Ways to collect information and assessment data that is authentic and relevant to the child: Have the student come to the classroom multiple times over a period of multiple weeks. That child will need an emergency care card and copy of immunizations. A good time to visit the classroom is during center time so the teachers can get to know the student better. The student may stay for lunch if you have concerns about feeding of the playground for motor skills, etc. The FSW should also come in at these times to talk with the family and gather part of their observation as well. Once the child becomes comfortable, the Battelle (if decided that this is part of the assessment) can be done in small segments, mostly during center time. During the classroom visits, the teachers take observations so that they can use that information in their reports as well. Framework for Authentic Assessment: Augusta County Preschool classrooms use ongoing, authentic assessment with all enrolled students. Teachers and Teaching Assistants gather information about a variety of developmental objectives mapped out through the Teaching Strategies Gold Developmental Continuum. Information is gathered through observations, portfolio samples, checklists, and digital information (pictures, etc.) and recorded on an ongoing basis so that individual instruction can reflect individual need. Teaching Strategies Gold (Developmental Continuum) is our Authentic Assessment tool. For community children visiting the classroom because of a potential concern, teachers continue to use Teaching Strategies Gold as the framework for the information they collect and their authentic assessment. Teachers gather as much global information about a child as possible, as well as focus on gathering information in relation to the developmental concern. This authentic assessment information is then written into the Developmental Report, reflecting the individual child and his/her development along the Teaching Strategies Gold Developmental Continuum. A sample report follows. Classroom Observation – Justin Beck Date Observed: Thursday, September 20, 2012 Time Observed: 9:30 a.m. – 11:00 a.m. Routines Observed: large group, instructional group, transition, centers, transition, large group
Required or Recommended Title page order required Sheila Rae’s Peppermint Stick 14, 16, 24 required Owen 25, 26, 30 required Big Wolf and Little Wolf 19, 21, 22 required Honey, I Love 29, 31, 32 Theme 2: Living Together MATERIALS/NOTES: Required or Recommended Title page order required Trashy Town 15, 16, 20, 21 required Dog’s Colorful Day 26, 30, 31 required John Willy and Freddy McGee 27, 32, 29 Theme 3: People, Places, and Pets “Best fit” books Required or Recommended Title & reason/suggestion location all titles are recommended I Stink! – read as second read aloud with Trashy Town Inside Outside Mouse – reinforces positional words, animal homes, rhyming Tools - photographs of workers around the world City Lullaby – rhyming, places and workers My Pet – introduction and transition to pets Dot and Jabber – animal connection, seasonal discussion, tie in later to theme 9 theme box 50 book collection author collection 50 book collection 50 book collection 50 book collection MATERIALS/NOTES: Required or Recommended Title page order
Mama Panya’s Pancakes – transition to theme 6 MATERIALS/NOTES: Required or Recommended Title page order recommended How Much? 14, 16, 17 recommended My Granny Went to Market 25, 15, 29 recommended This is the Way We Go To School 26, 22, 27 Theme 6: Daily Life in Many Lands “Best fit” books Required or Recommended Title & reason/suggestion location all titles are recommended Let’s Go To School Me on the Map Knuffle Bunny theme box theme box author study – M. Willems MATERIALS/NOTES: Required or Recommended Title page order recommended Manana Iguana 20, 15, 25, 26 ,27 recommended This Little Chick 19, 21, 22 recommended The Three Little Pigs 14, 15, 15, 31 Theme 7: Folk Stories on the Farm “Best fit” books Required or Recommended Title & reason/suggestion location all titles are recommended The Little Red Hen and the Ear of Wheat – links with Manana Iguana The Three Little Pigs (Galdone) - links to Three theme box
Fails screening and teacher suspects a disability Share information with parent and document screening results in RTImDirect; request a problem solving meeting from Intervention Specialist Problem Solving meeting must occur within 10 business days* of the referral *“Business Days” means the days that the school board office is open for business. COMMUNITY CHILDREN – NOT IN THE PRESCHOOL CLASSROOM The Preschool Screening Process Additional Scenarios Parent indicates they do not want a screening, they want an IEP. Explain that the first step in the process is to complete a developmental screening Schedule a screening if the parent agrees Parent brings a prescription from a physician for an IEP Explain that the first step in the process is to complete a developmental screening Schedule a screening if the parent agrees Parent/Professional presents written developmental or medical information (if referenced in a phone conversation, request a written copy) Request a problem solving meeting from the Intervention Specialist A problem-solving meeting must occur within 10 business days* of the referral; There is no need to do a developmental screening if developmental information is available Parent says he/she suspect that their child has a disability Clarify are you concerned about the child’s development or you feel they are disabled A problem-solving (TAT) must occur within 10 business days. At that meeting the team needs to decide if they have enough information to refer or need to collect more information to make the best decision. (screening, etc.medical *“Business Days” means Monday-Friday, 12 months out of the year, except state and federal holidays.
Preschool Data, Differentiation and Power Up CORE Instruction Read A Loud Message Time Center Time Developmental Areas Differentiation All students, all day long. Power Up in Preschool What? Skill based Who? Identified children How long? 10-15 minutes How often? Daily When? Second center time, before breakfast, before rest, See sample schedule Where? In class Teacher developed activities Prek Pals sight Cathy Richardson Math Book Data Day You will need to discuss: At this time we do not have benchmarks for PreK. Universal Screenings-PreK Pals-PreK Numeracy. TSG Attendance Rate of progress Intervention Write specific goal Keep Data Monitor Progress
LRE FLOW CHART Sample Schedule 8:00 – 8:30 Children unload from buses - Children wash hands and choose a table activity such as books, legos, puzzles, etc. This time can also be used to support instruction. Consider using upper grade students (for example) to help with letter recognition, numeracy skills, etc. 8:30 – 8:40 Clean up song: Transition song to get ready to go to cafeteria for breakfast. 8:40 – 9:10 Breakfast: Children are given a squirt of antibacterial lotion, go through breakfast line, and eat breakfast. The first eight children will go back to room with one adult and start brushing teeth. 9:10 – 9:20 Second group transition back to room 9:20 – 9:30 Morning Meeting - This should include songs to greet children, see who is at school today, and introduce concepts of day. 9:30 – 9:45 Read Aloud – Small group time in which the same theme based book is read for a week. Extensions are provided during small group and center time. Message Time Plus is a modeled writing and shared reading instructional program. It is the Augusta County Preschool Program expectation that this 10 minute instructional activity follow Read Aloud and be used to support the connections between Read Aloud books and center activities. 9:55 – 10:55 Center Time – One hour block of child choice activities. Teacher directed activities are held with individuals or small groups at this time.