Sunshine Elementary School

March 20, 2014

Mrs.Norma A Lott

Type of assessment
Administration of Assessment
Legal
Parent/Community Involvement
Expectations/Outcomes
Interactive Activity
Evaluation





Agenda







Assessment Type


Document the childs social communication assessment to observe record progress.

Assessment include files documentation on passed evaluation, interviews and parents
professionals testing.

Provide parents data feed back on what the child can do, and how the child learns.

Each child have their own capacity on how they learn and keep with they own learning .

keep list of all learning evaluation practice that are very beneficial to students and their
learning process.


According to the NASYC & NAECS /SDE uses assessment methods of learning. Assessing early
childhood development methods, and developing supportive learning and teaching methods to uses
childrens potency progress, and needs, use assessment methods that is develop appropriate,
culturally and linguistically responsive, in daily children activities, supported by families and
associated to specific purposes. (1) making sound decisions regarding teaching and learning, (2)
identify any concerns that may require focused intervention for individual child, (3) helping
programs develop their educational and developmental intervention( NASYC & NAECS / SDE ).

A group of administrations and teacher, social workers, teacher assistance and other educators take
educational goals, and check how children improve at home and school, to evaluate and take legal
consideration grades.

Assessment should be done at the beginning of the year, at the end of the first and at the end of the
school year. In other occasions assessment should be done more often, depending on a the child, All
children should begin enrolled in an early childhood program a few weeks early prior an assessment
being completed, it is best practice allow child to adapt to their teacher, classmates and classroom

Administration of
Assessment

Chapter three are defined as professional ethics and confidentiality, but keep
in mind that every child care facility will be different. The principles are
relevant to unique circumstances if you're in a formal child setting, the staff
will be familiar with aspects and ethical conduct for proper behavior, (
Warren).

Assessment should be a specific purpose and should be reliable, valid and
reasonable for the right purpose, (The National Education Goals Panel).

Information should be confidentiality-Not sharing information of students or
personnel.

Legal Consideration-negligence, abuse, etc.

Legal Considerations

Guidelines for developmentally appropriate practice in this article is give this statement terms study on childs
development and learning knowledge basis in the educational value in early child education. There are five keys
areas of practice: ( 1) creating a caring community of learners. (2) Teaching to enhance development and learning.
(3) Planning curriculum to achieve important goals. (4) Assessing children development and learning. (5)
Establishing reciprocal relationship with families, (NAEYC, ).

Parent teacher conference after they review the results of the assessment, and discuss about how children work at
home, and teacher will be send a home work for Monday to Friday and review on Monday.

Explain parents information about children and why. Create a plan and example of the childs skills.
Involve family, communities and assist children in they learning activities.
Involvement

Discuss how often and in what ways the new teacher will communicate with you as a parent about your
childs progress.

Assessment with diverse children by putting in place appropriate procedures to determine which
language will be used during the assessment process and to ensure that the screening, and assessment
instruments and procedures being used are appropriate for the child, interpreters must be available if
needed and professional conducting the assessment should be skilled and knowledge about cultural and
linguistic differences, ( Shaw, Goode, Ringwalt, Ayankoya ).

Appliance curriculum that is has been planned, interesting and engaged developmental appropriate
practice, cultural and linguistically approachable, and comprehensive and guide positive outcomes for all
young children.
Once the evidence has been collected will be interpret the information and filled out the checklist will be
confirmed by the local assessment policy.
Expectations/ Outcomes

Assessment should be include many sources of work and evidence, and report to parents and teachers.
Assessment should be included with parents as part of the children process and invited parents in their
children education goals, ( teaching Strategies).

Assessment for young children should be choice early learning and development, including Physical and
development motor skills, social and emotional development, methods of learning, language development
and cognitive and all general skills. Methods of assessment should be familiar with children needs, their
parents and community be involved in context in order to demonstrated their talents and knowledge to
help children in continue in task in their writing abstract paper and pencil. When showing difficult for
children demonstrated what they know ( The National Education Goals Panel).

Invited parents and families to be involved with their children activities, like reading in their children
classroom, cooking , enjoyed meals with their children, etc students improvement and grow.

Interactive Activity

How has my child improve his writing skills?
How has my child has been improving his literacy and language?

How has my child use his social and emotional development skills?

How children communicate in school, and with other peers.
I really like the strategies that you use to teach my child.

Special help my child may need.

How teachers used testing progress in an important aspect for teachers work and society assumes it to be
done well.
Evaluation

Bentzen, W.R. ( 2009 ). Seeng Young Children: a guide to observing and recording behavior (6th Edition).
Albany, N. Y: Delmar Publishers.

Shepard, Lorrie, Lynn Kagan, Sharon, & Wurtz, Emily (1998). Principles and recommendation for
early childhood assessment. The National Education Goals Panel. Washington, DC, 20037.

Shaw, Evelyn, Goode, Susan, Ringwalt, Sharon, & Ayankoya, Betsy. ( 2005) Early Identification of
Culturally and Linguistically Diverse Children ( Age 0-5): Early Intervention Early childhood Special
Education. Chapel Hill, NC 27599-8040.

NAEYC& NAECS/SDE (2003). Early Childhood Curriculum, Assessment, and Program Evaluation.
National Association for the education of young children, and the national Association of early
childhood Specialists in State Departments of Education. Copyright 2003.

Teaching Strategies GOLD. (2012-2013 ). Arizonas Early Childhood Assessment System, for on-going
Progress Monitoring. Arizona Department of Education Early Childhood Education. Phoenix, AZ, 85007.


Bibliography