farms, recreation centres, seniorcitizen homes, fire department, and so on, to which the childrenmake field trips or that contribute goods or services to the program.

As such contacts are essential to enriching the experiences of thechildren, it is appropriate for the Prekindergarten staff to solicitfeedback from the community partners in order to ensure that theirexpectations are being met and that the relationships can continue.Teachers might follow up field trips with a short thank-you note anda form with a few questions. Such questions might include:

1. Did the children seem properly prepared for the field trip? Did they ask questions?

2. Was there adequate supervision of the children during the field trip?

3. Was the timing of the field trip suitable for your schedule?Please suggest alternatives if appropriate.

4. Was the visit to your facility an appropriate length? Please suggest alternatives if appropriate.

5. Do you have any other suggestions as to how to improve our Prekindergarten’s visits to your facility?

Questions like these reinforce the thanks that you have alreadyexpressed and emphasize the value that you place on the opinions of the field trip hosts.

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A Dialogue Guide for the Assessment and Evaluation of the Efficacy of AgencyPartnerships in the Prekindergarten Setting

The following questions may be used by Prekindergarten staff and their agency partners to assessand evaluate the quality and effectiveness of their collaborations in support of children andfamilies. The questions are intended to support dialogue among partner agencies about theircommunication and partnership practices. These questions are not intended to focus on the serviceneeds of individual children or clients.

1. With which children and their families do you share a common interest? In general, whatservice needs are most evident?

____________________________________________________________________________

____________________________________________________________________________

2. Without focusing on a particular child or client family, what kinds of supports, services orinterventions does each partner agency provide to the Prekindergarten school community?

____________________________________________________________________________

____________________________________________________________________________

3. In what ways do/could the services of the respective partners complement each other?

____________________________________________________________________________

____________________________________________________________________________

4. Bearing in mind your responses to the preceding questions, please reflect on the followingpractices in your relationships as agency partners:a. How have the school administrator(s) or agency supervisors expressed their support for

partnership activities? Is there a need for them to clarify their expectations regarding theimplementation of the Province’s SchoolPLUS policy?

________________________________________________________________________

________________________________________________________________________

b. Are there any regulatory or legislative barriers that affect the sharing of information aboutchildren or families among the partner agencies? If there are, have senior administratorsbeen advised of the issues? What follow-up is taking place?________________________

________________________________________________________________________

c. Do the partner agencies have protocols for the sharing of information about client childrenand families? If so, are they clear and helpful? If not, are they needed? Who shoulddevelop or refine them? ____________________________________________________

________________________________________________________________________

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d. Do partner agencies meet on a regular scheduled basis to discuss the needs ofPrekindergarten children and their families, or are such meetings called as needed? Doesthe present arrangement meet your needs? ______________________________________

________________________________________________________________________

e. Who is responsible for leading the meetings? Do all partners feel that they are equals atthe table? What norms have been established to ensure this equality? ________________

________________________________________________________________________

f. Do all partners feel a responsibility for contributing to the success and effectiveness of thecollaboration? ____________________________________________________________

________________________________________________________________________

g. Are there provisions for inviting other service agencies or the school staff who work witholder siblings into school-based collaboration on an ad hoc basis? What special protocolconsiderations do such situations prompt? ______________________________________

________________________________________________________________________

h. What process is used to set service goals with families? How are the respective agencies’roles in supporting the goals defined? How is progress toward goal attainment monitored,assessed, and evaluated? ____________________________________________________

________________________________________________________________________

i. Please describe a shared initiative that benefited a Prekindergarten child and/or his/herfamily. __________________________________________________________________

________________________________________________________________________

j. Is there a situation in which more or different collaboration could have been moreeffective? What barriers or issues got in the way of success? What can you do to addressthose barriers or issues? ____________________________________________________

________________________________________________________________________

The preceding questions focused on the nature of your relationships. The following questionsfocus on structural elements.

5. Meetings and collaborative planning take time. Are the arrangements that you have forscheduling consultation and collaboration satisfactory? If not, how might they be improved?

____________________________________________________________________________

____________________________________________________________________________

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6. Is the location of your meetings convenient and functional? If not, what changes should bemade? ______________________________________________________________________

____________________________________________________________________________

7. What else needs to be discussed in order to improve the effectivness of your collaborativerelationships? ________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

8. Please rate, on a scale of 1 to10 (with 10 being the highest rating), the quality and effectivnessof your collaboration in support of the preschool children and their families. What would ittake to move to the next highest number on the scale? ________________________________

____________________________________________________________________________

____________________________________________________________________________

9. Will the outcomes of this dialogue be communicated to the supervisory personnel of yourrespective agencies? If yes, who is responsible for forwarding the information? __________

____________________________________________________________________________

____________________________________________________________________________

10. In the interest of improving professional relationships and resulting outcomes forPrekindergarten children and their families, regular assessment and evaluation dialoguesshould take place among agency partners. Was this exercise useful? How might it beimproved? When will the next relationship review dialogue take place?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

4.6 Long Term Effects

The assessment and evaluation of the long-term effects ofPrekindergarten programs can be undertaken for any or all of thefollowing purposes:

a. to track the progress of individual children in order to determinesupports needed in future years at the school or division levels;

b. to monitor the extent to which the benefits of the Prekindergartenprogram persist in subsequent years so as to inform programimprovement, staff development, and/or program coordinationissues at the school, division, and provincial levels; and

c. to provide information regarding the effectiveness ofPrekindergarten programs to inform resource allocation decisions at the division and provincial levels.

The following information discusses the rationale for each of thesepurposes and suggest some approaches to consider.

Determining Continuous SupportsTeachers and administrators who provide or observe Prekindergartenprograms on a regular basis see the remarkable developmental gainsachieved by the participating children on a weekly or monthly basis. For these individuals, there is no question about the learning that isaccomplished by the Prekindergarten children as three and four-year olds.

Currently, many of the children have been admitted to the programbecause of a variety of vulnerability factors. The Prekindergartenprogram, coupled with the parent engagement and supports that maybe provided, temporarily enrich the learning environment and supportsuccess. However, the original risk factors are seldom eliminated.This begs the question about what assessment and evaluation practicesneed to be put in place in order to inform decisions about how thecommunity and school can ensure that appropriate supports continueto be available to children and families in the subsequent years, whenthe children are in Kindergarten or later grades.

The following information provides suggestions for addressing the long-term needs of vulnerable children.

PlanningBe proactive! As enhanced services are likely to be needed bygraduates of the Prekindergarten program, the school administrator(s)could facilitate planning meetings or case conferences each spring todiscuss the learning and support needs of each child. Data from theassessment and evaluation of each of the dimensions of childdevelopment could be used. As well, input from the personnel from

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58 Section 4


other support agencies who might be working with a particular familyshould also be considered. The family must be active participants inthese review and planning meetings. Interagency partners may alsouse this setting to propose how they intend to continue to provideservices. All of this information will be valuable to the receivingteacher and other personnel as they plan for the fall.

By establishing the routine of holding such planning meetings thatdeal with the continuing needs of the children, school, agencypersonnel, and the families can sustain the very valuable momentumthat has developed over the one or two years in the program. Theplanning meetings should be held every spring for children fromprevious years’ Prekindergarten classes so long as some extraordinarylevel of scaffolding of learning support is deemed to be needed.

Transferring Records to Other Schools or DivisionsTransience is a common characteristic of many families whosechildren are served in Prekindergarten programs. As such, it is veryimportant that school administrators ensure that the learning recordsof children are made available to the staff of schools that maysubsequently serve the former Prekindergarten children. Intra-division meetings may be required where families move within aschool division. When families move outside of the school division,special efforts may be needed to ensure that the receiving schools getthe appropriate learning records.

In order to inform the dialogue about children and their families’needs, it is important that the Prekindergarten teacher have a verywell-organized set of student records. In addition to the cumulativefolder that will accompany the child through subsequent grades, therecords should also include a file of assessment and evaluation datafrom teacher-made or standardized instruments. As well, a portfolioof the child’s work should be developed that illustrates the learninggrowth that has been accomplished over the year. Each school orschool division is encouraged to develop a policy regarding thecontents of the portfolios as well as how the contents of the portfolioshould be retained or sent home with the students. Several crediblepublications regarding student portfolios are commercially availableor can be borrowed from professional libraries.

Informing Program Improvement, Staff Development, and/or Program CoordinationThe second purpose for developing a system of long-term assessmentand evaluation of the Prekindergarten programs is to inform decisionsabout needs for program improvement, staff development, and/orprogram coordination.

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Program ImprovementThe need for program improvement can be established if there is apersistent pattern of continuing learning needs among the graduates of a program. For example, if a school were to use the EarlyDevelopment Instrument each year with its Kindergarten populationand were to note that the children formerly in the Prekindergartenprogram were typically not ready to learn in a particular domain, theschool staff could discuss ways in which the program could placegreater emphasis on learning in that domain. Such dialogue mightlead to accessing new resources, rebalancing the timetable, changinginstructional practices, or creating and implementing staffdevelopment plans.

Staff Qualifications and DevelopmentTable 4.7 describes some practices and instruments that, if used on an annual basis, could contribute significantly to Prekindergartenprogram improvement. As people are key to such initiatives, staffdevelopment must play an integral role in program improvementefforts. Assessment and evaluation studies of Prekindergartenprograms in other countries often identify concerns about the lack of qualified staff. The level of staff training and qualifications is amajor predictors of quality learning outcomes for children and, inmany locations, some teachers lack formal training.

In Saskatchewan, all school-based Prekindergarten programs are staffedwith teachers with certificates, typically with at least Bachelor ofEducation degrees. Teacher certificates in Saskatchewan allow one toteach at virtually every grade level. Many Prekindergarten teachershave come to their positions with training and experience at highergrade levels, but have no formal training in serving the specialdevelopmental needs of three- and four-year olds. Such teachers needto have opportunities to take formal courses related to serving thelearning needs of young children. Enquiries about such courses may bedirected to the University of Regina or the University of Saskatchewan.

School division/school assessment and evaluation strategies mustinclude questions about the adequacy and currency of teacher andteacher assistant early childhood training. Those programs that use the Early Childhood Environment Rating Scale - Revised as anassessment and evaluation instrument may wish to supplement it withadditional questions and/or rubrics, as only rubric #43 addresses thetopic of staff development. The criteria and rating scales associatedwith the other two instruments cited in Table 4.7, the Early ChildhoodProgram Standards and Accreditation Performance Criteria and theU.S. Department of Education’s Pre-Kindergarten Self-AssessmentTool, both have elements related to personnel preservice and inserviceeducation and training.

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Even teachers and educational assistants who have had the benefit of formal studies in the early education field will acknowledge thattheir field of practice is evolving constantly and they need to staycurrent with the insights generated by the large volume of earlylearning and cognitive science research. As a result, it is importantthat school division, school and community professionaldevelopment practices support growth opportunities for allPrekindergarten staff.

Professional growth is accomplished best when individual staffmembers identify a personal need to learn specific concepts or skills.Such needs to learn can be informed by:

• priorities identified by the individual based on personal reflectionon daily practice;

• feedback derived from formal supervision activities; or • program assessment data generated through the use of one of the

instruments cited in Table 4.7.

Optimally, program staff and administrators would collaborate to setstaff development goals that address elements of professional growthfor individuals that also support priority improvement goals for thePrekindergarten program. Please refer to Section 3.3 for moreinformation on setting SMART goals in the context of professionallearning communities.

Coordinating Follow-up ProgrammingAnother function for long-term assessment and evaluation strategiesfor Prekindergarten programs is to provide data that informs programcoordination. The importance to individual children and families ofensuring that the momentum gained in the Prekindergarten context is maintained in subsequent grades is described in DeterminingContinuous Supports. The assessment and evaluation data aboutindividual children also should be aggregated so as to inform broaderprogram requirements. Information from the Early DevelopmentInstrument, the NAEYC Early Childhood Program Standards andAccreditation Performance Criteria or the Self-Assessment Tooldescribed above can serve this purpose by identifying the continuinglearning needs of groups of children. With such needs identified, itwould be possible for school or division administrators to put inplace appropriate follow-up programs, services and personnel.

Informing Future Resource Allocation DecisionsLocal and provincial level politicians and senior administrators haveto be concerned about the effectiveness of investing resources in thePrekindergarten program. In other words, they are obliged to ask

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whether the money and resources that are spent on Prekindergartenprograms could be spent in other ways that would ultimately producebetter effects for children, families and society.

As well, Prekindergarten programs are not ends in themselves.Rather, they potentially contribute to the subsequent success in lifeof the participants and, indirectly, contribute to the well-being ofsociety as a whole. Decision makers must ask, “What are the long-term benefits that children and families derive from Prekindergartenprograms?”

Building strong foundations for learning among young children hasbeen supported consistently by studies of long-term outcomes.

• In Canada, such evidence was gathered through the BetterBeginnings Better Futures research project in Ontario, reports of which are available at http://bbbf.queensu.ca/research.html .

• In the United States, similar data are available from theHigh/Scope Educational Research Foundation at their websitehttp://www.highscope.org/NewsandInformation/PressReleases/PerryP-Age40.htm .

The consistent conclusion is that children who attend high qualitypre-school programs tend to develop cognitive and social skills thathelp them to succeed in school and in life in comparison to childrenfrom similar circumstances who did not attend high qualitypreschool programs.

While assessment and evaluation take time, skilled personnel andmoney, government, school divisions, and other funding agencies areresponsible to ensure resources are used efficiently and effectively.The research reports cited above speak to the efficacy of high qualitypreschool programs. Are the school-based Prekindergarten programsin Saskatchewan of high quality?

There are two kinds of measures that can be used to determinewhether Prekindergarten programs are, indeed, of high quality.

1. First, evaluators can refer to the substantial, credible, and currentresearch that has been done to correlate certain inputs andprogram attributes with successful learning outcomes. In otherwords, if Saskatchewan programs demonstrate high standards on such instruments as the Early Childhood Environment RatingScale (ECERS-R) and also rate well on Likert-type scalesassociated with such instruments as the Early ChildhoodProgram Standards and Accreditation Performance Criteriaor the U.S. Department of Education’s Guide to High-Quality

62 Section 4


Early Childhood Education Programs, it may be reasonable topresume that programs are, indeed, of high quality. Beforecommitting to accepting the validity of these instruments,however, it would be appropriate to confirm the extent to whichthey are consistent with the philosophy and principles that guidethe Saskatchewan Prekindergarten Program.

2. The second kind of measures that evaluators could use toestablish the extent to which the Prekindergarten programs areof high quality are measures that indicate desired outcomes. Do children who have attended Prekindergarten programs havehigher school attendance records than would otherwise beexpected? Are readiness to learn data (as shown byKindergarten teachers’ responses to the Early DevelopmentInstrument measures) better for program graduates than forchildren from comparable socio-economic circumstances? Isthe performance of Prekindergarten graduates measurably betterthan that of children with similar risk factors who did not attendsuch programs in early literacy or other performance measures?What measures show increases in the competence or confidencelevels of parents as a result of their engagement with school-based Prekindergarten programs?

The answers to these questions potentially lie in the data that schoolsand communities could gather if they were to undertake a systematicand comprehensive effort to address the assessment and evaluationof the domains described in Section 4 of this document. Such datacould be aggregated at the district and provincial levels to providesenior administrators and politicians with the information that wouldinform both input and outcome questions.

Table 4.7: Long-Term Effects — Suggestion for Data Collection

Early Development InstrumentThe advantages to using the Early Development Instrument (EDI) (please refer to detailed information about EDI in Section 4.3) are:

a. It is recently developed. b. It is based on Canadian programs and research.c. It provides comparative data based on current Canadian children and programs.d. Most importantly, it focuses on the apparent readiness of the children to learn in the Kindergarten environment,

thus reflecting indirectly the effects of the Prekindergarten program that some of the children would have attended.

Teachers and administrators may choose to compare the readiness to learn of Prekindergarten children to others from the same program from year to year; make comparisons with the performance of children nationally; compare thereadiness to learn of Prekindergarten graduates with the general population; or compare the readiness to learn of thePrekindergarten graduates with a sample of local children from similar socio-economic circumstances who did notparticipate in the program.

Early Childhood Environment Rating ScaleAs noted above in the section on the Prekindergarten Environment (please see Section 4.1), the Early ChildhoodEnvironment Rating Scale (ECERS-R) provides ratings on seven-point rubrics for many dimensions of Prekindergartenprograms. If the ECERS-R were to be used on a regular recurring basis by qualified raters, it would generate useful data to gauge program improvement.

National Association for the Education of Young Children Early Childhood Program Standards and Accreditation Performance CriteriaAnother instrument that teachers and administrators might find useful in providing data to support long-term assessmentsand evaluations is the National Association for the Education of Young Children's Early Childhood Program Standardsand Accreditation Performance Criteria (please refer to the details regarding this instrument in Section 2.4). A localprogram review team comprising Prekindergarten program staff, a program administrator, support agency personnel, andparents could review those dimensions of the program of interest using the stated criteria along with a five point ratingscale that gives a value of “1” to those items which “are not descriptive of the local program”, through “5” for thosecriteria which are “highly descriptive of the local program”. (Given that the instrument provides 35 pages of criteriaassociated with exemplary Prekindergarten programs, members of the review team should choose priority domains toexamine in any given year so as to provide focus and a manageable task.)

The ratings for the criteria could prompt constructive dialogue regarding program improvement, and the comparativeratings, year to year, could measure changes in program quality. Such measures and ratings would be based on theinformed but subjective opinions of the participating evaluators and so no comparisons with other programs could be made. Nevertheless, the criteria are well-founded and comprehensive and could prove valuable to those interested inprogram improvement. The draft criteria may be found athttp://www.naeyc.org/accreditation/naeyc_accred/draft_standards/crit/completecriteria.html

Pre-Kindergarten Self-Assessment ToolAnother instrument that may be used locally to assess and evaluate Prekindergarten program quality and progress towardimprovement from year to year is the Pre-Kindergarten Self-Assessment Tool designed for use with public school-basedprograms for three- and four-year olds in the United States. The 68 item scale is similar to the more comprehensiveinstrument referred to in the preceding paragraph in that it identifies those attributes that research has associated witheffective preschool programs. The attributes are listed under the domains of:

a. Quality Indicators of Parent Involvementb. Quality of Learning Environmentsc. Quality of Early Childhood Pedagogy d. Quality of Early Childhood Curriculum e. Quality of Early Childhood Stafff. Quality of Assessment and Continuous Improvement

The 11 page Self-Assessment Tool may be found on p. 40-50 of the document Building Strong Foundations for EarlyLearning: The U.S. Department of Education's Guide to High-Quality Early Childhood Education Programs (Dwyer, Chait, McKee, 2000) that is accessible at http://www.ed.gov/offices/OUS/PES/early_learning/index.html

65Appendix AAssessment and Evaluation in Prekindergarten

A APPENDIX A

NATIONAL INSTITUTE FOR

EARLY EDUCATION RESEARCH

Preschool Assessment: A Guide to Developing a Balanced Approach

67Appendix AAssessment and Evaluation in Prekindergarten

National Institute for Early Education Research

Preschool Assessment:

A Guide to Developing a Balanced Approach*

by Ann S. Epstein, Lawrence J. Schweinhart, Andrea DeBruin-Parecki and Kenneth B. Robin Issue 7 / July

2004

*This policy brief is a joint publication of the National Institute for Early Education Research and the High/Scope Educational

Research Foundation. Reprinted with permission from the National Institute for Early Education Research.

Child assessment is a vital and growing component of high-quality early childhood programs.

Not only is it an important tool in understanding and supporting young children’s development,

it is essential to document and evaluate program effectiveness. For assessment to be widely used

though, it must employ methods that are feasible, sustainable and reasonable with regards to

demands on budgets, educators and children.

Equally important, it must meet the challenging demands of validity (accuracy and effectiveness)

for young children. It is the balance between efficiency and validity that demands the constant

attention of policymakers — and an approach grounded in a sound understanding of

appropriate methodology.

What We Know:

Assessment is an ongoing process that includes collecting, synthesizing and interpreting

information about pupils, the classroom and their instruction.

Testing is one form of assessment that, appropriately applied, systematically measures skills

such as literacy and numeracy.

While it does not provide a complete picture, testing is an important tool, for both its

efficiency and ability to measure prescribed bodies of knowledge.

Alternative or “authentic” forms of assessment can be culturally sensitive and pose an

alternative to testing, but they require a larger investment in establishing criteria for judging

development and evaluator training.

Child assessment has value that goes well beyond measuring progress in children – to

evaluating programs, identifying staff development needs and planning future instruction.

The younger the child, the more difficult it is to obtain valid assessments. Early

development is rapid, episodic and highly influenced by experience. Performance on an

assessment is affected by children’s emotional states and the conditions of the assessment.

Policy Recommendations:

Require that measures included in an assessment be selected by qualified professionals to

ensure that they are reliable, valid and appropriate for the children being assessed.

Develop systems of analyses so that test scores are interpreted as part of a broader

assessment that may include observations, portfolios, or ratings from teachers and/or

parents.

68 Appendix A Assessment and Evaluation in Prekindergarten

Base policy decisions on an evaluation of data that reflects all aspects of children’s

development – cognitive, emotional, social, and physical.

Involve teachers and parents in the assessment process so that children’s behaviors and

abilities can be understood in various contexts and cooperative relationships among families

and school staff can be fostered.

Provide training for early childhood teachers and administrators to understand and interpret

standardized tests and other measures of learning and development. Emphasize precautions

specific to the assessment of young children.

Purpose This brief addresses the many questions about testing preschool children. Our purpose is three-

fold:

(a) to provide basic information about the terms and issues surrounding assessment;

(b) to add an empirical and pragmatic perspective to what can sometimes be an impassioned

debate; and

(c) to support parents, policy makers and early childhood educators in using assessments to do

what is best for young children and support the programs and policies that serve them.

Child assessment is a vital and necessary component of all high-quality early childhood

programs. Assessment is important to understand and support young children’s development.

It is also essential to document and evaluate how effectively programs are meeting young

children’s educational needs, in the broadest sense of this term. For assessment to occur, it

must be feasible. That is, it must meet reasonable criteria regarding its efficiency, cost, and so

on. If assessment places an undue burden on programs or evaluators, it will not be undertaken

at all and the lack of data will hurt all concerned. In addition to feasibility, however,

assessment must also meet the demands of validity. The assessment must address the criteria

outlined below for informing us about what children in real programs are learning and doing

every day.

Efficiency and validity are not mutually exclusive but must sometimes be balanced against one

another. The challenge is to find the best balance under the conditions that exist and when

necessary, to work toward improving those conditions. Practically speaking, this means we

must continue to serve children using research-based practices, fulfill mandates to secure

program resources, and improve assessment procedures to better realize our ideal. This paper

sets forth the criteria to be considered in striving to make early childhood assessment adhere to

these highest standards.

Background Concern with assessment in the early childhood field is not new. Decades of debate are

summarized in the National Association for the Education of Young Children (NAEYC)

publication Reaching Potentials:Appropriate Curriculum and Assessment for Young Children.1

This position statement has been expanded by NAEYC and the National Association of Early

Childhood Specialists in State Departments of Education (NAECS/SDE) in a new document

69Appendix A

titled Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective,

Accountable System in Programs for Children Birth through Age 8.2

What is new in this ongoing debate is the heightened attention to testing young children as a

means of holding programs accountable for their learning. Peter Airasian’s Assessment in the

Classroom offers the following definitions:

“Assessment is the process of collecting, synthesizing, and interpreting information to

aid classroom decision-making. It includes information gathered about pupils,

instruction, and classroom climate.”3

“Testing is a formal, systematic procedure for gathering a sample of pupils’ behavior.

The results of a test are used to make generalizations about how pupils would have

performed on similar but untested behaviors.”4

Testing is one form of assessment. It usually involves a series of direct requests to children to

perform, within a set period of time, specific tasks designed and administered by adults, with

predetermined correct answers. By contrast, alternative forms of assessment may be completed

either by adults or children, are more open-ended, and often look at performance over an

extended period of time. Examples include structured observations, portfolio analyses of

individual and collaborative work, and teacher and parent ratings of children’s behavior.

The current Head Start testing initiative focuses primarily on literacy and to a lesser extent

numeracy. The rationale for this initiative, advanced in the No Child Left Behind Act and

supported by the report of the National Reading Panel5, is that young children should acquire a

prescribed body of knowledge and academic skills to be ready for school. Social domains of

school readiness, while also touted as essential in a series of National Research Council

reports6, are admittedly neither as widely mandated nor as “testable” as their academic

counterparts. Hence, whether justified or not, they do not figure as prominently in the testing

and accountability debate.

This brief responds to questions being asked of early childhood leaders about the use and

misuse of testing for preschoolers 3 to 5 years old. This response is not merely a reactive

gesture nor an attempt to advance and defend a specific position. Rather, the brief is intended as

a resource to provide information about when and how preschool assessment in general, and

testing and other forms of assessment in particular, can be appropriately used for purposes that

include informing policy decisions about early childhood programming.

As a framework for providing this information, this policy brief accepts two realities. First,

testing is, will be, and always has been, used to answer questions about the effectiveness of

early childhood programs. Since early childhood programs attempt to increase children’s

knowledge and skills in specific content areas, evaluators have traditionally used testing, along

with other assessment strategies, to determine whether these educational objectives have been

achieved. Second, program accountability is essential, and testing is one efficient means of


70 Appendix A

measuring it. Numerous research studies show that high-quality programs can enhance the

academic and lifetime achievement of children at risk of school failure. This conclusion has

resulted in an infusion of public and private dollars in early education. It is reasonable to ask

whether this investment is achieving its goal. Testing can play a role in answering this

accountability question.

With this reality as a background, we proceed to address two questions. First, given the current

pervasive use of testing and its probable expansion, when and under what conditions can this

type of assessment be used appropriately with preschool-age children? That is, what

characteristics of tests and their administration will guarantee that we “do no harm” to children

and that we “do help” adults acquire valid information? Second, given that even the most well-

designed tests can provide only limited data, how can we maximize the use of non-test

assessments so they add valuable information beyond that obtained through standardized testing

procedures?

General Issues in Assessment

Uses of Child Assessment

Assessment can provide four types of information for and about children and their parents,

teachers, and programs. Child assessment can:

1. Identify children who may be in need of specialized services. Screening children to

determine

whether they would benefit from specific interventions is appropriate when parents, teachers or

other professionals suspect a problem. When screening indicates a problem, further

assessments in several related domains are then usually administered to the child. In addition,

data from parents and other adults involved with the child are considered in determining a

diagnosis and course of treatment.

2. Plan instruction for individuals and groups of children. Assessment data can be used by

teachers to support the development of individual children, as well as to plan instructional

activities for the class as a whole. In addition, information on developmental progress can and

should be shared with parents to help them understand what and how their children are learning

in the classroom and how they can extend this learning at home.

3. Identify program improvement and staff development needs. Child assessments can provide

formative evaluation data that benefit program and staff development. Findings can point to

areas of the curriculum that need further articulation or resources or areas where staff need

professional development. If children in the classroom as a whole are not making progress in

certain developmental domains, it is possible that the curriculum needs revision or that teachers

need some additional training. In conducting formative evaluations, child data are best

combined with program data that measure overall quality, fidelity to curriculum implementation

standards and specific teaching practices.


71Appendix A

4. Evaluate how well a program is meeting goals for children. It is this fourth purpose,

sometimes called outcome or summative evaluation, that is the primary focus of this paper.

Note that it is the program, not the young child, who should be held accountable through

assessment. Although data may be collected on individual children, data should be aggregated

to determine whether the program is achieving its desired outcomes. These outcomes may be

defined by the program itself and/or by national, state, or district standards. How the outcomes

are measured is determined by the inherent link between curriculum and assessment. Ideally, if

a curriculum has clear learning objectives, those will drive the form and content of the

measures. Conversely, thoughtful design of an appropriate assessment tool can encourage

program developers to consider what and how adults should be teaching young children.

Reliability and Validity

Any formal assessment tool or method should meet established criteria for validity and

reliability.7

Reliability refers to the consistency, or reproducibility of measurements. A sufficiently reliable

test will yield similar results across time for a single child, even if different examiners or

different forms of the test are used. Reliability is expressed as a coefficient between 0 (absence

of reliability) and 1 (perfect reliability). Generally, for individualized tests of cognitive or

special abilities, a reliability coefficient of .80 or higher is considered acceptable.

Validity is the degree to which a test measures what it is supposed to measure. Because tests are

only valid for a specific purpose and assessments are conducted for so many different reasons,

there is no single type of validity that is most appropriate across tests. Content validity refers to

the extent to which the items on an instrument are representative of the key aspects of the

domain it is supposed to measure. Irrelevant items or the absence of items to address some

important element of a domain will negatively impact content validity. Face validity deals with

appearance rather than content. A test has face validity if it appears to measure what it purports

to measure.

In assessing young children, two aspects of validity have special importance – developmental

validity and predictive validity. Developmental validity means the performance items being

measured are developmentally suitable for the children being assessed. Predictive validity is the

correlation between a test score and future performance on a relevant criterion. A test would

have strong predictive validity, for example, if superior performance on the test was strongly

associated with a high level of achievement later in school. The criterion to which test

performance is compared may be another test or an indicator such as grade retention, special

education placement or high school graduation. A test must be reliable in order to be valid but

not all reliable tests are valid.

Principles and Recommendations for Early Childhood Assessments, a report to the National

Education Goals Panel, noted that “the younger the child, the more difficult it is to obtain

reliable and valid assessment data. It is particularly difficult to assess children’s cognitive

abilities accurately before age 6.”8 One prominent expert on early childhood assessment


72 Appendix A

concludes, “research demonstrates that no more than 25 per cent of early academic or cognitive

performance is predicted from information obtained from preschool or kindergarten tests.”9

Growth in the early years is rapid, episodic and highly influenced by environmental supports.

Performance is influenced by children’s emotional and motivational states and by the

assessment conditions themselves. Because these individual and situational factors affect

reliability and validity, assessment of young children should be pursued with the necessary

safeguards and caveats about the accuracy of the decisions that can be drawn from the results.

These procedures and cautions are explored in the following.

Assessment Methods

The quality of an assessment depends in part upon decisions made before any measure is

administered to a child. Before selecting an instrument for use with a given population of

children, project designers should be able to explain why that specific measure is being used

and what they hope to learn from the results. Selection of instruments is guided by the purposes

and goals of the assessment. Assessment strategies lie along a continuum ranging from formal

to informal. Types of measures that might be selected to represent either extreme include

standardized testing (formal) and naturalistic observation (informal). The fundamental

difference between formal and informal assessment is the degree of constraint placed on

children’s behavior, or level of intrusiveness into their lives.10

The ideal testing environment, as well as who is best qualified to administer measures, will

depend in part on where along the formal-informal continuum an assessment lies. A

standardized test is most effective when delivered by an examiner who has specialized training

and experience with that specific instrument. Designers of standardized tests usually describe in

test manuals the type of environment that must be created in order to obtain valid results. Most

individual tests of cognitive ability must be administered in a controlled, relatively quiet area

where a child is not likely to be distracted or interrupted. In contrast, informal assessments are

ideally delivered by a child’s teacher, or by another professional who interacts regularly with

the child. These types of assessments often take place in a natural setting such as a classroom or

playground. For the most part, examiners do not intrude in children’s behavior when

conducting an informal assessment.

The choice of an assessment strategy is also affected by the available resources in terms of

time, money, and staff. Some assessments are more time and cost intensive than others. For

example, one effective approach to identifying special needs (e.g., disabilities) is to use

standardized tests to screen all children. These tools can be quickly and inexpensively

administered to large populations of children. Children identified as potentially at risk or in

need of further intervention can then receive follow-up evaluations using more intensive

assessments including informal measures. Methods such as observation, parent interviews,

analysis of work samples, or teacher ratings can lead to collection of in-depth and authentic data

that reflect a “whole child” approach to the estimation of competence and need.


73Appendix A

A comprehensive assessment normally requires a multimethod approach in order to encompass

the many dimensions of children’s skills and abilities. Formal and informal assessment

strategies each have strengths and weaknesses, so an approach that combines or balances the

two is most likely to provide a thorough evaluation of children across their cognitive,

emotional, social, and biological strengths and needs. A repeated measures design is also

preferable, especially with standardized tests, as performance of young children on assessment

tasks will fluctuate according to mood and environment, as well as their rapid and sporadic

development.

Standardized Testing

Standardized tests represent the most formal extreme of the assessment continuum because they

place the greatest constraints on children’s behavior. These tests are given under strictly

controlled, standard conditions so that, to the extent possible, each child is assessed in exactly

the same way. Standardized test scores allow for fair comparisons among individual or groups

of test takers. Because standard administration is essential to obtain valid results, the skill of

the examiner is of particular importance when using this type of assessment.

Standardized tests can be used to obtain information on whether a program is achieving its

desired outcomes and are thus often integral components of systems of accountability. They are

considered objective, time- and cost-efficient, and suitable for making quantitative comparisons

of aggregated data across groups. Testing will only meet these expectations fully if the standard

of comparison is developmentally and culturally appropriate. When used appropriately,

standardized tests can effectively eliminate biases in assessment of individual children.

There is some concern about how well standardized tests work with young children. The

younger the child, the more difficult it can be to obtain valid scores. Preschoolers may not

understand the demands of the testing situation, and may respond unpredictably to the testing

conditions. Performance is highly influenced by children’s emotional states and experience, so

that test scores across time may be relatively unstable. To address these limitations, examiners

may choose to supplement standardized test scores with results from informal measures.

Informal Assessment Methods

Informal methods offer another approach to assessment. These other methods often fall under

the banner of “authentic” or “naturalistic” assessments. They engage or evaluate children on

tasks that are personally meaningful, take place in real life contexts, and are grounded in

naturally occurring instructional activities. They offer multiple ways of evaluating students’

learning, as well as their motivation, achievement, and attitudes.

This type of assessment should be consistent with the goals, curriculum, and instructional

practices of the classroom or program with which it is associated.11 Authentic assessments do

not rely on unrealistic or arbitrary time constraints, nor do they emphasize instant recall or

depend on lucky guesses. Progress toward mastery is the key, and content is mastered as a

means, not as an end.12 To document accomplishments, assessments must be designed to be


74 Appendix A

longitudinal, to sample the baseline, the increment, and the preserved levels of change that

follow from instruction.13

Informal assessment can be more expensive than standardized testing. Like their counterparts in

testing, informal measures must meet reasonable standards of demonstrated reliability and

validity, though less emphasis tends to be placed on the psychometric quality of informal

assessment tools. Their use, especially on a widespread scale, requires adequate resources.

Assessors must be trained to acceptable levels of reliability. Data collection, coding, entry, and

analysis are also time- and cost-intensive. This investment can be seen as reasonable and

necessary, however, if the goal is to produce information about children’s competencies on

real-life tasks in natural and authentic settings. Informal child assessment procedures that can

meet acceptable levels of reliability and validity include observations, portfolios and ratings of

children

by teachers and parents.

Observations

In assessing young children, the principal alternative to testing is systematic observation of

children’s activities in their day-to-day settings. Observation fits an interactive style of

curriculum, in which give-and-take between teacher and child is the norm. Although careful

observation requires effort, the approach has high ecological validity and intrudes minimally

into what children are doing. Children’s activities naturally integrate all dimensions of their

development–intellectual, motivational, social, physical, aesthetic, and so on.

Anecdotal notes alone, however, are not sufficient for good assessment. They do not offer

criteria against which to judge the developmental value of children’s activities or provide

evidence of reliability and validity. Instead, anecdotal notes should be used to complete

developmental scales of proven reliability and validity. Such an approach permits children to

engage in activities any time and anywhere that teachers can see them. It defines categories of

acceptable answers rather than single right answers. It expects the teacher to set the framework

for children to initiate their own activities. It embraces a broad definition of child development

that includes not only language and mathematics but also initiative, social relations, physical

skills and the arts. It is culturally sensitive when teachers are trained observers who focus on

objective, culturally neutral descriptions of behavior (for example, “Pat hit Bob”) rather than

subjective, culturally loaded interpretations (for example, “Pat was very angry with Bob”).

Finally, it empowers teachers by recognizing their judgment as essential to accurate assessment.

Portfolios

One of the most fitting ways to undertake authentic, meaningful evaluation is through the use of

a well-constructed portfolio system. Arter and Spandel define a portfolio as “a purposeful

collection of student work that tells the story of the student’s efforts, progress, or achievement

in (a) given area(s). This collection must include student participation in selection of portfolio

content, the guidelines for selection, the criteria for judging merit, and evidence of student self-

reflection.”14


75Appendix A

Portfolios describe both a place (the physical space where they are stored) and a process. The

process provides richer information than standardized tests, involves multiple sources and

methods of data collection, and occurs over a representative period of time.15

In addition, they encourage two- and three-way collaboration between students, teachers, and

parents; promote ownership and motivation; integrate assessment with instruction and learning;

and establish a quantitative and qualitative record of progress over time.16 They can provide

credible, meaningful evidence of students’ learning and development to parents, teachers, and

others that can be used to inform practice and policy in the preschool classroom or at higher

levels of the educational system.17

The purposes for which portfolios are used are as variable as the programs that use them.18 In

some programs, they are simply a place to store the best work that has been graded in a

traditional manner. In others, they are used to create longitudinal systems to demonstrate the

process leading to the products and to design evaluative rubrics for program accountability.

There are also programs that merely have students collect work that is important to them as a

personal, non-evaluative record of their achievements. When portfolios are not used to judge

ability in some agreed-upon fashion, they are usually not highly structured and may not even

include reflective pieces that demonstrate student growth and understanding.

Portfolios are most commonly thought of as an assessment approach appropriate in elementary

and secondary schools. Yet they have long been used in preschools to document and share

children’s progress with parents, administrators and others. For portfolios to be used for

program accountability, as well as student learning and reflection, the evaluated outcomes must

be aligned with curriculum and instruction. Children must have some choice about what to

include if they are to feel ownership and pride. Portfolios should document the creative or

problem-solving process as they display the product, encouraging children to reflect on their

actions. Conversations with children about their portfolios engage them in the evaluation

process and escalate their desire to demonstrate their increasing knowledge and skills. Sharing

portfolios with parents can help teachers connect school activities to the home and involve

parents in their children’s education.

Teacher Ratings

Teacher ratings are a way to organize teacher perceptions of children’s development into scales

for which reliability and validity can be assessed. Children’s grades on report cards are the

most common type of teacher rating system for older children. In the preschool years, teacher

ratings are most commonly used to assess children’s social and emotional development.

However, teacher ratings also can be used to assess children’s cognitive and language abilities.

Teacher ratings can be specifically related to other types of child assessments including scores

on standardized tests or other validated assessment tools, concrete and specific behavioral

descriptions (e.g., frequency of participation in group activities, ability to recognize the letters

in one’s name), or global assessments of children’s traits (e.g., cooperative, sociable, hard-

working). Research shows that teacher ratings can have considerable short- and long-term

predictive validity throughout later school years and even into adulthood.19


76 Appendix A

Parent Ratings

Parent ratings are a way to organize parent perceptions of children’s development into scales

for which reliability and validity can be assessed. Soliciting parent ratings is an excellent way

for teachers to involve them as partners in the assessment of their children’s performance. The

very process of completing scales can inform parents about the kinds of behaviors and

milestones that are important in young children’s development. It also encourages parents to

observe and listen to their children as they gather the data needed to rate their performance. An

example of the use of parent ratings is the Head Start Family and Child Experiences Survey

(FACES) study, in which parents’ ratings of their children’s abilities and progress were related

to measures of classroom quality and child outcomes.20

Criteria of Reliable and Valid Preschool Assessment

Both the content and administration of measures must respect young children’s developmental

characteristics. Otherwise the resulting data will be neither reliable nor valid. Worse, the

testing experience may be negative for the child. Further, the knowledge and skills measured

in the testing situation must be transferable and applicable to real-world challenges that a child

may face at home or at school. Otherwise the information gathered has no practical value. To

produce meaningful data and minimize the risk of creating a harmful situation, all assessment

tools for preschool-age children, whether formal or informal, should satisfy the following

criteria:

1. Assessment should not make children feel anxious or scared. It should not threaten

their self-esteem or make them feel they have failed. Tests should acknowledge what

children know–or have the potential to learn–rather than penalizing them for what they

do not know. Examiners should be able to respond sensitively to each child’s reactions

to the testing situation.

2. Information should be obtained over time. A single encounter, especially if brief,

can produce inaccurate or distorted data. For example, a child may be ill, hungry, or

distracted at the moment of testing. The test is then measuring the child’s interest or

willingness to respond rather than the child’s knowledge or ability with respect to the

question(s) being asked. If time-distributed measurements are not feasible, then testers

should note unusual circumstances in the situation (e.g., noise) or child (e.g., fatigue)

that could render single-encounter results invalid and should either schedule a re-

assessment or discount the results in such cases.

3. An attempt should be made to obtain information on the same content area from

multiple and diverse sources, especially when repeated instances of data gathering are

not feasible (e.g., due to time or budgetary constraints). Just as young children have

different styles of learning, so they will differentially demonstrate their knowledge and

skills under varying modes of assessment. For example, a complete and accurate

assessment of language ability may involve standardized tests, classroom observation


77Appendix A

and parent ratings. By measuring ability using multiple approaches, an assessment plan

is also less likely to be individually or culturally biased.

4. The length of the assessment should be sensitive to young children’s interests and

attention spans. The assessment period should probably not exceed 35-45 minutes.

Further, testers should be sensitive to children’s comfort and engagement levels, and

take a break or continue the test at another time if the child cannot or does not want to

proceed.

5. Testing for purposes of program accountability should employ appropriate sampling

methods whenever feasible. Testing a representative sample of the children who

participate in a program avoids the need to test every child. Sampling strategies reduce

the overall time spent in testing and minimize the chances for placing undue stress on

children and burden on teachers and classrooms.

Other conditions that contribute to the reliability and validity of measures depend on the type of

measure being used. Decisions on where testing should take place, who should administer the

assessment, and the types of skills to be evaluated will differ for standardized tests and informal

measures. For standardized test scores to be reliable and valid, the following criteria should be

met:

1. Standardized tests should contain enough items to allow scores to represent a

diverse range of individual ability. In order to identify and distinguish among children

of low, average and high levels of ability, standard scores must be applicable to children

at either end of the spectrum and be sensitive to relatively minor differences in skill

level.

2. Testing should take place in a controlled environment that at least approximates the

conditions experienced by the population on which the measure was standardized.

Most tests need to be administered in a quiet area, relatively free from distraction. If

testing is frequently interrupted or if a child’s attention is drawn to other matters, results

will not accurately reflect ability. Meeting environmental demands is particularly

challenging with school-based assessments since space and privacy are at such a

premium in schools.

3. Examiners should be appropriately trained and familiar with testing materials and

procedures. Because standard administration is the goal, examiners must understand the

importance of considerations such as pacing, tone of voice, and establishing positive

rapport with the child. Ideally, the examiner will be experienced and comfortable

working with young children.

Creating a valid informal assessment for young children is a difficult task that demands unique

considerations. It must be meaningful and authentic, evaluate a valid sample of behavior, be

based on performance standards that are genuine benchmarks, and have authentic scoring. If


78 Appendix A

scores on these measures are to resemble natural performance, it is incumbent upon the creators

of informal assessment tools to design instruments that accomplish the following:

1. Informal assessments should take place in, or simulate, the natural environment in

which the behavior being evaluated occurs. It should avoid placing the child in an

artificial situation. Otherwise, the assessment may measure the child’s response to the

setting rather than the child’s ability to perform on the content.

2. The assessor should be knowledgeable regarding both the assessment materials and

the children being assessed. Ideally, the person administering the assessment is a

teacher or another adult who interacts regularly with the child, so long as this familiarity

does not invalidate the assessment through personal biases. When an outside researcher

or evaluator must administer the assessment, it is best if the individual(s) spend time in

the classroom beforehand, becoming a familiar and friendly figure to the children.

Assessors who are not familiar with a child should learn what the child’s typical

interactions with adults are like.

3. Assessment should measure real knowledge in the context of real activities. In other

words, the assessment activities as well as the setting should not be contrived. They

should resemble children’s ordinary activities as closely as possible, for example,

discussing a book as an adult reads it. Parent or teacher ratings should evaluate naturally

occurring samples of behavior.

4. To the extent possible, assessments should be conducted as a natural part of daily

activities rather than as a time-added or pullout activity. Meeting this criterion helps to

satisfy the earlier standards of a familiar place and assessor, especially if the assessment

can be administered in the context of a normal part of the daily routine (for example,

assessing book knowledge during a regular reading period). In addition, assessment that

is integrated into standard routines avoids placing an additional burden on teachers or

detracting from children’s instructional time.

Conclusion

Recent years have seen a growing public interest in early childhood education. Along with that

support has come the use of “high stakes” assessment to justify the expense and apportion the

dollars. With so much at stake–the future of our nation’s children–it is imperative that we

proceed correctly. Above all, we must guarantee that assessment reflects our highest

educational goals for young children and neither restricts nor distorts the substance of their

early learning. This brief sets forth the criteria for a comprehensive and balanced assessment

system that meets the need for accountability while respecting the well-being and development

of young children. Such a system can include testing, provided it measures applicable

knowledge and skills in a safe and child-affirming situation. It can also include informal

assessments, provided they too meet psychometric standards of reliability and validity.

Developing and implementing a balanced approach to assessment is not an easy or inexpensive


79Appendix A

undertaking. But because we value our children and respect those charged with their education,

it is an investment worth making.

Policy Recommendations

Require that measures included in an assessment be selected by qualified professionals to

ensure that they are reliable, valid and appropriate for the children being assessed.

Develop systems of analyses so that test scores are interpreted as part of a broader

assessment that may include observations, portfolios, or ratings from teachers and/or

parents.

Base policy decisions on an evaluation of data that reflects all aspects of children’s

development – cognitive, emotional, social, and physical.

Involve teachers and parents in the assessment process so that children’s behaviors and

abilities can be understood in various contexts and so cooperative relationships among

families and school staff can be fostered.

Provide training for early childhood teachers and administrators to understand and interpret

standardized tests and other measures of learning and development. Emphasize precautions

specific to the assessment of young children.

Endnotes:

1 Bredekamp, S., & Rosegrant, T. (Eds.) (1992). Reaching Potentials: Appropriate Curriculum and

Assessment for Young Children. Washington, DC: National Association for the Education of Young

Children.

2 National Association for the Education of Young Children and National Association of Early Childhood

Specialists in State Departments of Education (2003). Early Childhood Curriculum, Assessment, and

Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through

Age 8. Washington, DC: Authors. Available online at

http://www.naeyc.org/resources/position_statements/pscape.asp.

3 Airasian, P. (2002). Assessment in the classroom. New York: McGraw-Hill.

4 Airasian, P. (2002).

5 National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the

scientific research literature on reading and its implications for reading instruction.Washington, DC:

National Institute of Child Health and Human Development, National Institutes of Health.

6 National Research Council. (2000a). Eager to learn: Educating our preschoolers. Washington, DC:

National Academy Press.; National Research Council. (2000b). Neurons to neighborhoods: The science of

early childhood development. Washington, DC: National Academy Press.

7 American Educational Research Association, American Psychological Association, & National Council

of Measurement in Education. (1999). Standards for educational and psychological testing.Washington,

DC: American Psychological Association.

8 National Education Goals Panel. (1998). Principles and recommendations for early childhood

assessments. Washington, DC: Author.

9 Meisels, S. (2003). Can Head Start pass the test? Education Week, 22(27), 44 & 29.


80 Appendix A

10 Hills, T.W. (1992). Reaching potentials through appropriate assessment. In S. Bredekamp & T

Rosegrant (Eds.), Reaching potentials: Appropriate curriculum and assessment for young children (Vol. 1,

pp. 43-63). Washington, DC: National Association for the Education of Young Children.

11 McLaughlin, M., & Vogt, M. (1997). Portfolios in teacher education. Newark, Delaware: International

Reading Association.; Paris, S. G., & Ayers, L. R. (1994). Becoming reflective students and teachers with

portfolios and authentic assessment. Washington DC: American Psychological Association.

12 Wiggins, G. (1992). Creating tests worth taking. Educational Leadership, 49(8), 26–33.

13 Wolf, D., Bixby, J., Glenn, J., & Gardner, H. (1991). To use their minds well: Investigating new forms

of student assessment. In G. Grant (Ed.), Review of research in education, Vol 17 (pp. 31–

74).Washington D.C.: American Educational Research Association.

14 Arter, J. A., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment.

Educational Measurement Issues and Practice, 36–44.

15 Shaklee, B. D., Barbour, N. E., Ambrose, R., & Hansford, S. J. (1997). Designing and using portfolios.

Boston: Allyn & Bacon.

16 Paris & Ayers (1994).; Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991).What makes a portfolio a

portfolio? Educational Leadership, 48(5), 60–63.;Wolf, K., & Siu-Runyan, Y. (1996). Portfolio purposes

and possibilities. Journal of Adolescent and Adult Literacy, 40(1), 30–37.; Valencia, S.W. (1990). A

portfolio approach to classroom reading assessment: The whys, whats and hows. The Reading Teacher,

43(4), 338–340.

17 Herman, J. L., & Winters, L. (1994). Portfolio research: A slim collection. Educational Leadership,

52(2), 48–55.

18 Graves, D. H., & Sunstein, B. S. (1992). Portfolio portraits. New Hampshire: Heinemann.; Valencia,

S.W. (1990).;Wolf, K. & Siu-Runyan, Y. (1996).

19 Schweinhart, L. J., Barnes, H. V., & Weikart, D. P. (1993). Significant benefits: The High/Scope Perry

Preschool study through age 27. Ypsilanti, MI: High/Scope Press.

20 Zill, N., Connell, D.,McKey, R. H., O’Brien, R. et al. (2001). Head Start FACES: Longitudinal

Findings on Program Performance, Third Progress Report. Washington, DC: Administration on Children,

Youth and Families, U.S. Department of Health and Human Services.

by Ann S. Epstein, Ph.D., Lawrence J. Schweinhart, Ph.D., Andrea DeBruin-Parecki Ph.D.,

and Kenneth B. Robin, PsyM.

Ann S. Epstein, Ph.D., is Director of the High/Scope Early Childhood Division. Lawrence J. Schweinhart,

Ph.D., is President of High/Scope. Andrea DeBruin-Parecki, Ph. D., is Director of the High/Scope Early

Childhood Reading Institute. Kenneth B. Robin, Psy.M., is a Research Associate at the National Institute

for Early Education Research.

Preschool Assessment: A Guide to Developing a Balanced Approach is issue 7 in a series of briefs,

Preschool Policy Matters. This policy brief is a joint publication of the National Institute for Early

Education Research and the High/Scope Educational Research Foundation. It may be reprinted with

permission, provided there are no changes in the content.

For information on other National Institute for Early Education Research publications, visit their

website at

http://nieer.org/


81Appendix BAssessment and Evaluation in Prekindergarten

B APPENDIX B

REGINA PUBLIC SCHOOL DIVISION

PREKINDERGARTEN RUBRIC

Communication Development• Listening• Speaking — Content• Speaking — Form• Speaking — Use

Literacy Development• Reading Skills• Writing Behaviour• Writing for Meaning

Cognitive Development

Social/Emotional Development


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Appendix B

Updated: December 12, 2003

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Prekindergarten Longitudinal Study, Prekindergarten Rubric Regina Public Schools / Saskatchewan Instructional Development and Research Unit

Communication Development

Beginning to Develop Developing Highly Developed

Listening

Colour

Code

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Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Ability to

Follow

Directions

Follows one-step directions. Follows 2 - 3 simple

directions: “Give me the

ball and the block” “Get

your shoes and socks.”

Follows 2 - 3 unrelated

directions: “Put your toys

away and get your coat.”

Follows simple commands

when stimulus objects not

present.

Ability to

Retain

Information

Names people and objects. May recite simple nursery

rhymes.

Knows parts of songs.

Repeats nursery rhymes or

jingles.

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Colour

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Colour

Code

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Mark

Colour

Code

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Mark

Recall

Information /

Story Told or

Read

Recalls names of characters

or can describe a character or

main event.

Recalls 2 facts of a new

story or recent events.

Can retell familiar short

story but must re-do

sequence to put an idea into

order of events.

Often forgets the point of a

story and is more likely to

focus on favourite parts.

Recalls 2 events in order of

sequence.

Retells a short story.

Retells a short story with the

aid of pictures.

Recalls general content of

story in sequence.

Retells the content of a story

but confuses facts.

Answers questions on

general facts related to a

story just heard.

Listens to

Ideas of

Others

Listens intermittently to a

short story.

Child is listening but isn’t

yet able to physically attend.

Child needs to move.

Listens attentively to short

stories and books.

Likes familiar stories told

without any changes in

words.

Can listen to short stories

and conversations with

sustained interest.

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Focus Demonstrates attentive facial

expression and body

language.

Listens for general

rather than specific detail.

Speaking Content

Vocabulary Beginning to use words to

meet needs and express

ideas.

Comprehends 1200 - 2000

words.

Uses 900 - 1000 words (3

yrs.).

Uses 1500 - 1600 words (4

yrs.).

Shows steady growth in

vocabulary.

Tends to overgeneralize

meaning and make up

words to meet needs.

Comprehends 2500 - 2800

words.

Uses 2100 - 2200 words (5

yrs.)

Learns new vocabulary

quickly if related to own

experiences.

Tries to communicate more

than vocabulary allows,

borrows and extends words

to create meaning.

Asks the meaning of words.

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Speaking – Form

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Sentence

Structure /

Syntax

Gestures only.

One and two-word phrases.

Uses 3 or more words.

Uses simple sentences of at

least 3 - 5 words.

Sentences contain subject

and verb: “I see the ball.”

“I pulled it on.”

Links two ideas by

combining sentences with

“and” - compound sentence.

May make some grammat-

ical mistakes like over

extending “ed” - wented for

went. Difficulty with

irregular plurals - foots for

feet. (May continue up to

age 5).

Uses sentences of 4 - 7

words (4-4½ yrs.).

Uses sentences of 5 - 8

words (4½ - 5 yrs.).

Demonstrates good usage of

declarative, negative and

imperative sentence types.

“Where is the ball?” “I can't

do it.” “Get the truck.”

Uses more advanced

sentence structure - joins

sentences together to form

longer units using

conjunctions such as “and,”

“but” and “if.”

Experiments with new

constructions, creating some

comprehension difficulties

for the listener.

May spontaneously correct

grammatical errors (5 yrs.).

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Speaking Use

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Interacts

Verbally With

Others

Responds to and makes

verbal greetings.

Imitates conversations.

Responds to and makes

verbal greetings.

Shows an interest in

conversation of others.

May have difficulty taking

turns in conversation.

Changes topics quickly.

Carries on lengthy

conversation with adults (4

yrs.).

Initiates conversation - may

not respond to adult-

initiated.

Can introduce topics and

sustain over at least 2 turns.

May not be aware of way in

which opting in and out of

conversation can be

manipulated.

Sometimes difficult for child

to give speaker role back to

listener or as listener to

follow on from previous

utterance.

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Uses Language

In a Variety of

Ways:

a) Communi-

cates needs

and wishes.

Uses one or two-word

phrases. Directive speech:

commands, requests,

threatens to protect self-

interests.

Still speaks chiefly of self

(actions, thoughts).

Justifies behaviours or

claims e.g.: “I hit him

because.”

b) To seek in-

formation. Beginning to use inflection

to indicate questions.

Questions other’s activities.

Asks many who, what,

Asks meaning of simple

words and abstracts.

Asks many fact-finding

questions.

Not always

interested

in answers

to their

questions.

where and why questions

but shows confusion in

responding to some

questions (how, when and

why).

Asks questions to fill gaps.

Often asks questions to

which he knows the

answer.

Asks for permission, “Can

I?”

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

c) In

imaginative

situations.

Beginning to use “self talk.”

Experiments with words and

sounds.

Understands when told

“let's pretend.”

Speaks of imaginary

conditions and friends as if

real.

Listens to and tells stories

confusing fact and fantasy.

Expresses self in dramatic

play (role-playing).

d) Interpret

and predict

outcomes.

Not applicable. Predicts outcome of

familiar story. Predicts logical outcome

based on past experiences,

e.g., past experience

climbing fence resulted in

falling.

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

e) Comments

on past and

present

experiences.

Remembers something when

not in sight, usually a

singular event.

Names objects and people

not present.

Tells about immediate

experiences.

Describes objects/event that

is not present, e.g., new toy.

Relates simple experiences

with understanding of

sequence.

Links past/present events.

Recounts events in recent

past (may have difficulty

sequencing).

Participates in-group

discussion (i.e. planning a

trip).

f) Awareness

of listener’s

needs.

Increases vocal volume or

uses physical gestures to

ensure listener’s attention.

Meaning is clear to child

but not always clear to

listener.

Doesn't always consider

listener's needs (egocen-

tricity).

Describes things in non-

precise way.

Makes conversational

repairs when listener has

not understood.

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Literacy Development Reading Skills


Reading Behaviour

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Role Play

Phase

Holds book.

Turns pages.

Names pictures.

Shows reading-like

behaviour:

- holds book right way up,

- looks at words and

pictures,

- turns pages,

- uses pictures to construct

ideas.

Experimental

Reading Not applicable. Uses memory of familiar

texts to match some spoken

words and written words.

Early

Reading

Not applicable.

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Reading for

Meaning

Role Play

Phase Notices environmental print

and symbols.

Comments on symbols,

pictures, environmental

print.

Realizes that print carries a

message, but may read the

writing (meaning)

differently each time.

Focuses on the meaning of

a television program, story,

or other text viewed,

listened to or read

Responses reflect

understanding.

Experimental

Reading

Realizes that print contains a

constant message and may

begin to point to words.

May comment on pictures,

but seldom questions written

text.

Is focused on expressing the

meaning of a story rather

than on reading words

accurately.

Early

Reading

Ass

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Linking

Personal

Experience to

Reading

Role Play

Phase Non-applicable. Makes links to own

experience when listening

to or “reading” books.

Shows a natural interest in

books and the language of

print.

Experimental

Reading

Uses prior knowledge of

context and personal

experience to make meaning

(e.g., Uses memory of a text

to match with written

words).

Early

Reading

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Reading

Fluency

Role Play

Phase Non-applicable.

Uses pictorial and visual

cues (when watching TV,

listening to or “reading”

stories).

Experimental

Reading

Matches some spoken words

with written words when

reading a book or

environmental print.

Early

Reading

Ass

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Word

Recognition

Role Play

Phase Notices and recognizes

symbols. Recognizes own name, or

part of it, in print.

Experimental

Reading

Recognizes some personally

significant words in context

(chart, book, street sign).

Early

Reading

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Literacy Development Writing Behaviour


Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Role Play

Writing

Experiments with writing

tools.

Experiments with marks.

Experiments with marks on

paper with the intention of

communicating a message

or emulating adult writing.

Assigns message to own

symbols.

Experimental

Writing Scribbles.

Mimicks.

Aware that speech can be

written down.

Uses memory of familiar

texts to match some spoken

words and written words.

Writes using simplified oral

language structure (e.g., I brt

loles).

Early

Writing Non-applicable.

Ass

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Literacy Development Writing for Meaning


Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Role Play

Writing Beginning to be aware that

print carries a message.

Understands that writing

and drawing are different

(e.g., points to words while

reading).

Is aware that print carries a

message.

Experimental

Writing

Realizes that print contains a

constant message.

Uses writing to convey

meaning.

Early

Writing

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Literacy Development Writing for Meaning


Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Linking

Personal

Experience to

Writing

Role Play

of Writing

Makes links to own

experience when listening

to or “reading books.”

Experimental

Writing

Uses prior knowledge of

context and personal

experience to make meaning.

Attempts familiar forms of

writing (e.g., lists, letters,

recounts, stories, messages).

Early

Reading

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Literacy Development Writing Behaviour


Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Writing

Fluency

Role Play

Writing

Uses known letters or

approximations of letters to

represent written language.

Experimental

Writing

Demonstrates one-to-one

correspondence between

written and spoken word.

Recognizes some personally

significant words in context.

Relies heavily on the most

obvious sounds of a word.

Early

Reading

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Uses trial and error as a way of

learning

Persists to personally satisfying

level of completion.

Transfers and generalizes to other

situations.

Uses one approach to solve

problems.

Uses a variety of approaches to

problem-solving.

Consistently demonstrates

creativity in solving problems.

Uses questions to gain

information, extend knowledge

and clarify understanding.

Demonstrates curiosity and

interest in exploring the

environment.

Is intrigued by new relationships,

ideas, things.

Focuses on a task: self-selected or

teacher-directed.

Usually completes a task with

little or no adult intervention.

Can stay with a self-selected task

for a very long time, even

returning the next day.

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

At times, recalls and relates past

experiences to the present.

Usually recalls and relates past

experiences to the present.

Refers to future events.

Recalls and elaborates on past

experiences to do something new.

Connects past experiences to

future events

Perceives from personal point of

view.

Recognizes that there are other

points of view.

Understands and accepts that

there are other perspectives.

Perceives things to be alike or

different.

Can seriate, can arrange a number

of objects according to self-chosen

criteria.

Classifies by colour, size, shape,

function.

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Shows interest in observing new

and different activities.

Selects and tries new and different

activities with some

encouragement.

Sometimes shows appropriate

pride and pleasure in new

accomplishments.

Demonstrates confidence by

selecting and trying new and

different activities.

Shows appropriate pride and

pleasure in new accomplish-

ments.

Completes personal, social skills,

tasks with assistance/approval.

Usually demonstrates

independence in completing

personal, social skills, tasks.

Consistently demonstrates

independence in completing

personal, social skills, tasks.

Responds to peers’ and adults’

approaches.

Willingly speaks to peers and

adults.

Initiates speaking and interacting

with peers and adults.

Can enter and exit a group situa-

tion.

Easily enters and exits a group

situation.

Constructively participates in a

group situation.

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Is becoming aware of change and

transitions.

Usually anticipates change and

transitions.

Regularly anticipates and

accommodates change and

transitions.

Occasionally interacts with other

children while playing on own.

Is learning to welcome/accept new

members (and ideas) in play

situations.

Plays cooperatively.

Is learning to demonstrate leader-

ship and inclusion.

Welcomes/accepts new members

(and ideas) in play situations.

Negotiates or compromises with

others in sharing or taking turns.

Demonstrates leadership and in-

clusion.

Is becoming aware of expectations

in different social settings.

Understands expectations in

different social settings.

Models expectations in different

social settings.

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Colour

Code

Check

Mark

Colour

Code

Check

Mark

Colour

Code

Check

Mark

Is becoming aware of others’

feelings.

Shows capacity to empathize.

On a regular basis demonstrates

empathy.

Is learning that people and things

are to be respected.

At times demonstrates respect and

care.

Consistently demonstrates re-

spect and care.

Beginning to express feelings

when frustrated/angry.

Is learning to resolve play con-

flicts positively.

Resolves play conflicts

positively.

Ass

essm

ent a

nd E

valu

atio

n in

Pre

kind

erga

rten

105Appendix CAssessment and Evaluation in Prekindergarten

C APPENDIX C

SASKATOON PUBLIC SCHOOL DIVISION

PREKINDERGARTEN ASSESSMENT AND

EVALUATION RESOURCES

C.1 The Prekindergarten Assessment Tool

C.2 Teacher Tools and Activities to Encourage the Development of Skills


Saskatoon Community Schools Prekindergarten Board

The Prekindergarten

Assessment Tool

Created by: Patricia Carey, Speech and Language Pathologist Laurel Clark, Prekindergarten Coordinator SCSPB Andrea Fiss, Teacher SCSPB Krista Herzog, Speech and Language Pathologist Elsie Mills, Teacher SCSPB Michelle Timm, Teacher SCSPB Rhonda Wacker, Teacher SCSPB Ruth Wong, Child Psychologist © November, 2004

108 Appendix C

TABLE OF CONTENTS

Rationale ............................................................................................................................107

How does the Rubric work? ..............................................................................................108

Summary Page ..................................................................................................................109

Receptive Language Skills ................................................................................................110

Expressive Language Skills ..............................................................................................111

Literacy Skills ....................................................................................................................112

Numeracy Skills ................................................................................................................113

Large Motor Skills ............................................................................................................114

Fine Motor Skills ..............................................................................................................115

Social and Emotional Skills ..............................................................................................116

Self-Identity Skills ............................................................................................................117

Safety Skills ......................................................................................................................118

Self-Help/Independence Skills ..........................................................................................119

Academic Skills ................................................................................................................120

Sample Assessment Report Card ......................................................................................121

Blank Assessment Report Card ........................................................................................125

Teacher Tools and Activities..............................................................................................129

Introduction........................................................................................................................130

Teacher Tools and Activities to Encourage the Development of:

Receptive Language Skills ................................................................................................131

Expressive Language Skills ..............................................................................................133

Literacy Skills ....................................................................................................................135

Numeracy Skills ................................................................................................................136

Large Motor Skills ............................................................................................................137

Fine Motor Skills ..............................................................................................................138

Social and Emotional Skills ..............................................................................................139

Self-Identity Skills ............................................................................................................141

Safety Skills ......................................................................................................................142

Self-Help/Independence Skills ..........................................................................................143

Academic Skills ................................................................................................................144

Prekindergarten Assessment and Evaluation


109Appendix C

Rationale:

The Prekindergarten Rubric Assessment was designed to measure overall growth in skill development over a specified period of time. Each area of skill development; receptive language, expressive language, literacy, numeracy, large motor, fine motor, social and emotional, self-identity, health and safety, and self-help; is further sub-divided into 2-4 observable skills. These skills are then divided into four descriptors; behaviors exhibited at a specific stage of development in the skill continuum, four being the optimal level of development or kindergarten readiness. After completing the Rubric Assessment, the overall growth of an individual child and/or a group can be determined in a specific skill area or all skill areas. A comprehensive picture of each child’s development and the development of the group of children as a whole will allow the following:

The areas of need for an individual child can be assessed and specific teaching strategies implemented to assist the child in continued growth.

The areas of need for a small or whole group of children can be assessed

and specific teaching strategies implemented to assist the children in continued growth.

The teacher can assess his/her own teaching effectiveness in specific

areas and determine areas for further development.

An overall picture of all Prekindergarten children’s growth can be created. Areas of concern can be addressed through Professional Development, Teacher and Teacher Associate training, program development and the provision of services.

Prekindergarten Coordinator Laurel Clark


110 Appendix C Assessment and Evaluation in Prekindergarten


Su

mm

ary

Pa

ge

Pr

ekin

derg

arte

n Pr

ogra

m: _

____

____

____

____

____

____

____

_

Teac

her:

____

____

____

____

____

_Rep

ortin

g Pe

riod:

___

____

__

Chi

ld’s

Nam

e: _

____

____

____

____

Birth

Dat

e: _

____

____

____

_

R

ub

ric

Le

ve

l R

ub

ric

Le

ve

l R

ub

ric

Le

ve

l

Skill A

rea:

Rep

ort

1

Rep

ort

2

Rep

ort

3

Co

mm

en

ts:

Recep

tive L

an

gu

ag

e:

Follo

ws d

irect

ions

.

Atte

nds

to te

ache

r-dire

cted

ac

tivity

.

Exp

ressiv

e L

an

gu

ag

e:

Use

s ne

w w

ords

.

Con

nect

s wo

rds.

Answ

ers

ques

tions

.

Lit

era

cy S

kills

:

Und

erst

ands

boo

k co

ncep

t.

Parti

cipa

tes

in s

ongs

and

fin

gerp

lays

.

Rec

alls

sto

ries,

pre

dict

s an

d se

quen

ces.

Nu

me

rac

y S

kil

ls:

Cou

nts

num

bers

1-1

0 an

d 1t

o1

corre

spon

denc

e.

Use

s co

mpa

rison

wor

ds.

Can

gro

up a

nd m

atch

set

s (c

lass

ifyin

g, s

ortin

g)

Larg

e M

oto

r S

kil

ls:

Parti

cipa

tes

in la

rge

mot

or

activ

ities

.

Dem

onst

rate

s ba

sic

coor

dina

tion

skills

.

Fin

e M

oto

r S

kills

:

Dem

onst

rate

s ey

e-ha

nd

coor

dina

tion.

Hol

ds a

nd c

uts

with

sci

ssor

s.

Dem

onst

rate

s fin

e m

otor

m

anip

ulat

ion

thro

ugh

writi

ng

grip

.

Use

s va

riety

of t

actil

e m

ater

ials

.

R

ub

ric

Le

ve

l R

ub

ric

Le

ve

l R

ub

ric

Le

ve

l

Skill A

rea:

Rep

ort

R

ep

ort

2

Rep

ort

3

Co

mm

en

ts:

So

cia

l an

d E

mo

tio

na

l S

kills

:

Sh

ares

and

take

s tu

rns.

Res

olve

s co

nflic

ts p

ositi

vely.

Und

erst

ands

feel

ings

.

Initi

ates

and

mai

ntai

ns p

eer

inte

ract

ions

.

S

elf

-Id

en

tity

Skil

ls:

Iden

tifie

s na

me

in p

rint.

Kn

ow n

ame,

age

, and

gen

der.

Id

entif

ies

fam

ily u

nit.

H

ealt

h a

nd

Safe

ty:

Dem

onst

rate

s sa

fety

sen

se.

Fo

llows

bas

ic h

ealth

and

saf

ety

prac

tices

.

S

elf

-He

lp/I

nd

ep

en

de

nc

e S

kil

ls:

Follo

ws c

lass

room

rule

s an

d ro

utin

es.

Sele

cts

and

com

plet

es ta

sks

inde

pend

ently

.

At

tend

s to

per

sona

l car

e.

A

ca

de

mic

Sk

ills

:

Id

entif

ies

10 b

asic

col

ors.

Iden

tifie

s 4

basi

c sh

apes

.

Iden

tifie

s le

tters

of t

he a

lpha

bet.

Ad

dit

ion

al

Co

mm

en

ts:


Skill 4 3 2 1

Follows directions

Can follow 3 (or more) part directions. More complicated, more abstract with no assistance. (To be completed independently)

Can follow 2 part directions without any assistance. (Must be completed independently)

Can follow one simple, single step without any assistance. One direction only. (Does not follow the class and completes task independently)

Can follow simple, one step direction with provided gesture. May need guidance.

Attends to teacher-directed activity

Is able to attend to teacher directed activity for ten minutes or more.

Is able to attend to teacher directed activity for 6-9 minutes.

Is able to attend to teacher directed activity for 2-5 minutes.

Is unable to attend to teacher directed activity.

Receptive Language Skills:


Skill 4 3 2 1

Uses new words appropriately.

Vocabulary words are countless. New words are surprising.

New words are used correctly in context..

Uses new two-word combinations including nouns, verbs, prepositions (on, in etc.) and possessive words (my, your, him’s, etc.)

Vocabulary growth is limited to new single words (nouns and action words) after much repetition. Uses only a few concrete words.

Connects words (syntax)

Combining many words into sentences which tell about an event, experience, etc. Combines many words using descriptive language. Using connective words and, or, but.

Combining 4-5 words. (ie: My big dog go fast) Sentence length is growing.

Combining three words (ie: My big dog)

Combining two words (ie: Big dog)

Answers questions

Can verbally respond to questions using several words. (ie: When do you come to school?, Why do you need mitts?

Can answer harder question types (one word answer will do) (ie: Who lives with you?)

Can answer harder questions asked simply. (One word answer) (ie: Where do you live?)

Can answer simple questions (ie: What is your name?) May need prompting.

Expressive Language Skills:


Skill 4 3 2 1

Understands Book Concept

Demonstrates knowledge that a book tells a story. By “reading the pictures” or the story as he remembers it from the teacher. He/she may have favorite books. Uses descriptive and novel words relating to story.

Chooses/selects book based on interest. Turns pages one at a time and looks at each page with interest and comments. Holds the book correctly (not upside down) turns pages, going left to right. Seems to recognize beginning and end.

Shows interest in books. Opens it and looks.

No concept of a book. No recognition of the object by function. Disregard or inappropriate use (ripping, throwing).

Participates in Songs and Fingerplays

Participates with confidence. May even ask for or initiate songs and fingerplays. Can offer rhyming words, understands the rhythm of the verse or music. Is able to substitute words or fill in the blanks. Can wait for turn.

Participates and shows that he/she knows the words. May take his turn but may still need a prompt. May rhyme and is trying the rhythm. He/she made need some encouragement.

More enthusiastically joins in or participates with vocalizations and actions. May know some of the tune, rhythm, or rhyme. (needs encouragement)

May participate non-verbally. May clap and do some actions. (May still be reluctant or apprehensive)

Recalls stories, predicts and sequences.

Is able to tell the whole story, with no assistance, in the correct sequence and can adapt the story by offering new or novel information. It may be a silly word or concept but he is able to play with the story.

After multiple repetitions (opportunities to hear the same predictable story) can accurately recall a verse of a story. (ie: Brown Bear…looking at me)

With a model can complete or recall the phrase correctly. Ie) Brown Bear Brown Bear -------------- or follows a model to fill in the word. Ie) Brown Bear, Brown Bear

Cannot fill in a word in a familiar story even with picture assistance.

Literacy Skills:


Skill

4 3 2 1

Counts numbers 1-10 and 1 to 1 correspondence.

Correctly counts Between six and ten objects.

Correctly counts between one and five objects.

Touches objects and names a number for each one, although the numbers may not be in the correct order.

Does not yet relate number words and objects.

Uses comparison words.

Compares three or more things using quantitative words appropriately. (ie: smaller, smallest)

Uses quantitative concept words. (ie: This one is bigger than that one)

Follows directions that involve quantitative concepts (ie: take the biggest cookie)

Does not yet use or respond to quantitative concepts (ie: bigger, biggest)

Can group and match sets (classifying, sorting)

In sorting, groups objects together on the basis of two or more attributes.

In sorting, groups objects together that are the same in some way but different in other ways (ie: combines red stars and red circles). May describe what has been done.

Groups identical objects together.

Does not yet sort objects into groups.

Numeracy Skills:


Skill

4 3 2 1

Participates in Large Motor Activities.

Participates in large motor activities individually and in groups. Uses a variety of gym equipment and enjoys challenges.

Usually participates in large motor activities in groups and individually. Will try new equipment with guidance. Accepts challenges with encouragement.

Will occasionally participate in large motor activities. Not confident in whole group activities. Most of the students time is spent observing or playing alone. Is not comfortable accepting challenges.

Does not participate in large motor activities individually or in groups. Sits on the sidelines and observes. Is unwilling to try new equipment or activities.

Demonstrates basic coordination skills. ie) walking, running, hopping, skipping, jumping, galloping, bending, stretching, pulling, pushing, balancing

Can demonstrate 5 basic coordination skills.

Can demonstrate 4 basic coordination skills.

Can demonstrate 2 or 3 basic coordination skills.

Can demonstrate 1 or less of the basic coordination skills.

Large Motor Skills:


Skill 4 3 2 1

Demonstrates eye-hand Coordination. ie) pegs, puzzles, lacing, zippers, pouring, buttons

Completes eye-hand coordination activities unassisted.

Completes eye-hand coordination activities with some assistance.

Completes eye-hand coordination activities with assistance.

Demonstrates little or no eye-hand coordination.

Holds and cuts with scissors.

Can hold and cut with scissors correctly:

- straight line

Can hold and cut with scissors correctly:

- straight line - simple shapes

Can hold and cut with scissors.

- short random strips

Can cut with scissors with assistance. May not hold correctly. - shapes

- non-paper materials

Demonstrates fine motor manipulation through writing grips. uses pincer grasp.

Uses thumb, index finger and middle finger to grip writing tools. Wrist slightly extended. Demonstrates fine localized movement.

Crude approximation of thumb, index, and middle fingers grasp. No fine localized movement. Hand moves as a unit.

Forearm moves as a unit. Held with fingers. Wrist straight.

Held with fisted hand, wrist slightly flexed. Arm moves as a unit.

Uses variety of tactile materials. ie) playdough, sand, fingerpaint, shaving cream

Is engaged in using a variety of tactile materials.

Is engaged using only some tactile media.

Shows preference for specific tactile materials. ie) Appears to like only soft textures.

Has no interest in tactile materials. May demonstrate dislike of particular textures.

Fine Motor Skills:


Skill 4 3 2 1

Shares and Takes Turns

Shares and takes turns independently. Shares and takes turns without being asked.

Can share and take turns. Understands sharing and turn taking as part of routine.

Is able to share and take turns with prompt and encouragement.

Does not share or take turns.

Resolves Conflicts Positively

Is able to positively resolve most conflicts independently.

Is able to positively resolve most conflicts with the guidance of an adult.

Has a hard time suggesting or following positive actions to resolve conflicts.

Cannot resolve conflicts.

Understands Feelings.

Is able to understand feelings of another peer or adult. May comfort or indicate understanding verbally. ie) He’s sad.

Is able to express own feelings to adult or peer and may verbally express these feelings. ie) I’m mad.

Understands basic “feeling words”. Is aware of own feelings.

Does not understand feeling words and shows no interest in emotions demonstrated by others.

Initiates and Maintains Peer Interactions

Initiates and maintains interactions independently. Engages mainly in cooperative play.

Initiates interactions and can maintain interaction with encouragement and prompts. Is beginning to play cooperatively.

Does not initiate interactions. Engages in parallel play.

Does not initiate interactions with peers. Chooses to play alone.

Social and Emotional Skills:


Skill: 4 3 2 1

Identifies name in print.

Is able to recognize their printed name in a variety of places throughout the room

Is able to recognize their printed name in at least 2 places in the classroom.

Is able to recognize their printed name with some assistance or clues.

Is unable to recognize their printed name even with assistance.

Knows full name, age and gender.

Knows their full name, age and their gender and is able to share that information with an adult.

Knows part of their name, age, gender and is able to share that information with an adult.

Is able to share the information of their name, age and gender with some assistance from an adult.

Is unable to identify their name, age or gender even with assistance.

Identifies “family” unit*.

Is knowledgeable about close family members and can share with an adult who belongs in their family.

Is able to identify brothers and sisters in their family.

Is able to identify some family members with some assistance.

Is unable to identify family members from others not in their family.

*The term family is subject to interpretation and should be adapted to the families, community and program.

Self-Identity Skills


Skill

4 3 2 1

Demonstrates “Safety Sense”.

Has “safety sense”. Is aware of danger and concerned for own safety and that of others.

Has some “safety sense”. Is able to understand danger but may need reminders.

Has “safety sense” when guided by an adult.

Has no “safety sense”. Does not understand dangers to self and others.

Follows basic safety rules.

Understands and follows basic safety rules.

Follows most safety rules with reminders. May not understand their purpose.

Follows basic safety rules with constant supervision.

Does not understand or follow safety rules.

Provide lesson and/or unit plans in the following areas: - street safety - bike safety - stranger safety - fire safety - classroom safety/correct use of classroom materials

Safety Skills


Skill

4 3 2 1

Follows rules and routines.

Is able to follow classroom routines regularly and can predict what comes next.

Is able to follow classroom rules and routines most of the time and can sometimes predict what will come next.

Is able to follow classroom rules and routines but needs to be given prompts and reminded of what comes next.

Is unable to follow any rules or routines without adult assistance.

Selects and completes tasks.

Selects a variety of tasks and completes them independently.

Needs some direction to select and complete a variety of tasks.

Needs adult assistance in selecting and completing a variety of tasks.

Is unable to choose tasks on their own and is not able to complete them without assistance.

Attends to personal care.

Is independent in all areas of personal care. ie) toileting, dressing, hand washing, cleaning up after snack).

Needs some assistance in some personal care areas.

Needs to be reminded and needs some assistance in all personal care areas.

Is unable to care for their personal needs independently and requires assistance in all areas.

Provide lessons and/or unit plans in the following areas: - hygiene - nutrition - personal care: handwashing, dressing appropriately, cleaning up

Self-help/Independence Skills


Skill Area

4 3 2 1

Can identify ten basic colors: red, yellow, blue, green, orange, purple, pink, brown, black, white.

Identifies and labels ten colors. Can label colors in any context. ie) When given two alike shapes but different colors, can name each color. Understands color abstractly. ie) Can answer a question: “What color of crayon would you like?” without seeing the color. Can group according to color and one other attribute.

Identifies and labels at least five colors. Recognizes color in relation to concrete objects. ie) yellow sun, green grass, brown bear Understands color concepts: ie) Can answer a question:“What color is it?” using concrete objects. Can determine differences. ie) “Is it blue or red?”

Identifies and labels more than one color. Can answer:” Is it blue?” using concrete examples. Can identify objects of the same color.

Does not understand the concept of color.

Can identify shapes: circle, triangle, square, rectangle.

Identifies and labels four shapes.

Identifies and labels at least two shapes.

Identifies and labels one shape.

Does not understand the concept of shape.

Can label shapes in any context. ie) When given two alike shapes but different sizes determines that they are the same shape.

Recognizes shape in relation to concrete objects. ie) the ball is a circle

Can answer: “Is it a circle?” using concrete examples.

Can identify objects of the same shape. Understands shape

concepts: Can identify parts of a whole.

Can answer a question: “What shape is it? ”Using concrete objects. ie) Find the shapes: the

wheel on the car is a circle.

Can determine the difference between shapes. ie) “Is it a circle or a triangle?” using concrete objects.

Understands shapes in the abstract. ie) Can answer a question: “What shape is a ball?” without seeing the object.

Can identify the letters of

Identifies and labels some letters of the alphabet.

Can identify and label some letters of the alphabet.

Can identify some letters of the alphabet. May not label them.

Does not understand the concept of letters. alphabet.

Understands that letters combined make a word. ie) name

Can identify alike and different letters.

Can group alike letters.

Can determine the difference between letters. “Is it an A or a B?”

Can answer: “Is it an “A”?” using concrete examples.

Academic Skills


Sample Assessment Report Card:

Child’s Name: ____________________________________

Date of Birth: ___________________________________________ Prekindergarten Program: ___________________________

Teacher’s Name: __________________________________ Reporting Period:__________________________________________

(Place Child’s Picture Here)


Skill Area:

Language

Can follow 2 part directions without any assistance. (Must be completed independently) Child is able to attend to teacher directed activity for 2-5 minutes. Combining three words (ie: My big dog)

Literacy

Chooses/selects book based on interest. Turns pages one at a time and looks at each page with interest and comments. Holds the book correctly (not upside down) turns pages, going left to right. Seems to recognize beginning and end. May participate non-verbally. May clap and do some actions. (May still be reluctant or apprehensive)

Number Skills

Child touches objects and names a number for each one, although the numbers may not be in the correct order. Child follows directions that involve quantitative concepts (ie: take the biggest cookie)

Physical Skills

Participates in large motor activities individually and in groups. Uses a variety of gym equipment and enjoys challenges. Student can demonstrate 4 basic coordination skills. The student completes eye-hand coordination activities with assistance. Student can hold and cut with scissors correctly:

- straight line - simple shapes

Social Skills

Shares and takes turns independently. Shares and takes turns without being asked.

Is able to positively resolve most conflicts with the guidance of an adult.

Understands basic “feeling words”. Is aware of own feelings.


Skill Area:

Child is able to recognize their printed name with some assistance or clues.

All About Child knows part of their name, age, gender and is able to share that information with an adult. Me

Child is able to identify some family members with some assistance.

Follows most safety rules with reminders. May not understand their purpose.

Safety Has some “safety sense”. Is able to understand danger but may need reminders.

Child is able to follow classroom rules and routines

most of the time and can sometimes predict what will Self-Help come next.

Child needs adult assistance in selecting and completing a variety of tasks.

Child needs some assistance in some personal care areas.

Identifies and labels at least five colors. Blue, green, red, yellow, black

Academic Skills

Can determine differences. ie) “Is it blue or red?” Identifies and labels one shape. circle Can answer: “Is it a circle?” using concrete examples. Can identify objects of the same shape. Can group alike letters.

126 Appendix C

Teacher Tools and Activities To Encourage the

Development of Skills

Created by: Patricia Carey, Speech and Language Pathologist Laurel Clark, Executive Director SCSPB Andrea Fiss, Teacher Krista Herzog, Speech and Language Pathologist Elsie Mills, Teacher Michelle Timm, Teacher Rhonda Wacker, teacher Ruth Wong, Child Pyschologist © November 2004


127Appendix C

In

tro

du

cti

on

Th

e fo

llow

ing

teac

her t

ools

and

act

iviti

es a

re d

esig

ned

to a

ssis

t the

teac

her i

n en

cour

agin

g sk

ill de

velo

pmen

t in

each

of

the

skills

are

as in

the

Prek

inde

rgar

ten

Asse

ssm

ent T

ool.

The

activ

ities

are

leve

led

from

1-4

; 1 b

eing

the

sim

ples

t and

4

the

mos

t cha

lleng

ing.

The

teac

her s

houl

d be

gin

at th

e le

vel t

hat c

halle

nges

the

child

. For

exa

mpl

e if

a ch

ild is

com

pete

nt

(can

dem

onst

rate

the

desc

ripto

r with

in th

e ru

bric

s le

vel c

onsi

sten

cy a

nd c

orre

ctly

) at l

evel

2 o

n th

e ru

bric

s th

e te

ache

r w

ould

impl

emen

t the

act

ivity

or t

ool t

hat i

s at

leve

l 3.

Spac

e is

pro

vide

d on

eac

h pa

ge fo

r the

teac

her/t

each

er a

ssoc

iate

to

add

thei

r ow

n to

ols

and

activ

ities

.

Lit

era

cy S

kil

ls

Sk

ill

are

a:

4

3

2

1

Ru

bri

cs

As

se

ss

me

nt

Re

ca

lls

sto

rie

s,

pre

dic

ts a

nd

seq

uen

ces

Is a

ble

to te

ll th

e w

hole

sto

ry,

with

no

assi

stan

ce, i

n th

e co

rrect

seq

uenc

e an

d ca

n ad

apt t

he s

tory

by

offe

ring

new

or n

ovel

info

rmat

ion.

It

may

be

a si

lly w

ord

or

conc

ept b

ut h

e is

abl

e to

pla

y w

ith th

e st

ory.

Afte

r mul

tiple

repe

titio

ns

(opp

ortu

nitie

s to

hea

r the

sa

me

pred

icta

ble

stor

y)

can

accu

rate

ly re

call

a ve

rse

of a

sto

ry.

(ie: B

row

n Be

ar…

look

ing

at m

e)

With

a m

odel

can

co

mpl

ete

or re

call

the

phra

se c

orre

ctly

. ie

) Bro

wn

Bear

Br

own

Bear

---

------

-----

or fo

llow

s a

mod

el to

fill

in th

e w

ord.

ie

) Bro

wn

Bear

, Bro

wn

Bear

Can

not f

ill in

a w

ord

in a

fam

iliar s

tory

ev

en w

ith p

ictu

re

assi

stan

ce.

Teach

er

too

ls

an

d A

cti

vit

ies

Re

ca

lls

sto

rie

s,

pre

dic

ts,

an

d

seq

uen

ces

Use

a fa

milia

r sto

ry o

r nu

rser

y rh

yme.

ie

: “Th

e Th

ree

Bear

s”

Cha

nge

the

char

acte

r and

m

ake

pred

ictio

ns. C

hang

e th

e se

tting

and

M

ake

pred

ictio

ns. W

hat

wou

ld h

appe

n if?

Expe

rienc

e St

orie

s:

Rea

d a

fam

iliar s

tory

. “B

row

n Be

ar, B

row

n Be

ar”

Fill

in th

e bl

ank

usin

g th

e sa

me

patte

rn in

clud

ing

the

colo

r and

obj

ect.

I se

e a

____

___

_loo

king

at m

e As

an

exte

nsio

n, c

reat

e ar

twor

k to

feat

ure

with

the

orig

inal

sen

tenc

e.

Sele

ct p

ictu

res

from

the

stor

y th

at s

how

the

sequ

ence

and

mai

n id

eas

of th

e st

ory.

Hav

e th

e ch

ild s

eque

nce

the

pict

ures

. H

ave

the

child

rete

ll th

e st

ory.

Use

cha

ract

ers

such

as

pup

pets

, fla

nnel

boar

d cu

tout

s to

rete

ll a

fam

iliar

stor

y


128 Appendix C

Sk

ill 4

3

2

1

Fo

llow

s

dire

ctio

ns

. Activities that dem

onstrate com

prehension of com

parison words:

“big

ge

r, co

lde

r, faste

r” Activities that dem

onstrate what

objects are used for: “b

locks a

re fo

r bu

ildin

g” Activities w

here the child can guess given appropriate hints: “It’s

b

ig, y

ou

ride

on

it, an

d it

live

s o

n a

farm

. Wh

at

is it?”

Activities where the

child can predict with

the answer: “W

ha

t to d

o

if?” ie) “G

o to

the

ba

ck a

nd

a

sk M

s. ---- to

find

a

lon

ge

r strin

g a

nd

tie it

on

yo

ur s

pid

er”.

Activities that present verbal requests: N

umber concepts –

“Giv

e m

e o

ne

__

__

.” C

ategorization - “Put a

ll th

e fa

rm a

nim

als

In th

e b

ox”.

More com

plex prepositions – “b

eh

ind

, b

etw

ee

n, b

esid

e” D

escribing words – ‘b

ig,

co

ld,fa

st, fu

ll”. ie) “P

ut a

ll the

big

d

ino

sa

urs

in th

e b

aske

t a

nd

pu

t it be

hin

d th

e

ch

air”.

House center activities

that offer choices betw

een two fam

iliar objects: “s

po

on

or fo

rk?’ Activities that show

understanding of the follow

ing vocabulary: First prepositions – ‘in

/ou

t, off/o

n, o

n/u

nd

er ‘

Pronoun recognition – “h

e/s

he”

Object by function –

“cra

yo

n is

for c

olo

ring”

Task completion – “fin

d

the

lid” o

r “pu

t the

bro

om

o

n th

e flo

or”

Activities should occur in natural play situations.

S

ay

les

s a

nd

stre

ss

th

e ta

rge

t wo

rd.

Po

intin

g, e

ye

ga

ze

, o

r ge

stu

res a

re

dis

co

ura

ge

d

ho

we

ve

r, ton

e o

f vo

ice

an

d fa

cia

l e

xp

ressio

n th

at o

ccu

r n

atu

rally

are

e

nco

ura

ge

d w

he

n

inte

ractin

g.

Go

slo

w a

nd

sh

ow

. P

rovid

e fre

qu

en

t re

pe

tition

of th

e

targ

et w

ord

s.

Allo

w th

e c

hild

time

to

resp

on

d (1

0 s

ec.)

In natural one-one activities the teacher requests recognition of a com

mon object:

Object – “b

ea

r/be

ars”

Basic body parts – “(w

he

re) e

ye

s” D

aily needs – “hu

ng

ry,

thirs

ty” Verb/action – “(re

qu

est) c

om

e” Location – “(o

n) ta

ble”

Person – “tea

ch

er”

Ob

se

rve

the

ch

ild’s

a

tten

tion

to a

nd

co

nsid

era

tion

of th

e

info

rma

tion

.

Teach

er T

oo

ls a

nd

Activ

ities to

En

co

ura

ge th

e D

evelo

pm

en

t of R

ecep

tive L

an

gu

ag

e S

kills


129Appendix C

Sk

ill

Are

a

4

3

2

1

Att

en

ds

to

te

ac

he

r-d

ire

cte

d

Ac

tiv

ity.

Base

d on

the

them

e an

d pr

evio

us e

xper

ienc

es w

ith

the

inst

ruct

ions

, “N

ow

it’s--

-- t

urn

to

pla

y. --

---

, I’m

go

ing

to

pu

t th

ese

ca

rds u

p o

n th

e le

dg

e,

yo

u

loo

k a

nd

sh

ow

me

wh

at

co

me

s n

ext.

”

Prac

tice

taki

ng tu

rns

durin

g lo

nger

list

enin

g si

tuat

ions

: “It

is -

-- t

urn

to

sit b

esid

e

me

an

d lo

ok a

t th

e

me

ssa

ge

bo

ard

. --

-, c

an

yo

u f

ind

th

e a

nim

als

w

ho

liv

e o

n th

e f

arm

?”

Prac

tice

follo

win

g a

sim

ple

stor

y se

quen

ce

usin

g re

call.

Rol

e Pl

ay:

“farm

er

go

ing

in

to t

he

b

arn

”

Pres

ent o

ppor

tuni

ties

in a

gro

up

situ

atio

n to

inde

pend

ently

follo

w

repe

ated

dire

ctio

ns :

ie) “

Go

to

th

e t

ab

le a

nd

fin

d y

ou

r m

at”

or “A

ll th

e g

irls

sta

nd

up

” N

o vi

sual

hin

ts o

r ges

ture

s al

low

ed.

Dur

ing

the

read

ing

of a

sto

ry

chec

k th

e ch

ild’s

atte

ntio

n by

as

king

que

stio

ns s

uch

as ‘T

he

n

wh

at

did

th

e f

arm

er

sa

y?

”

Prac

tice

sim

ple

one-

two

wor

d re

ques

ts.

ie) “

yo

ur

turn

”

“sta

nd

up

” in

co

nte

xt

Res

pond

s to

so

ngs

such

as

“Hea

d an

d Sh

ould

ers”

in

dic

atin

g b

od

y

pa

rts.

Wa

it t

o r

ecog

niz

e t

ha

t th

e c

hild

has h

ea

rd,

pro

ce

sse

d a

nd

u

nd

ers

too

d th

e

info

rma

tio

n.

Re

sp

on

se

ca

n b

e

ve

rba

l, n

on

-ve

rba

l b

ut

mu

st

be

co

rre

ct

an

d

ap

pro

pri

ate

.


130 Appendix C

Sk

ill 4

3

2

1

Us

es

ne

w w

ord

s

ap

pro

pria

tely

.

Incorporate weekly

or monthly review

stories for continued reinforcem

ent of new

vocabulary at home.

Provide the weekly or

monthly

review stories on Fam

ily Fridays.

Arrange a class trip or invite a special guest to experience the “real thing”. Encourage the children to practice using their new

vocabulary in the appropriate context. Encourage children to invite parents.

Act out the “play” theme w

ith toys and props. Prom

pt the child to produce target w

ords independently using rehearsed scripts, carrier phrases, choices, im

itation, or picture w

ord cards. Intersperse previous target w

ords with new

target words

so the child experiences success and m

aintains old vocabulary.

Incorporates a weekly or m

onthly dram

atic play theme. Select

appropriate toys/props for the play them

e. Select target vocabulary related to the current play them

e. Include: action w

ords, nouns, location w

ords, pronouns, describing w

ords.

Co

nn

ec

ts w

ord

s

into

p

hra

se

s a

nd

s

en

ten

ce

s.

Provide opportunities for the child to use the new

sentence from

and words in

a variety of other contexts such as: - Patterned stories w

ith a repetitive sentence form

- D

ramatic play routines w

ith scripts that include a particular sentence form

- Social play routines that require a particular phrase or sentence to be spoken

Pause and wait to provide an

opportunity for the child to repeat the m

odeled sentence. If the child does not respond then prom

pt the child to im

itate your production.

Model expanded sentences

while playing w

ith the child using w

ords in the child’s vocabulary. Place special em

phasis on the added w

ords. Add a gesture or a special m

ovement to

emphasize the added w

ord.

Engage the child(ren) during the follow

ing types of activities:

- in a fam

iliar play routine w

ith toy -

in pretend play -

in outdoor play -

during snacktime

- songs and fingerplays

- crafts

- interactive book sharing

- cleanup

- social play

Teach

er T

oo

ls to

En

co

ura

ge th

e D

evelo

pm

en

t of E

xp

ressiv

e L

an

gu

ag

e S

kills

:


131Appendix C

S

kil

l A

rea

4

3

2

1

An

sw

ers

q

ue

sti

on

s.

Inco

rpor

ate

wee

kly

or

mon

thly

revi

ew s

torie

s fo

r th

e ch

ildre

n to

take

hom

e -

to p

rovi

de

oppo

rtuni

ty fo

r pa

rent

s

and

care

give

rs

to a

sk s

peci

fic

ques

tions

ab

out w

hat t

he

ch

ild h

as

done

at s

choo

l -

spec

ific

ques

tions

to

enc

oura

ge a

re

spon

se

by fo

cusi

ng a

nd

na

rrow

ing

the

to

pic

Whe

n fir

st re

adin

g a

book

pa

use

and

ask

ques

tions

to

see

if ch

ildre

n ca

n pr

oble

m

solv

e w

hy s

omet

hing

has

ha

ppen

ed o

r wha

t may

ha

ppen

nex

t in

the

stor

y.

Mod

el a

nd re

hear

se 3

or 4

qu

estio

ns th

at th

e ch

ildre

n ca

n as

k ab

out t

he c

hild

’s it

em.

Wha

t is

it?

Whe

re d

id y

ou g

et it

? W

ho g

ave

it to

you

? W

hat d

oes

it do

? Vi

sual

sup

ports

can

be

used

an

d ke

pt v

isib

le fo

r the

ch

ildre

n as

cue

s or

rem

inde

rs.

Rot

ate

thro

ugh

the

child

ren

for

shar

ing

time

and

for a

skin

g qu

estio

ns.

Inco

rpor

ate

activ

ities

that

re

quire

que

stio

n as

king

and

an

swer

ing

such

as

talk

ing

circ

les,

sha

ring

time,

and

in

tera

ctiv

e bo

ok s

harin

g.

Ea

rly W

H q

ue

stio

ns:

Wh

at

Wh

ere

W

he

n

Wh

o

Wh

y


132 Appendix C

Sk

ill 4

3

2

1

Un

de

rsta

nd

s

Bo

ok

C

on

ce

pt:

You can judge a book by its cover. U

se the cover of the book to m

ake predictions about its contents.

Have children “read” to each

other, telling the story as they turn the pages.

Encourage children to select books based on interest, them

e, favorites. U

se your lending library and have children take books hom

e regularly.

Incorporate a daily reading tim

e. Use this as an

opportunity to teach book concepts. Parts of a book (front, back), care of books and selecting books.

Pa

rticip

ate

s in

S

on

gs

an

d

Fin

ge

rpla

ys

Have child select and

lead song or fingerplay.Teach songs and fingerplays w

ith echoes. Teach songs or fingerplays that encourage turn-taking and an opportunity for each child to perform

or choose an action. “W

ho Stole the Cookie…

” C

opycat Gam

e: “Let’s play copycat just for fun, W

e’ll copy name because

he’s/she’s the one.”

Introduce new songs and

fingerplays. Teach actions and w

ords.

While singing a fam

iliar song purposely leave out w

ords or actions.D

o the children recognize the m

issing words or actions?

Provide repetition and practice. U

se characters such as puppets, flannelboard cutouts to retell a fam

iliar story

Re

ca

lls,

pre

dic

ts

an

d s

eq

ue

nc

es

Use a fam

iliar story or nursery rhym

e. ie: “The Three Bears” C

hange the character and m

ake predictions. C

hange the setting and M

ake predictions. What

would happen if?

Experience Stories: R

ead a familiar story.

“Brown Bear, Brow

n Bear” Fill in the blank using the sam

e pattern including the color and object. I see a ____ ____looking at m

e As an extension, create artw

ork to feature w

ith the original sentence.

Select pictures from the story

that show the sequence and

main ideas of the story. H

ave the child sequence the pictures. H

ave the child retell the story.

Te

ac

he

r To

ols

an

d A

ctiv

ities

to E

nc

ou

rag

e th

e D

ev

elo

pm

en

t of L

itera

cy S

kills


133Appendix C

Sk

ill

4

3

2

1

Co

un

ts n

um

be

rs

1 t

o 1

c

orr

es

po

nd

en

ce

Boar

d ga

mes

that

requ

ire

coun

ting

, the

use

of d

ice

or a

sp

inne

r. U

se a

gra

ph o

r cha

rt to

cou

nt

num

bers

of c

hild

ren

play

ing

in

each

cen

ter.

Com

pute

r gam

es

that

pro

vide

pra

ctic

e of

co

untin

g an

d 1

to 1

co

rresp

onde

nce

skills

. Ki

nest

hetic

Aw

aren

ess:

C

reat

e di

ffere

nt g

roup

ings

to

coun

t. U

se th

e ch

ildre

n as

co

unte

rs.

For e

xam

ple:

G

roup

girl

s an

d bo

ys a

nd th

en

coun

t

Use

a c

alen

dar t

o co

unt

days

of

the

wee

k an

d da

ys in

th

e m

onth

. C

ompl

ete

craf

ts th

at

requ

ire c

ount

ing

and

1 to

1 c

orre

spon

denc

e.

For e

xam

ple:

spi

der

with

eig

ht le

gs

Teac

h co

untin

g so

ngs

and

finge

rpla

ys u

sing

ob

ject

s su

ch a

s fla

nnel

boar

d pi

eces

. C

ount

whi

le e

xerc

isin

g:

crea

tes

kine

sthe

tic

awar

enes

s.

Us

es

c

om

pa

ris

on

w

ord

s.

Sort

tedd

y be

ar c

ount

ers

into

sm

all,

med

ium

and

larg

e or

bi

g, b

igge

r, bi

gges

t etc

.

Prov

ide

file

fold

er g

ames

. For

ex

ampl

e: b

ig, b

igge

r, bi

gges

t D

urin

g pl

anni

ng ti

me

use

stra

ws

or s

tring

of

vario

us le

ngth

s. H

ave

the

child

sel

ect o

ne a

nd

then

ask

que

stio

ns s

uch

as “W

hich

stri

ng is

lo

nger

/sho

rter?

” etc

.

Prov

ide

cups

and

pai

ls

etc.

in th

e sa

nd a

nd

wat

er ta

ble.

Use

this

“p

lay”

to in

trodu

ce

com

paris

on w

ords

. R

ead

stor

ies

that

dep

ict

com

paris

on w

ords

. For

ex

ampl

e: T

hree

Bea

rs,

Sand

ra B

oynt

on’s

boo

ks.

Song

s an

d fin

gerp

lays

th

at u

se c

ompa

rison

w

ords

. C

an

gro

up

an

d

ma

tch

se

ts

Whe

n in

trodu

cing

a n

ew to

y as

k ch

ildre

n w

here

it s

houl

d go

and

why

.

Indi

cate

an

area

for a

chi

ld to

cl

ean

up a

nd w

here

eac

h to

y sh

ould

go

and

allo

w th

e ch

ild

to s

ort a

nd p

ut a

way

.

Dur

ing

clea

n up

cla

ssify

to

ys w

ith th

e ch

ildre

n.

For e

xam

ple:

“ Al

l of t

he

red

bloc

ks g

o in

this

bu

cket

”

Giv

e th

e ch

ild o

ne

spec

ific

toy

to p

ick

up.

For e

xam

ple:

“Fin

d al

l the

re

d bl

ocks

”. M

odel

for t

he

child

.

Teach

er

To

ols

an

d A

cti

vit

ies t

o E

nco

ura

ge t

he D

evelo

pm

en

t o

f N

um

era

cy S

kills


134 Appendix C

Sk

ill 4

3

2

1

Pa

rticip

ate

s in

L

arg

e M

oto

r A

ctiv

ities

an

d U

se

s

Va

riety

of G

ym

E

qu

ipm

en

t Ie

) ho

op

s, b

alls

, o

utd

oo

r e

qu

ipm

en

t, t-ba

ll, g

am

es

, s

ca

rve

s, p

ara

ch

ute

Introduce group gam

es and activities that include both coordination skills and use of gym

equipment.

Ie) “Duck, D

uck, G

oose”, “Musical

Hoops”, “Four

Corners”

Introduce small group

and pair activities. Ie) throw

ing and catching a ball “Follow

the Leader”

Provide several activity stations for children to rotate through individually. Provide a variety of equipm

ent activities and coordination skill activities. (adequate adult supervision is required)

Introduce equipment and

allow children to explore

its use individually. Provide instruction.

De

mo

ns

trate

s

Ba

sic

C

oo

rdin

atio

n S

kills

. Ie

) wa

lkin

g,

run

nin

g,

ho

pp

ing

, sk

ipp

ing

, ju

mp

ing

, ga

llop

ing

, b

en

din

g,

stre

tch

ing

, p

ullin

g, p

us

hin

g,

Dem

onstrate a skill to the children and have all students

Practice coordination skills individually.

Ba

lan

cin

g

Use obstacle courses

to practice locomotor/

non-locomotor skills.

ie) jumping into hoops,

walking on balance

beam.

“Musical M

ovements” –

practice locomotor

movem

ents through gam

es. Have the

children hopping, skipping, jum

ping, etc. to m

usic.

demonstrate the skill w

hile m

oving across the gym betw

een tw

o specified points.

Allow the children to m

ove freely around the gym

and encourage practice of locom

otor and non-locom

otor m

ovements.

Teach

er T

oo

ls a

nd

Activ

ities to

En

co

ura

ge th

e D

evelo

pm

en

t of L

arg

e M

oto

r Skills


135Appendix C

Sk

ill

4

3

2

1

De

mo

ns

tra

tes

e

ye

-ha

nd

c

oo

rdin

ati

on

Sequ

ence

pat

tern

s of

be

ads

- lin

ing

up

/laci

ng, n

uts

and

bolts

. O

peni

ng/c

losi

ng li

ds.

Usi

ng th

e co

mpu

ter

mou

se

Cro

ssin

g m

idlin

e ac

tiviti

es: p

ipe

clea

ners

C

ooki

ng A

ctiv

ities

: m

easu

ring,

pou

ring,

cu

tting

, rol

ling

Fillin

g ba

gs/ c

onta

iner

s of

di

ffere

nt s

izes

usi

ng

sand

/rice

/bea

ns.

Man

ipul

atin

g du

plo/

bloc

ks.

Larg

e co

nstru

ctio

n to

ys.

Ball

activ

ities

suc

h as

th

row

ing

over

a n

et o

r th

roug

h ho

les,

cat

chin

g an

d th

row

ing.

U

se m

usic

al in

stru

men

ts

such

as

stic

ks, s

poon

s,

tam

bour

ine.

Ho

lds

an

d c

uts

w

ith

scis

so

rs

Use

of t

ools

suc

h as

ho

le p

unch

Gra

spin

g ac

tiviti

es:

tong

s

Gra

spin

g ac

tiviti

es:,

kniv

es, s

poon

s, fo

rks

Sque

ezin

g ac

tiviti

es: b

alls

Fing

er p

uppe

ts a

nd

finge

rpla

ys

Play

doug

h

Cuttin

g s

tages:

1)

cuttin

g s

traig

ht

lines

2)

length

en c

utlin

e

3)

wavy lin

es

4)

shapes (

circle

, oval)

5)

shapes (

square

, tr

iangle

)

Us

es

va

rie

ty o

f T

ac

tile

ma

teri

als

Su

gar c

ube

craf

ts

2 po

inte

d pe

ncils

/cra

yons

Mat

chin

g ta

ctile

m

ater

ials

ie

) 2 c

otto

n ba

lls, 2

be

an b

ags

Cue

tip

pain

ting

Pain

ting

with

pud

ding

, so

ap, s

havi

ng c

ream

Sa

nd ta

ble

mat

eria

ls:

bean

s, n

oodl

es, r

ice

Play

doug

h Bu

bble

Pac

king

Mat

eria

l

Tactile

activitie

s d

evelo

p

skill

s o

f dis

crim

inating

betw

een t

extu

res a

nd

mate

rials

and b

ody

aw

are

ness.

De

mo

ns

tra

tes

fi

ne

m

oto

r m

an

ipu

lati

on

th

rou

gh

wri

tin

g

gri

ps

.

Follo

w d

ots

with

fin

ger,

penc

il or

cr

ayon

Sp

oon:

car

ry d

iffer

ent

obje

cts

Pain

ting

with

a

varie

ty o

f bru

shes

tw

eeze

rs

eyed

ropp

er

Para

chut

e/bl

anke

t gam

es

Thro

win

g ba

ll/be

ach

ball

Ballo

ons

fille

d w

ith d

iffer

ent

mat

eria

ls: w

ater

, bea

ns,

rice,

san

d fo

r squ

eezi

ng

Bean

bags

Writing g

rips a

re d

eve

loped

thro

ugh a

ctivitie

s t

hat

giv

e

us s

tabili

ty in t

he t

runk a

nd

upper

body.

This

allo

ws f

ine

moto

r fu

nction in t

he h

and.

Rop

e pu

ll: C

hild

pul

ls s

elf

to o

ther

s ho

ldin

g ro

pe a

t ot

her e

nd

T

ea

ch

er

To

ols

to

En

co

ura

ge

th

e D

ev

elo

pm

en

t o

f F

ine

Mo

tor

Sk

ills


136 Appendix C

Sk

ill 4

3

2

1

Sh

are

s a

nd

ta

ke

s tu

rns

. Board gam

es that require taking turns.

Helper chart

Children take turns

completing

classroom jobs.

Use a stone or beanbag

during circle time to

encourage turn-taking. The child w

ho is holding the stone is the one w

ho may speak

and the others should listen.

When com

pleting tasks with tw

o or more

children practice turn-taking skills. U

se a timer for centers that require turn-taking.

For example: com

puter center

Re

so

lve

s

co

nflic

ts

Encourage children to solve the problem

independently.

Allow other children to

offer solutions. Let children involved in the conflict offer solutions. U

se visual cues such as thum

bs up and thumbs dow

n.

Teach a problem solving m

ethod. Teacher directed: Acknow

ledge feelings p

os

itive

ly

Ask what happened

Restate problem

Ask for solutions C

heck back to make sure.

Teach consistent classroom guideline w

ords. For exam

ple: “H

ands are for helping” “W

alking feet” Songs and fingerplays that describe em

otions. U

nd

ers

tan

ds

fe

elin

gs

D

raw pictures of

emotions.

Create a book

I am happy w

hen….

I am sad w

hen…

Read stories that

describe emotions

and identify reasons for the characters em

otions.

Use books and

pictures of facial em

otions for discussion. R

ead stories that describe em

otions and have the children com

pare their own

experiences.

Have children w

ho have difficulty describing their ow

n feelings look in a m

irror. R

ead stories that describe em

otions. Encourage the children to identify and discuss the em

otions portrayed..

Use books and pictures of facial em

otions. N

ame the em

otions for children initially. Have

the child initiate the facial expression.

Teach

er T

oo

ls a

nd

Activ

ities to

En

co

ura

ge th

e D

evelo

pm

en

t of S

ocia

l an

d E

mo

tion

al S

kills


137Appendix C

Sk

ill

Are

a

4

3

2

1

Init

iate

s a

nd

m

ain

tain

s

pe

er

inte

rac

tio

ns

Dire

ct a

chi

ld to

inte

ract

w

ith a

noth

er b

y m

akin

g a

sugg

estio

n. A

llow

the

child

to in

itiat

e th

e in

tera

ctio

n in

depe

nden

tly.

Prov

ide

activ

ities

whe

re

child

ren

wor

k in

pai

rs to

co

mpl

ete

a ta

sk.

Dire

ct a

chi

ld to

inte

ract

w

ith a

noth

er. F

or e

xam

ple:

G

o an

d as

k Ja

ne if

she

w

ould

like

to p

lay?

Pro

vide

le

ss s

uper

visi

on.

Dire

ct a

chi

ld to

inte

ract

with

an

othe

r: Fo

r exa

mpl

e: A

sk J

ane

if yo

u ca

n pl

ay?

The

teac

her

cont

inue

s to

sup

ervi

se th

e in

tera

ctio

n an

d pr

ovid

e cu

es.

Lead

a c

hild

to in

tera

ct w

ith

anot

her a

nd a

ct a

s fa

cilit

ator

.


138 Appendix C

Sk

ill: 4

3

2

1

Ide

ntifie

s N

am

e in

Prin

t R

ecognize printed name on

snack tags, helper chart, birthday chart, etc. R

ecognize name w

ritten in different fonts. Begin form

ing letters of their nam

e in print using their finger in finger paint, pudding, sand.

Com

pare names w

ith the sam

e first letter and identify their ow

n name.

Practice finding their name

among friends nam

es. C

ut the letters of their name

using playdough cutouts. Trace the letters over their printed nam

e.

Begin with recognition of

the first letter in their name.

What shape is the letter?

Who has the sam

e first letter in their nam

e? W

hose is different? Print the child’s nam

e on their artw

ork and say the nam

e aloud as you print it.

Label belongings with nam

e and include a picture. H

ave the child identify their nam

e.

Kn

ow

s F

ull N

am

e

Ag

e

Ge

nd

er

Print the child’s full name

on all artwork and personal

belongings. Have the child

identify their name and say

it aloud. H

ave the child match

number of objects to age to

show how

old he/she is. D

iscuss similarities and

differences in boys/girls. Ask directly if the child is a boy/girl.

Put the child’s full name into

a story you are writing or

telling and say the name

aloud. Print the child’s full nam

e on all artw

ork and personal belongings. Say the full nam

e aloud. W

hen practicing counting. stop at each num

ber and ask children if they are that m

any years old. Identify boys/girls in the classroom

. Physically sort them

into two groups.

Make a graph of boys/girls

in the classroom.

Play some rhym

ing games

such as the Nam

e Gam

e, Silly Sentences. W

hen counting 1-5 have the child indicate how

old he/she is. U

se visual cues. How

many

birthday cakes are you? Play the color gam

e using gender. Sort pictures of children/people into boys/girls.

Begin with repetition of

whole nam

e. Begin w

ith fingerplays to practice the num

bers from

1-5. U

se gender for transitions. “If you are a boy/girl line up?”

Teach

er T

oo

ls a

nd

Activ

ities to

En

co

ura

ge th

e D

evelo

pm

en

t of S

elf-Id

en

tity S

kills


139Appendix C

S

kil

l 4

3

2

1

De

mo

ns

tra

tes

Teach

er

To

ols

to

En

co

ura

ge t

he D

evelo

pm

en

t o

f S

afe

ty S

kills

Cre

ate

a le

sson

that

focu

ses

on “W

hat w

ould

you

do

if…?”

or “

Wha

t cou

ld h

appe

n if…

?” D

escr

ibe

situ

atio

ns to

th

e ch

ildre

n in

whi

ch s

afet

y is

a c

onsi

dera

tion.

Hav

e th

e ch

ildre

n st

ate

the

safe

ty

conc

ern

and

brai

nsto

rm

idea

s on

how

to s

tay

safe

in

that

situ

atio

n.

Rol

e pl

ay a

saf

ety

situ

atio

n an

d as

k th

e ch

ildre

n to

sta

te th

e sa

fety

con

cern

and

pr

ovid

e so

lutio

ns.

Befo

re e

ngag

ing

in a

n ac

tivity

ha

ve th

e ch

ildre

n st

ate

esta

blis

hed

rule

s an

d pr

ovid

e ad

ditio

nal s

afet

y tip

s.

Dev

elop

con

sist

ent

clas

sroo

m s

afet

y ru

les.

Po

st a

nd u

se v

isua

l cue

s to

re

info

rce

rule

s. P

ract

ice

and

rehe

arse

rule

s.

sa

fety

se

ns

e

Fo

llo

ws

ba

sic

s

afe

ty r

ule

s.

Hav

e a

child

ass

ist a

noth

er

in c

ompl

etin

g a

safe

ty

proc

ess.

Hav

e th

e ch

ild la

bel

and

desc

ribe

each

ste

p w

hile

com

plet

ing

a sa

fety

pro

cess

.

Hav

e th

e ch

ild c

ompl

ete

each

st

ep o

f the

saf

ety

proc

ess

by

usin

g th

e vi

sual

cue

s an

d st

atin

g ea

ch s

tep

alou

d w

ith a

ssis

tanc

e fro

m th

e te

ache

r.

Teac

h st

ep b

y st

ep p

roce

ss

usin

g ve

rbal

and

vis

ual c

ues.

Pro

vid

e le

sso

n a

nd

/or

un

it p

lan

s in

th

e f

ollo

win

g a

rea

s:

-

str

ee

t sa

fety

- b

ike

sa

fety

-

str

an

ge

r sa

fety

-

fire

sa

fety


140 Appendix C

Sk

ill Are

a:

4

3

2

1

Fo

llow

s

rule

s

an

d

rou

tine

s

Have a child m

odel and/or assist another child w

ith the routine. M

essage Board: The child describes the w

hole message. ie) W

e w

ill go to a puppet show

in one sleep.

Use cues to indicate transition

from activity to the next.

- shutting the lights off - singing a song - giving a five m

inute warning

Message Board: The child

explains one part of the m

essage. ie) A picture of a bed indicates one sleep.

Post a schedule in pictures ie) Boardm

aker pictures - indicate picture each tim

e there is a transition from

one activity to another - refer to the pictures w

hen children ask w

hat’s next

Provide individual children with

visual cues to assist him/her in

learning to follow the routine

Message Board: The child labels the

picture. ie) It is a …

- Boardmaker pictures

on a necklace or in a sm

all book M

essage Board: Teacher gives choices. ie) Is it a house or a car?

Se

lec

ts

an

d

Co

mp

lete

s

Ta

sk

s

Ask the child to select an activity. The teacher asks the child to select a task/activity and com

plete independently.

Limit choices: Indicate to the

child that they may select any

activity in a certain area. Ie) You m

ay choose any toy in the block area.

Limit choices. Ask the child to

indicate several choices and allow

them to select one. M

onitor time

focused on task. Teacher selects an activity and m

odels how to com

plete the task. The teacher/teacher associate rem

ains with the child but allow

s the child to com

plete the task independently.

Limit choices. Provide tw

o activities for the child to select from

. Have

the child select and then remove

the other choice. Monitor tim

e focused on task. Teacher selects and m

odels the task. The teacher or teacher associate com

pletes the task with

the child.

The teacher allows the child to

select from a choice of

activities, models the task and

allows the child to com

plete the task independently.

Ask child what is the

next step. U

se verbal cues to remind

child of each step. ie) “Now

put soap on your hands…

”

Break down task into several steps.

Model each step. ie) Teacher show

s how

to wash hands.

Break down task into several steps

and use visual cues. ie) handw

ashing Use pictures of each

step.

Atte

nd

s to

P

ers

on

al

Ca

re

Teach

er T

oo

ls to

En

co

ura

ge th

e D

evelo

pm

en

t of S

elf-H

elp

/Ind

ep

en

den

ce S

kills


141Appendix C

Sk

ill

Are

a

4

3

2

1 Rea

d bo

oks

that

in

trodu

ce b

asic

co

lors

. “B

row

n Be

ar”

Ca

n i

de

nti

fy

ten

ba

sic

c

olo

rs:

red

, y

ell

ow

, b

lue

, g

ree

n,

ora

ng

e,

pu

rple

, p

ink

, b

row

n,

bla

ck

, w

hit

e

Play

col

or b

ingo

and

focu

s on

bot

h co

lor a

nd s

hape

. So

rting

/gro

upin

g ob

ject

s of

diff

eren

t sh

apes

and

siz

es a

nd s

ever

al c

olor

s.

Intro

duce

col

or m

ixin

g th

roug

h lit

erat

ure

such

as

“M

ouse

Pai

nt” a

nd “W

hite

Rab

bit’s

C

olor

Day

”. E

xper

imen

t with

col

or

mix

ing.

Pl

ay a

gam

e th

at n

ames

col

ors

in

rela

tion

to o

bjec

ts in

the

phys

ical

en

viro

nmen

t usi

ng n

o vi

sual

cue

s.

“Wha

t col

or is

the

sky?

, a b

ear?

, the

su

n, …

. etc

. Fi

nd o

bjec

ts in

the

room

of a

spe

cific

co

lor w

ithou

t usi

ng v

isua

l cue

s. F

or

exam

ple:

“Can

you

find

som

ethi

ng th

at

is re

d?”

“I Sp

y”

Play

col

or b

ingo

and

fo

cus

on th

e co

lor o

nly.

So

rting

/gro

upin

g ob

ject

s of

di

ffere

nt s

hape

s an

d si

zes

acco

rdin

g to

two

colo

rs.

Cre

ate

a gr

aph

depi

ctin

g fa

vorit

e co

lors

. C

olor

gam

es: M

usic

al

colo

rs. W

hen

the

mus

ic

stop

s th

e ch

ild m

ust

iden

tify

and

labe

l the

col

or

he/s

he is

sta

ndin

g on

. Fi

nd o

bjec

ts in

the

room

of

a sp

ecifi

c co

lor u

sing

vi

sual

cue

s. F

or e

xam

ple:

G

ive

each

chi

ld a

diff

eren

t co

lore

d pa

per a

nd h

ave

them

mat

ch It

to a

n ob

ject

in

the

room

.

Play

col

or m

atch

ing

gam

es.

Sorti

ng/g

roup

ing

vario

us

obje

cts

of th

e sa

me

shap

e an

d si

ze a

ccor

ding

to c

olor

. Be

gin

with

two

colo

rs a

nd

grad

ually

incr

ease

.

Song

s: “_

___W

ore

Her

Red

Dre

ss”

“If Y

ou’re

Wea

ring

____

__ T

oday

” “T

his

is a

Son

g Ab

out

Col

ors”

Pu

zzle

s th

at fo

cus

on

colo

rs.

Hav

e co

lor d

ays

and

plan

act

iviti

es to

re

late

to th

at c

olor

. Fo

r exa

mpl

e: W

ear

red,

eat

red

snac

ks,

pain

t with

red

pain

t, et

c.

Focu

s on

one

col

or.

For e

xam

ple:

Col

or/d

raw

all

the

thin

gs in

you

r jou

rnal

gr

een

toda

y.

Find

an

obje

ct o

f a s

peci

fic

colo

r in

the

room

usi

ng

visu

al c

ues.

For

exa

mpl

e:

Each

chi

ld fi

nds

a re

d ob

ject

us

ing

a pa

per s

hape

to

mat

ch.

Teach

er

To

ols

an

d A

cti

vit

ies t

o E

nco

ura

ge t

he D

evelo

pm

en

t o

f A

cad

em

ic S

kills


142 Appendix C

Sk

ill Are

a

4

3

2

1

Ca

n id

en

tify

sh

ap

es

: c

ircle

, s

qu

are

, re

cta

ng

le,

an

d tria

ng

le

Find objects in the room of

a specific shape without using

visual cues. For example: “C

an you find som

ething that is a circle?” Play shape bingo and focus on both The shape and color. Play four corners using the four shapes. W

ipe off learning sheets focusing on shape. U

sing tracers to learn how the

shapes are made.

Give the children cut out shapes to

create their own anim

al or creature.

Find objects in the room of

a specific shape using visual cues. For exam

ple: Give each child a paper

shape and have them m

atch it

to an object in the room.

Play shape bingo and focus on the Shape only. M

usical shapes. When the m

usic stops the child m

ust identify and label the shape he/she is standing on. C

reate artwork from

shapes. For example:

An owl puppet m

ade from circles, triangles,

squares and rectangles. Teacher-directed. M

emory m

atching games using shapes.

Create a graph depicting shapes.

Find objects in the room

of a specific shape. Focus on one shape only and use a visual cue. For exam

ple: Each child finds an object that is round using a paper shape to m

atch.

Songs and fingerplays that identify shapes: “D

raw a

circle…”

“A Great

Big Circle”

Play and build w

ith blocks of various sizes and shapes.

Matching gam

es: shapes only

Puzzles that focus on shapes.


143Appendix C

Sk

ill

Are

a

4

3

2

1

Ca

n i

de

nti

fy

lett

ers

O

f th

e

alp

ha

be

t.

Spel

l fam

iliar w

ords

an

d na

mes

. C

ount

num

bers

of

lette

rs in

nam

es a

nd

labe

ls.

Prov

ide

a m

agne

tic

boar

d an

d le

tters

. Al

low

the

child

to

spel

l wor

ds th

ey

know

. Pr

ovid

e pu

zzle

s,

fold

er g

ames

and

m

atch

ing

gam

es to

pr

actic

e al

l the

le

tters

of t

he

alph

abet

.

Song

that

iden

tifie

s le

tters

of

the

alph

abet

: “If

you

r nam

e be

gins

with

th

e le

tter y

ou h

ear”.

Pl

ay a

lpha

bet b

ingo

. U

se v

isua

l cue

s. F

or

exam

ple:

Pro

vide

a m

odel

su

ch a

s a

plas

tic o

r cut

-out

le

tter.

Prov

ide

a m

agne

tic b

oard

w

ith c

olor

ed le

tters

. Spe

ll th

e ch

ild’s

nam

e us

ing

the

lette

rs a

nd h

ave

the

child

co

py.

Com

parin

g na

mes

on

a he

lper

cha

rt. F

or e

xam

ple:

“T

yler

and

Tyr

in” H

ow a

re

they

the

sam

e/di

ffere

nt?

Use

the

child

’s n

ame

as a

Pr

ovid

e m

atch

ing

gam

es, a

nd fo

lder

ga

mes

that

focu

s on

one

lette

r at a

tim

e.

Play

alp

habe

t bin

go u

sing

onl

y th

e le

tters

in

the

child

’s n

ame.

Use

vis

ual c

ues.

For

ex

ampl

e: H

old

up th

e le

tter y

ou w

ish

him

/her

to fi

nd.

star

ting

poin

t. F

or

exam

ple:

“Y

our s

peci

al le

tter

(firs

t let

ter o

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145Appendix DAssessment and Evaluation in Prekindergarten

D APPENDIX D

SAMPLE REPORTING AND STUDENT

OBSERVATION FORMS

D.1 St. Mary Community School Student Pre-Kindergarten Progress Report

D.2 Connaught Community Schools Pre-Kindergarten Progress Report

D.3 Regina Public School Division Pre-Kindergarten Report Card

D.4 Student Observation Forms from Children First: A Curriculum Guide for Kindergarten

St. Mary Community School, North Battleford

Pre-Kindergarten Progress Report*

STUDENT NAME: _____________________________________________________

PARENT/GUARDIAN: __________________________________________________

DATE OF BIRTH: _____________________________

DATE OF PROGRAM ENTRY: _____________________

TEACHER(S): ___________________________________________

___________________________________________

RELEVANT MEDICAL INFORMATION:

PROGRAMMING CONSIDERATIONS (SPEECH, VISION, HEARING, HANDEDNESS):

SUPPORT PERSONNEL:

________________________ ________________________

________________________ ________________________

ATTENDANCE:

Reporting Period: November

Year _____

March

Year _____

June

Year _____

Days Attended:

Days Open:

Percentage

PARTICIPATION IN FAMILY ACTIVITIES:

Reporting Period: November

Year _____

March

Year _____

June

Year _____

Activities Attended:

Activities Offered:

Percentage:

*Used with permission from the St. Mary Community School Prekindergarten


148 Appendix D Assessment and Evaluation in Prekindergarten

COMMENTS:

November

March

June

SIGNATURES:

Parent ____________________ ________________

November March

Parent ____________________ ________________

November March

Other ____________________ ________________

November March

Teacher ____________________ ________________

November March

____________________

June

Connaught Community School, North Battleford

Pre-Kindergarten Progress Report*

Student’s Name:__________________

Teacher’s Name: _________________

Year: 2004 – 2005

Pre-Kindergarten is a unique program aimed at providing pre-school aged children with a

variety of experiences that will promote their overall development. These experiences

are planned to enhance language development, social and emotional development, self-

help skills, math and science readiness and fine and gross motor skills.

It is hoped that students will accomplish many of the Pre-K objectives before entering

Kindergarten. Some children may be able to accomplish these skills early, while others

may take longer to master them. It is important to remember that each child is unique

and develops at his or her own rate.

Attendance in Pre-Kindergarten

2004-2005 Sept Oct Nov Dec Jan Feb Mar Apr May June Entire

Year

Regular

Attendance

Days

Attended

Days Open

Percentage

Participation

in Family

Activities

Activities

Attended

Activities

Offered

Percentage

*Reprinted with permission of Connaught Community School. Formatting has been changed


Key Skills and behaviours observed in November are underlined.

Skills and behaviours observed in June are circled.

Communication/Speech/Language

A. Communicates personal data

1. first name 2. last name 3. gender

4. age 5. birthday 6. parents

B. Can understand and follow verbal directions

1. has difficulty 2. 1 step directions 3. 2 step directions

C. Answers questions

1. who 2. what 3. where 4. when 5. why

D. Asks a variety of questions

1. not yet 2. asks questions but needs help with phrasing 3. yes

E. Labels objects in the environment and picture books

1. a few 2. some objects 3. many objects

F. Identifies body parts (expressive language)

1. mouth 2. eyes 3. nose 4. feet 5. hair 6. head 7. ears

8. hands 9. legs 10. arms 11. fingers 12. stomach 13. back 14. toes

15. chin 16.thumbs 17. knees 18. neck 19. fingernails 20. shoulders 21. elbows

G. Communicates the function of objects

1. a few 2. some objects 3. many objects

H. Understands and verbalizes positional words

1.open/closed 2.front/back 3. in/out

4. behind/in front 5. bottom/top 6. over/under

7. up/down 8. forward/backward 9. away from/toward

10. low/high 11. above/below 12. first/last

13. middle

I. Uses pronouns (I, you, he, she, they, etc) correctly

1. has difficulty with ________________ 2. yes

J. Pays attention and listens to stories

1.has some difficulty 2. often 3. yes

K. Able to recall story information

1. has difficulty 2. yes


L. Can describe a sequence of at least three events, using words such as first, then, next,

and last.

1. not yet 2. yes

M. Joins in group discussions and expresses ideas

1. rarely 2. sometimes 3. often

N. Speaks clearly and is easily understood

1. not yet 2. yes

O. Sings songs

1. not yet 2. yes

P. Can identify which object is different and tell why

1. has difficulty identifying object that is different

2. can point to object that is different

3. can identify object and tell why it is different

Q. Can identify own printed name

1. not yet

2. recognizes words starting with same letter

3. yes

R. Can repeat sentences of

1. 3 short words 2. 5 short words 3. 10 short words

Social and Emotional Development

A. Follows the classroom rountine

1. needs guidance 2. yes

B. Behaves appropriately at school

1. has some difficulty 2. usually 3. yes

C. Sits properly when required

1. has difficulty 2. sometimes 3. yes

D. Avoids interrupting

1. has some difficulty 2. usually 3. yes

E. Pays attention

1. has difficulty 2. sometimes 3. usually 4. yes

F. Participates in activities

1. rarely 2. sometimes 3. usually 4. yes


G. Plays

1. alone

2. beside others with little interaction

3. cooperatively with others

H. Gets along with others


I. Follows verbal instruction in the classroom


J. Can separate easily from adult when arriving at school

1. has difficulty 2. usually 3.yes

Self Help Skills

A. Dresses and undresses

1. needs considerable help and/or encouragement

2. needs a little help/encouragement

3. independent

B. Washes face and hands as needed

1. needs reminders 2. usually

Math and Science Readiness

A. Matches same colours

1. not yet 2. yes

B. Points to colours when requested

1. not yet

2. red 3. blue 4. green 5. yellow 6. orange

7. purple 8. brown 9. black 10. pink 11. grey

12. white

C. Labels colours

1. not yet

2. red 3. blue 4. green 5. yellow 6. orange

7. purple 8. brown 9. black 10. pink 11. grey

12. white

D. Matches shapes

1. not yet 2. yes


E. Points to shapes when requested

1. not yet

2. circle 3. square 4. triangle 5. rectangle 6. diamond

F. Names shapes

1. not yet

2. circle 3. square 4. triangle 5. rectangle 6. diamond

G. Rote counts to_______ (November)

________(June)

H. Counts objects with one to one correspondence

1. not yet

2. counts _________ objects (November)

_________ objects (June)

I. Labels numerals

1. not yet

2. labels 1 2 3 4 5

J. Understands and verbalizes quantitative concepts

1. many/one 2.little/big 3. empty/full

4. light/heavy 5. short/tall 6. thin/fat

7. less/more 8. short/long 9. slow/fast

10. few/many

K. Matches pictures or things that are the same

1. not yet 2. yes

L. Classifies objects into groups (For example: food, vehicles, clothes, etc.)

1. not yet 2. yes

M. Continues an alternating pattern (For example: red, blue, red, blue)

1. not yet 2. yes

Fine Motor Skills

A. Pencil Grasp

1. undetermined 2. fist 3. fingers

B. Handedness

1. undetermined 2. left 3. right

C. Copies forms

1. vertical line 2. horizontal line 3. circle

4. x 5. square


D. Makes letters or letter-like marks

1. not yet 2. yes

E. Draws a person

1. not yet

Person includes

2. head 3. legs 4. ears 5. feet 6. arms

7. shoulders 8. trunk 9. eyes 10. nose 11. hair

12. neck 13. hands 14. mouth

F. Draws

1. scribbles

2. somewhat recognizable picture, meaningful to child

3. recognizable pictures, names and describes

G. Colouring

1. scribbles 2. colours on picture 3. can colour within lines

H. Cuts with scissors

1. learning to hold scissors

2. can handle scissors

3. cuts a line within ½ inch of limits

4. cuts a triangle within ½ inch of limits

5. cuts a circle within ½ inch of limits

6. cuts a circle within ¼ inch of limits

I. Completes puzzles

1. not yet 2. 4 pieces 3. 8 pieces 4. more than 11 pieces

J. Can handle a computer mouse

1. not interested in classroom computer 2. not yet 3. yes

Gross Motor Skills

A. Participates in gym activities

1. not yet 2. sometimes 3. yes

B. Catches a ball

1. has difficulty 2.traps with arms and chest 3. catches with

hands

C. Hops several times on one foot

1. has difficulty 2. yes


D. Walk on balance beam

1. with help 2. arms out 3. arms down at sides

Comments

Date Date

Teacher’s Signature

Teacher’s Signature


REGINA PUBLIC SCHOOLS

Quality, Values & Caring Schools

Better Beginnings, Better Futures

Student

School

Teacher

Year

Parent/Guardian Signature(Please review, sign and return to school.)

First Report (January)

Second Report (June)

Continuous growth is evaluated with the following scale:

B: Beginning D: Developing I: Independent

Regina Public Schools Mission Statement:

To instil the value of knowledge, the dignity of effort, and the worth of the individual.

L earningbegins aat hhome.

I am responsible•

Iwantto

know•Ibelo

ng•

Ires

pect

•

Pre-KindergartenProgress Report


January June

I take care of my personal things. I use my manners. I care for toys and school materials.

January June January June

January June January June January June

I work with my hands. I participate in large muscle activities. I participate in movement activities.

I participate in circle activities. I choose a variety of activities. I use the play centres appropriately.



I listen and follow directions.I use language to communicate

basic needs. I speak in phrases or sentences.


January June

I follow school rules and procedures. I share and play cooperatively. I use my imagination when I play.

January June January June


I imitate or sing familiar songs andrhymes. I experiment using different materials. I draw, paint, colour and create.

I use outdoor play equipment safely. I am interested in stories and books. I am curious about my environment.



I explore with writing.I learn concepts and new words

from classroom themes.I can sort by colour, shape and size.

Resources for Everyday in Everyway © 1989 David S. Lake Publishers


Communication

Large and Fine Muscle

Strengths/Abilities/Interests

Special Needs

Special Services Provided

Comments

Family Involvement

No. of parent days ________ No. attended ________

#3205-03

January

Communication

Large and Fine Muscle

Strengths/Abilities/Interests

Special Needs

Special Services Provided

Comments

Family Involvement

No. of parent days ________ No. attended ________

June


D.4 Student Observation Forms from Children First: A Curriculum Guide

for Kindergarten

Evaluation at the End of the Theme

Theme: __________________________________________

________________________________________________________________________

Period from:______________________ to: _____________________________

________________________________________________________________________

During the theme, I’ve observed the development of these students in the following areas:

Name of

Student

Socio-emotional Physical Intellectual

Student Observation forms from Children First: A Curriculum Guide for Kindergarten


Sample of Completed Evaluation at End of the Theme

Name of Student: Thomas

Date: April 17

Theme: Modes of Transportation

Foundational Objectives

Comments

Is at ease and has sense of security as a

member of the class.

Is comfortable talking to other students and

myself; offers ideas on how to solve problems.

Engages in various activities with initiative

and confidence.

Is starting to do this; prefers certain activities and

returns to them regularly.

Appreciates the uniqueness of every

individual.

After listening to a book, he asked questions about

the way people from another culture traveled and

thought their transportation methods were good.

Participates in activities designated to

improve motor skills.

Participates in gym activities with a lot of

enthusiasm.

Participates in activities designated to

develop an appreciation and enjoyment of

human movement.

Movements didn’t always go with the music but

enjoyed the activities. Participates with much

enthusiasm; found many ways to roll.

Participates in activities that encourage self-

expression.

Spends a lot of time in the creative problem-

solving center; worked for two days on a boat;

very proud of self-built boat.

Uses language to bring meaning to what

she/he observes, feels, thinks, hears, smells

and tastes.

Doesn’t sing the songs, but recites the poems;

rarely chose the quiet-time relaxation center

during this theme.

Acquires concepts and information that lead

to the attainment of the life skills that are

necessary to function independently.

Thomas is particularly interested in mechanics of

the vehicles. He asked questions such as “Where

is the gas tank?”



Evaluation at the End of the Theme

Name of Student: _______________

Date: ____________________

Theme:_____________________

Foundational Objectives

Comments



Sample Anecdotal Record-Keeping Devices

Anecdotal Comments

Name Monday

Tuesday

Wednesday

Thursday

Friday



Anecdotal Record Chart for Activity Centres

Anecdotal Records

Centre: _____________________________

Date: ______________________________

Name Name Name

Name Name Name

Name Name Name

Name Name Name



Anecdotal Record Form for Activity Centres

Anecdotal Record

Activity Centre: _____________________________ Date: ___________________

Name of Student: ______________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Anecdotal Record


Name of Student: _____________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Anecdotal Record


Name of Student: _____________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________



SAMPLE Checklists

Cooperative Group Learning Checklist:

How We Work with Our Partners When Cooperative Learning

Names: ______________________________ and ____________________________

What did we do?

Yes No

Did we stay in our places?

Did we share our things?

Did we take turns?

Did we use 30 cm voices?

What can we do better next time? ______________________________________

________________________________________________________________________



Emerging Literacy Checklist

This checklist is adapted from page 159 of English Language Arts: A Curriculum for the Elementary Level,

Saskatchewan Education, 1992. Teachers may periodically use this checklist throughout the school year to

monitor a student’s emerging literacy.

Name: ______________________________________ Date: _________________

Yes No Comments

Interest in Print

Is interested in books ...………………………………………………

Approximates reading behaviours…………………………………….

Contributes to environmental print display ………………………….

Selects and examines printed materials independently ……………...

Enjoys being read to …………………………………………………

Participates in shared reading activities ……………………………..

Attempts to communicate in print …………………………………...

Approximates printing with scribbles, strokes ………………………

Book Knowledge

Holds book right side up …………………………………………….

Turns pages right to left ……………………………………………..

Identifies where story begins, ends ...………………………………..

Recognizes terms:

Title …………………………………………………………

Author ………………………………………………………

Illustrator ……………………………………………………

Cover ………………………………………………………..

Examines and interprets illustrations ………………………………...

Retells shared stories …………………………………………………

Reading and Writing Strategies

Views self as reader …………………………………………………..

Attempts to read independently ………………………………………

Expects the text to make sense ……………………………………….

Derives meaning and makes predictions about text by:

using picture clues …………………………………………..

drawing on experience or knowledge of topic ………………

using story structure clues …………………………………...

taking risks as a reader ………………………………………

Has a store of key or sight vocabulary ………………………………..

Can match some text with oral language ……………………………..

Can follow a line of print ……………………………………………..

Views self as a writer …………………………………………………

Attempts to convey meaning using printed symbols …………………

Independently initiates writing ……………………………………….

Takes risks in writing:

creates symbols which represent letters ……………………..

creates groupings of letters to represent words and sentences ..

invents spellings ……………………………………………...

Willingly shares or explains own writing to others …………………...

Follows directionality of print-left-to-right, top-to-bottom …………...

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__



Kindergarten Checklist I Socio-emotional Development

__Choose appropriate behaviour in a variety of settings:

__ activity time __ hallways

__ circle time __ field trips

__ library, gym, computer room, music room

__Accepts responsibility for own behaviour

__Can share materials, space, and teacher’s time with others

__Can interact positively with peer group:

__ accepting/offering suggestions

__ joining in

__ following group direction

__Demonstrates confidence in self and can work independently

__Respects rights and properties of others and self

__Makes an activity choice and finishes the task

__Can take care of “housekeeping” tasks:

__ bathroom habits

__ tidiness in classroom

__ dresses self

II Physical Development __Participates in a variety of movements:

__ skips __ runs __ rolls

__ hops __ squats __ stretches

__Is developing strength, body awareness and spatial awareness through a variety of activities

__Is developing eye-hand, eye-foot coordination

__Is developing fine motor skills:

__ grasping __ buttoning __ puzzle play

__ cutting __ buckling __ tying

__ tracing __ colouring __ zipping

__Is developing sensory awareness

III Intellectual Development

__Is developing a positive attitude towards learning

__Is using language to bring meaning to what is:

__ observed __ felt __ thought __ heard __ smelled __ tasted

__Is developing an awareness that print has meaning

__Is using own script to convey meaning

__Is developing logical thinking skills through a variety of activities:

__ classifying __ patterning __ ordering

__ serializing __ organizing __ listing

__ predicting

__Is expressing self through the Arts:

__ Music __ Visual art

__ Drama __ Dance

__Is listening for:

__ Information __ directions __ explanations

__Is able to gather information

__Is able to verbally express self

Comments:



Motor Skills Development Checklist

Teachers may periodically use this checklist to monitor a student’s perceptual/motor skills

development.

Name: ___________________________________ Date: ________________________

Participates in activities designed to

improve perceptual/motor skills

Yes No Comments

is increasing speed; e.g., runs fast

reaction time is improving, e.g., stops

when signaled by a bell or clap

agility is improving, e.g. dodges a ball

large muscle coordination is

improving, e.g., skips, gallops

small muscle coordination is

improving, e.g., strings beads

uses muscles for self-help skills; e.g.,

zips jacket, ties shoes

is developing eye-hand coordination;

e.g., throws a ball at a target, catches a

bean bag, assembles a puzzle, cuts with

scissors

is developing eye-foot coordination,

e.g., kicks a ball

is developing awareness of body in

space; e.g., finds a space on the floor

where no one else can be reached

is beginning to be aware of laterality,

e.g., twirls other hand, raises other foot

directionality is developing; e.g.,

moves forwards, backwards, sideways;

and over, under, through, inside,

outside and around objects

changes direction with ease

is developing kinaesthesis; e.g.,

touches knees with eyes closed

demonstrates good posture

is developing balance; e.g., hopes on

one foot, walks on low balance beam,

walks with bean bag on head

is beginning to sequence; e.g., claps

four times, then jumps



Sample Rating Scales

Assessment Portfolio Rating Scale

The following rating scale could be used to assess student’s portfolios.

Code:

Ind. - Independent Name: ________________________

Dev. - Developing Date: ________________________ Beg. - Beginning

N.F.D. - Needs Further Development

Scale

Attribute to be Evaluated Ind. Dev. Beg. N.F.D.

Originality

Neatness/organization

Growth in concepts

Variety of choices

Individual activity from group focus

Transfer of learning

Comments:



Cooperative Group Skills Rating Scale

The following checklist is from Wellness 10: A Curriculum Guide for the Secondary Level,

Saskatchewan Education, Training and Employment, 1993, p. 72. It could be used to assess

cooperative group skills.

Scale: 1 = hardly ever

2 = some of the time

3 = most of the time

4 = all of the time

Date: ___________________________

Names Encourages

Others

Listens

Attentively

Shares/Takes

Turns

Stays on

Task

Comments




Cooperative Group Learning Rating Scale

The following rating scale could be used to assess cooperative group listening.

Student’s Name: _____________________________________________________

Date: _____________________________

1. The student works with a range of

peers, not just with close friends.

1 2 3 4 5

not yet sometimes often

2. The student willingly shares

materials and ideas with others.

1 2 3 4 5


3. In group work the student shows

respect for others by listening and

considering other points of view.

1 2 3 4 5


4. The student follows group work

rules as established for the activity.

1 2 3 4 5


5. The student fulfils her/his work

responsibilities in the group.

1 2 3 4 5


6. The student exhibits appropriate

work behaviours during time set

aside for group work.

1 2 3 4 5


7. The student participates in

discussion during the time set aside

for group work.

1 2 3 4 5


8. The student contributes ideas to the

group efforts in the time set aside

for group work.

1 2 3 4 5



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Participation and Contribution to Classroom Activities Rating Scale

The following is another example of a way that a rating scale based on the Kindergarten

foundational and specific objectives could be developed. However, the completion of a scale

like this on all the foundational and specific objectives for every student would be an unrealistic

expectation.

Date: _________________________

Students’ Names

Code:

1. Often

2. Sometimes

3. Not Yet

demonstrates interest and enthusiasm

for classroom activities

is willing to try new activities

is beginning to follow rules

shows an appreciation of rules by

reminding others about them

generates rules where needed

offers constructive suggestions to other

children and adults

willingly participates in routine

activities

accepts responsibility for the care of the

classroom environment (e.g., feeds

pets, waters plants, washes

paintbrushes)



Self-Assessment Rating Scale to Assess Attitude The following rating scale could be used to assist students’ attitude. Other questions could be added or

substituted.

Date: ________________________________________________________

Student’s Name: _______________________________________________

Directions: Have available three faces (one sad, one happy, one neutral). These can be drawn on heavy

paper and laminated, or made from two circles of cloth, stuffed and finished with buttons for eyes, felt for

the nose, and felt or wool for the mouth. Ask the student the following questions and explain that she/he

should respond by choosing the appropriate face. Record the answer by drawing the shape of the mouth

chosen and by noting any pertinent verbal response.

1. When you look at a book all by yourself, how do you feel?

2. When I ask you to talk about your picture, how do you feel?

3. When you get up in the morning and you know you are going to school, how do you feel?

4. When I read a story to the whole class, how do you feel?

5. When you are working at a center by yourself, how do you feel?

6. When someone asks you to play, how do you feel?

7. When we go the gym, how do you feel?

8. When we sign in class, how do you feel?

9. When it’s time to play outside at recess, how do you feel?

Comments: ______________________________________________________________

________________________________________________________________________

________________________________________________________________________



The Assessment Portfolios

The assessment portfolio is a method of

organizing and storing student-produced

materials over an extended period of time.

It could also include checklists, rating

scales, etc. that the teacher has completed on

the students’ progress. It allows teachers to

assess student growth and overall learning

progress during that period of time. Work

samples are a major component of the

assessment portfolio. Examples are:

samples of students’ emergent writing

samples of students’ drawing

photos of block constructions, etc.

audiocassettes of children telling stories,

etc.

videotapes

print-outs of computer work

The following are suggestions for using

assessment portfolios as an evaluation tool.

Items should be dated.

Materials should be organized according

to category and in chronological order.

Adhesive-backed notes are useful for

attaching observations and comments.

A copy of the foundational and learning

objectives should be included in the

portfolio.

Students’ own work should be compared

with their own previous work and not

with that of other students.

A sample of an assessment portfolio

rating scale is included on page 190.

Analyzing Information

After assessment information has been

collected, it must be carefully analyzed

before it is shared with the students and their

parents/caregivers. In analyzing the

information collected about a child, a

teacher needs to consider the development

of the child in light of the foundational and

specific objectives of the program. The

teacher should synthesize the progress of the

child in terms of strengths, weaknesses and

patterns, and then plan instructional

approaches for the future. Questions such as

the following should be considered.

what patterns in the student’s

development have I observed?

how does the child’s development

compare with her/his previous progress?

Sharing Information with

Parents/Caregivers

Indications of growth and development are

shared with students and parents/caregivers

through a variety of methods. These include

scheduled information sharing sessions,

informal visits, assessment portfolios and

report cards. Information sharing sessions

and report cards are elaborated on as

follows.

Information Sharing Sessions

Teachers or parents/caregivers could initiate

information sharing sessions. If the

atmosphere is positive, these sessions can be

one of the most valuable means of acquiring

and conveying information about the

student. When appropriate, involving the

child can be beneficial because it encourages

her/him to take responsibility for learning.

These meetings require much preparation if

they are to be meaningful. Some

suggestions for organizing a successful

conference include the following.

Teachers should sit at a table beside the

parent/caregivers rather than across from

them. This makes sharing materials

more convenient and generally puts

people at ease. Round tables work best.

Meetings should start and finish on time.

If more discussion time is required,

another session should be arranged.

Anecdotal records, checklists, student

work samples, etc. should be organized

for sharing.



A notebook should be available for

recording pertinent information that is

shared.

Time could be allotted for students to

take their parents/caregivers on a tour of

the classroom. Posters explaining what

children are learning could be provided

at each activity centre.

Foundational and learning objectives

should be sent home with the report card

(if used) prior to the session.

The report card (if used) should be

reviewed by the teacher and student

together prior to the session.

Students could choose work samples that

they would like to show their

parents/caregivers at the session.

A short videotape of classroom activities

could be prepared to share before the

session. Parents/caregivers could be

asked to arrive a few minutes early to

view this production.

Parents/caregivers could be encouraged

to express their points of view.

Parents/caregivers could be invited to

share an experience and/or bring a

sample of what their children have

enjoyed doing at home (e.g., a rock

collection, a drawing.)

At a conference early in the school year,

parents/caregivers could be invited to

help complete a web of their child’s life.

Components could include favourite

activities, friends, siblings, extended

family, critical events, etc.

Students should not be compared with

classmates or siblings.

Parents/caregivers could be invited to

visit the classroom to observe their

children prior to the information sharing

session. They could be given

observation sheets to guide their

observations, then this experience could

be discussed at the meeting. This

experience could be valuable, even if the

children do not behave typically during

the visit, because it provides a basis for

meaningful discussion. The form on

following page is an example of a

parent/caregiver observation sheet.

Materials could be available on how

parents/caregivers may help their

children at home (e.g., a list of suitable

literature).

A few minutes for the teachers to relax

should be allowed between each

conference.

The form on page 199 is an example of

how an information sharing session could

be summarized.

Report cards

Although it is quite appropriate for

Kindergarten students to be excluded from

receiving formal report cards, many school

districts choose to issue them. This decision

is the school district’s responsibility.

Suggestions for a suitable report card

follow.

Socio-emotional, physical and

intellectual foundational objectives

should be used as criteria for evaluation.

Numerous, meaningful comments should

be stated in positive terms.

Simple, concise language should be

employed.

Simple, concise language should be

employed.

Specific examples of students’ behaviour

should be included (e.g., Jordan often

offers to water the plants).

A student’s performance shouldn’t be

compared with others.

Ways that parents/caregivers can assist

at home should be included, as well as

ways that the student is being or will be

assisted at school.

Quotes From Kids: A Dangerous Situation –

During a class discussion on endangered

species, the teacher asked what “endangered”

means. Kaylee responded confidently, “If a

bull was in a field and a lion came along, the

bull would be in danger.”



Parent/Caregiver Observation Sheet Date: ____________

Child’s Name: ____________________________________

Socio-emotional Development

Does your child play well with others? ___________________________________________________

Does she/he follow rules? _____________________________________________________________

Does she/he appear enthusiastic and interested in activities? __________________________________

Does she/he put things away? __________________________________________________________

Physical Development

Does your child take safety precautions? __________________________________________________

Doe she/he control physical movement? __________________________________________________

Is she/he physically active/tired? ________________________________________________________

Intellectual Development

Does your child explain her/his own actions? _______________________________________________

Doe she/he ask questions? ______________________________________________________________

Does she/he use language imaginatively? __________________________________________________

Does she/he write/recognize her/his name? _________________________________________________

Does she/he write using scribbles, random letters, temporary spelling, etc.? _______________________

Does she/he spend time concentrating on books? ____________________________________________

How does she/he solve problems? ________________________________________________________



Information Sharing Session Record

__________________School

Student:

Grade:

Teacher:

Parent/Caregiver: Date:

Things Students Does Really well Things Student Wants to Do Better

Ways Students Suggests She/He can do These

Things Better?

Ways Parent/Caregiver May Help at Home

Additional Comments of Parent/Caregiver/Teacher/Student

_________________________ _____________________ ______________________

Student Parent/Caregiver Teacher



181Appendix EAssessment and Evaluation in Prekindergarten

E APPENDIX E

SAMPLE FAMILY INPUT FORMS

E.1 Regina Early Learning Centre Preschool Survey

E.2 Regina Early Learning Centre: Family Outreach Survey

E.3 St. Mary Community School, North Battleford:Activity Evaluation Form

E.4 Connaught Community School Prekindergarten,North Battleford: Parent Evaluation Form

183Appendix E

E.1 Regina Early Learning Centre: Preschool Survey* June 2004

Dear Parent/Guardian,

To help us improve our programs, please give us your feedback by answering the followingquestions and returning to the Centre as soon as possible. Thank you.

1. What do you think your child has gained from coming to the Early Learning Centre?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

2. Were your child’s learning needs met at the Early Learning Centre?❑ Yes❑ No

If no, please comment__________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

3. Did you receive home visits from your child’s teacher?❑ Yes❑ No

If yes, how useful were these visits? If no, please comment ____________________________

________________________________________________________________________________

________________________________________________________________________________

4. Overall, how satisfied are you with the preschool? (circle most applicable response)

1 2 3Very Dissatisfied Fairly Satisfied Very Satisfied

5. If you could make any changes to the Early Learning Centre, what would they be?

________________________________________________________________________________

________________________________________________________________________________

*Used with permission from the Early Learning Centre


184 Appendix E Assessment and Evaluation in Prekindergarten

E.2 Regina Early Learning Centre: Family Outreach Survey* June 2004

1. Please indicate which family outreach activities you participated in (check all boxes that apply):❑ Come Read With Me❑ Aboriginal PRINTS❑ Parent Teacher Supper Meetings❑ Special Events (Cultural Fair, Clothing Fairs, Christmas Party, etc.)❑ Play and Learn❑ Community Kitchens❑ Infant Massage❑ Women’s Support Group

2. Did you get rides on the ELC vans? Yes___ No___

3. Would you have been able to attend if transportation were not provided? Yes___ No___

4. Did your child or children come with you to the events? Yes___ No___

5. Would you have been able to attend if child care were not available? Yes___ No___

6. What did you like best about the Family Outreach events you attended?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

7. What have you learned that you use at home?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

8. If you could make any changes to Family Outreach Activities what would they be?

________________________________________________________________________________

________________________________________________________________________________

*Used with permission from the Early Learning Centre

185Appendix EAssessment and Evaluation in Prekindergarten

E.3 St. Mary Community School, North Battleford: Activity Evaluation Form*

Activity ______________________________________________________________

What did you like about this activity?

____________________________________________________________________

____________________________________________________________________

What didn’t you like about this activity?

____________________________________________________________________

____________________________________________________________________

What could we change about this activity?

____________________________________________________________________

____________________________________________________________________

Please rank the activity using the scale below.

1 2 3 4 5 6 7 8 9 10Needs Good GreatImprovement

Please indicate any activities you would like to see us host or any activities youcould help with.

____________________________________________________________________

____________________________________________________________________

*Used with permission from the St. Mary Community School Prekindergarten

186 Appendix E

E.4 Connaught Community School Prekindergarten, North Battleford

What Do You Think of Pre-K?*Dear Parents,

Each year the Pre-K program is evaluated. Parent feedback is very important. It helps determineif the program is worthwhile and how it can be improved. Please complete the followingquestionnaire. Your comments can benefit your child and others!

We need your opinions, not your name. Please take the name label off this paper. An envelopewill be posted on the classroom door to collect the questionnaires. Thank you for yourcooperation.

Sincerely,(Teacher)

1. How do you and your child feel about Pre-K?

2. What changes have you noticed in your child?

3. What do you like about Pre-K?

4. How could the Pre-K program be better?

5. Describe a family activity that your child enjoyed?

6. Describe a family activity that you enjoyed?

7. Do you have suggestions for other family activities? What are they?

8. Is there anything that made it difficult for your family to take part in family activities?

9. Do you prefer to talk with your child’s teacher in a private meeting at school or during anarranged visit to your home?

10. Please comment on any or all of these:

- Communication between staff and parents

- Take Home Packs(The theme backpacks which families sign out and borrow for one week.)

- Home Reading Program(The zip-lock bag with a book to borrow each day.)

*Reprinted with permission of Connaught Community School. Formatting has been changed to fit page.



187References

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189References

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