Performance Standard/Objective Plan of Action: Specific Person(s) Timeline for Parent (P) / Staff Evidence of Responsible Completion (S) Training Accomplishment Assessment of children (d) Developmental assessment, the second step, is 1. Classroom teachers complete a development Education Ongoing Student files the collection of information on each assessment at three different times during the Specialist functioning in these areas: gross and fine motor school year Fall, Winter, Spring. Records uploaded – skills, perceptual discrimination, cognition, 2. Results are monitored to identify any children that Disabilities into AWARE attention skills, self-help, social and receptive are not making adequate progress and intervention Specialist skills and expressive language. The disabilities plans are developed and implemented coordinator must coordinate with the education coordinator in the on-going assessment of each Head Start child's functioning in all
Performance Standard/Objective Plan of Action: Specific Person(s) Responsible Timeline for Completion Parent (P) / Staff (S) Training Evidence of Accomplishment Assessment of children (d) Developmental assessment, the second step, is the collection of information on each functioning in these areas: gross and fine motor skills, perceptual discrimination, cognition, attention skills, self-help, social and receptive skills and expressive language. The disabilities coordinator must coordinate with the education coordinator in the on-going assessment of each Head Start child's functioning in all 1. Classroom teachers complete a development assessment at three different times during the school year – Fall, Winter, Spring. 2. Results are monitored to identify any children that are not making adequate progress and intervention plans are developed and implemented Education Specialist Disabilities Specialist Ongoing Student files Records uploaded into AWARE