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Agency Standards - The National Association for the Education of Young Children (NAEYC), Copyright © NAEYC
 
StandardSubStandardDescription
Education and Early Childhood EducationAssessment of Child Learning4.D.07 - Teachers talk and interact with individual toddler/two, preschool, and kindergarten children and encourage their use of language to inform assessment of children's strengths, interests, and needs.
Education and Early Childhood EducationAssessment of Child Learning4.D.06 - Teachers observe infants to assess development and use these observations to modify the curriculum, interactions, and care.
Education and Early Childhood EducationAssessment of Child Learning4.D.05 - Teachers talk and interact with infants to assess and encourage use of language (e.g., smiles, sounds, eye contact, and cooing).
Education and Early Childhood EducationAssessment of Child Learning4.D.04 - Teachers and other professionals associated with the program use assessment methods and information to design goals for individual children as well as to guide curriculum planning and monitor progress.
Education and Early Childhood EducationAssessment of Child Learning4.D.03 - Teachers interact with children to assess their strengths and needs to inform curriculum development and individualize teaching.
Education and Early Childhood EducationAssessment of Child Learning4.E.01 - Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process.
Education and Early Childhood EducationAssessment of Child Learning4.C.02 - Teachers assess the developmental progress of each child across all developmental areas, using a variety of instruments and multiple data sources that address the program's curriculum areas. Staff with diverse expertise and skills collect information across the full range of children's experiences.
Education and Early Childhood EducationAssessment of Child Learning4.B.05 - Staff-developed assessment methods - are aligned with curriculum goals. - provide an accurate picture of all children's abilities and progress. - are appropriate and valid for their stated purposes. - provide meaningful and stable results for all learners, including English-language learners and children with special needs. - provide teachers with clear ideas for curriculum development and daily planning. - are regularly reviewed to be certain that they are providing the needed information.
Education and Early Childhood EducationAssessment of Child Learning4.D.01 - Teachers or others who know the children and are able to observe their strengths, interests, and needs on an ongoing basis conduct assessments to inform classroom instruction and to make sound decisions about individual and group curriculum content, teaching approaches, and personal interactions.
Education and Early Childhood EducationAssessment of Child Learning4.D.08 - Teachers observe and document toddler/two, preschool, and kindergarten children's work, play, behaviors, and interactions to assess progress. They use the information gathered to plan and modify the curriculum and their teaching.
Education and Early Childhood EducationAssessment of Child Learning4.E.07 - The program staff provide families with a full explanation of confidentiality by - listing the categories of individuals who will have access to individual child screening and assessment results as well as the reasons for their access. - sharing regulations governing access to files and familial rights. - describing the procedures used to keep individual child records confidential. - explaining how and why children's individual screening results and assessment information will be represented, used, and interpreted. (This criterion is an Emerging Practice.)
Education and Early Childhood EducationAssessment of Child Learning4.B.01 - Programs use a variety of assessment methods that are sensitive to and informed by family culture, experiences, children's abilities and disabilities, and home language; are meaningful and accurate; and are used in settings familiar to the children.
Education and Early Childhood EducationAssessment of Child Learning4.E.06 - The program staff provide families with information about the choice, use, scoring, and interpretation of screening and assessment methods that includes - the purpose and use for which an assessment is designed and its programmatic purpose and use, - the interpretations of the results and their meaning in terms of future learning opportunities for their child, - the way teaching staff or others have been trained to use assessment procedures and interpret results as well as the conditions under which the child will be assessed (e.g., group size, time constraints, familiarity with adults involved), and - access to or information about the specific instruments used.
Education and Early Childhood EducationAssessment of Child Learning4.E.04 - Staff work to achieve consensus with families about assessment methods that will best meet the child's needs.
Education and Early Childhood EducationAssessment of Child Learning4.E.02 - Family members are provided information, either verbally or in writing, about their child's development and learning on at least a quarterly basis, with written reports at least two times a year.
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