The staff at Chapel School agrees with the statement set forth by NAEYC which states; “Assessments may be defined as the ongoing process of gathering evidence of learning in order to make informed judgments about instructional practice.” (YC January 2004)
Authentic assessments are ongoing within the context of everyday class activities. Samples of the children’s work are collected in Portfolios. Anecdotal Notes are taken on each child. Weekly lesson plans are individualized for the children per targeted skills. The WKL Method introduces and concludes thematic units. A Checklist to chart social emotional development over time enables the teacher to identify normal patterns of emotional/social development and identify areas of concern. Video and/or audio recording of the children are utilized from time to time.
Parents are an important part of the assessment process at Chapel School. A letter is sent home to each parent prior to the Formal Assessments conducted by the classroom teachers two times a year; January and May. The letters ask the parents to identify the developmental area(s) and skill(s) that they would like to have information provided by the teacher(s) during the Formal Conference which follows the January Progress Report. The teacher(s) include the parent’s input in their assessment and attach the letter to the Progress Report for discussion during the conference. A parent or the teacher(s) may request a Conference at any time during the year. All conferences are conducted in a separate room behind closed doors to ensure confidentiality. All Progress Reports are sent home in a sealed envelope with the parents’ name on the outside. Parental or teacher knowledge sharing are documented during these conferences and kept in the child’s permanent folder in the preschool office and the child’s classroom file. Child specific information may be shared with the parent during a phone conference if so requested by the parent for their convenience.
The 4 year old classroom consults the “Nashua School District Kindergarten Assessment Handbook” to ensure that our curriculum is aligned with the expectations of the school district which will receive the majority of the Chapel School children going to kindergarten.
Per the request of the teacher(s) with parental consent, outside consultants may be utilized for assessment when a possible problematic area(s) is identified in the classroom, at home or both. Parents are scheduled to meet with the teacher and consultant for the results of the observation/assessment. We also have Renee Moloney, our parent educator and certified Guidance counselor, available for assistance.
The Curriculum and Curriculum Goals drive the content of the Formal Assessments. The Goals for Authentic and Formal Assessments are used primarily to identify and make sound judgments about the instructional planning and practice. Assessments are also used to: identify inconsistencies in development, identify skill development and skill mastery, and determine interests of each individual child.
Chapel School welcomes an Individualized Education Plan (IEP) or an Individual Family Service Plan (IFP) from a developmental agency or clinic which has prior working knowledge of the child and family. Chapel School staff, outside consulting professional(s) and family work together to incorporate the development needs of the child and conduct authentic and formal assessments which enable all interested parties plan for the development of the child.
Chapel School seeks to address cultural and linguistic differences when and where appropriate in both authentic and formal assessments.
Documentation of Concern for a Child: If your child’s teacher has documented over time through anecdotal notes, observation, and informal assessments, that your child may be progressing more slowly than expected for his/her age or developing differently than age expectations would suggest, she will notify the director. The director will observe the child in the classroom and talk with the teacher. The parent/guardian will be notified via a conference and this form handed to the parent with recommendations. A formal conference will be scheduled at the earliest convenience for parent/guardian and teacher. The Director may attend if necessary.