Assessment
Our assessment system is grounded in the concept of developmentally appropriate authentic assessment as the most reliable means for gaining credible information about what and how children are learning and progressing across all the developmental domains. Therefore, assessment is conducted in settings familiar and comfortable for children and by adults they know and trust.
Purposes:
- Gather information using multiple means that are culturally respectful, meaningful, authentic and accurate
- Describe each child’s development and learning
- Provide families with comprehensive and relevant information about progress and/or indicators that referral is needed for extended diagnostic evaluation
- Identify children’s interests and needs
- Make appropriate instructional decisions and adaptations for each child
- Use assessment results for program improvement
- Communicate effectively with parents as partners in their child’s early childhood education
Procedures: Primary methods include
- Observation
- Anecdotal records
- Skills checklists
- Developmental screening (Ages & Stages Questionnaire)
- Family surveys (Child Information Form CIF)
- Work sampling
- Informal & written communication
- Developmental narratives
When warranted, additional formal and/or informal methods that may be used include:
- Running records
- Behavior checklists
- Time/event sampling
- Video/audio recording
- Standardized testing
Timelines
Assessment begins prior to the child’s initial enrollment with the Child Information Form (CIF) and a Family Orientation meeting with classroom team and continues throughout the academic year, with assessment information for each child maintained in both an online electronic system (Teaching Strategies GOLD) and a portfolio that moves with the child through the program from teacher to teacher. The classroom team will conduct formal parent/teacher conferences once each semester and maintain close, informal contact with families throughout the year.
Confidentiality
Because ECC is a demonstration school, there are many students and members of the community visiting ECC and doing observations, research and practicum activities. During these activities, strict family confidentiality is preserved. Children are identified to observers by first name only. ECC complies with all federal confidentiality requirements as outlined by the university’s policies for compliance with the Family Educational Rights and Privacy Act.
Children with special needs
Children are accepted for enrollment assuming that (a) the child is able to benefit from the ECC program, (b) the child’s behavior does not pose a significant threat to the health and/or safety of the other children or staff, and (c) parents abide by our policies and cooperate with and support our efforts to meet their child’s individual needs.
In Illinois, early intervention services are provided through:- Child and Family Connections is used for children birth-3 years and local school districts for children 3 years-Kindergarten.
- Edwardsville School District families should contact the FACES office to schedule a developmental screening.
If an enrolling child has already been identified with special needs, ECC staff meet with the family and external professional resource staff to review the IFSP or IEP. If our assessments and collaboration with families indicate the need for additional screening or developmental evaluation, parents are encouraged to initiate the Child Find process.
