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
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
Supplemental%20Handbook.docx