1. Teaching and Learning

1A. Learning Environment

Brief Overview of Standard: Daily activities and interactions within early learning and development programs are indicators that a program is providing an environment and experiences that are safe, healthy and stimulating for children. This includes offering both indoor and outdoor activities to support varied learning experiences. Providing necessary adaptations to a child’s experience and environment allows all children, including those with special needs, to learn, grow and develop.

 

Informational Resources

Environment Rating Scales-3 Tip Sheets  
https://mccormickcenter.nl.edu/library/tips-for-using-the-early-childhood-environment-rating-scale-3/

Specific Tools - Program Assessment

Environment Rating Scales  
www.ersi.info

The Environment Rating Scales (ERS) are designed to assess process quality in an early childhood care group. Process quality consists of the various interactions that go on in a classroom between staff and children, staff, parents, and other adults, among the children themselves, and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions.
There are several environment rating scales (ERS) recognized in ExceleRate Illinois, each designed for a different segment of the early childhood field.

The Infant/Toddler Environment Rating Scale-Revised (ITERS-R) is used in classrooms with children ages birth through 35 months

The Early Childhood Environment Rating Scale (ECERS-3) is used to assess classrooms with children ages 3 - 5 years old.  ECERS-3 is a new tool to ExceleRate Illinois.  It is similar to the other ERS tools in format and method of scoring, howevre, the Scale authors have made some important enhancements, including:

  • More emphasis on matching teacher interactions with each child’s abilities and interests
  • Increased focus on how learning materials are used in teaching activities
  • Greater emphasis on interactions and the teacher’s role
  • Additional emphasis on pre-academics (language, literacy and math)
  • Adult supervision incorporated throughout activities

PLEASE NOTE: In ExceleRate, if a classroom is a combination of two and 3 year old children, ECERS-3 will be used if 75% or more of the children are age 3 or older at the time of verification.  Otherwise ITERS-R will be used to assess the classroom. 

The School-Age Child Care Environment Rating Scale- Updated (SACERS-U) is used in classrooms with children age 5 and older. 

The Family Child Care Environment Rating Scale (FCCERS) is used to assess family child care homes.


Classroom Assessment Scoring System (CLASS)
http://teachstone.com/the-class-system/
The Classroom Assessment Scoring System™ (CLASS™) is an observational tool that provides a common lens and language focused on what matters—the classroom interactions that boost student learning.  Data from CLASS™ observations are used to support teachers’ unique professional development needs, set school-wide goals, and shape system-wide reform at the local, state, and national levels.

  • Infant CLASS (Birth to 18 months), Domain: Responsive Caregiving
  • Toddler CLASS (15 to 36 months), Domains: Emotional and Behavioral Support; Engaged Support for Learning
  • Pre-K CLASS (3 to 5 year olds): Domains: Emotional Support; Classroom Organization; Instructional Support


The Inclusive Classroom Profile (ICP)
http://npdci.fpg.unc.edu/resources/inclusive-classroom-profile-handout
A structured observation rating scale designed to assess the quality of provisions and daily practices that support the developmental needs of children with disabilities in early childhood settings. It was developed in response to a lack of validated instruments designed specifically to measure the quality of inclusive practices.
Author(s): Elena Soukakou
Publication Date: May, 2012

1. Teaching and Learning

1B. Curriculum

Brief Overview of Standard: To ensure that young children’s experiences are developmentally appropriate, programs are expected to incorporate a comprehensive curriculum and child assessment system that are aligned with the Illinois Early Learning Guidelines for Birth to Three and Illinois Early Learning and Development Standards for Age Three to Five.

 

Informational Resources

Center for Early Learning Literacy
http://www.earlyliteracylearning.org/practresource1.php
A major focus of CELL is technical assistance and coaching that is provided to support early literacy practices for young children birth to 6 years of age.

Early Language Development Standards – for English and Spanish
http://www.wida.us/standards/eeld.aspx
WIDA (World Class Instructional Design and Assessment) has created Early Language Development Standards, for English and Spanish, for use by early childhood practitioners, including child care, Head Start, preschool/prekindergarten educators, and caregivers.  The purpose of the ELD standards is to provide a developmentally sound framework for supporting, instructing, and assessing dual language learners (DLLs), ages 2.5-5.5 years. 

Illinois Early Learning Guidelines for Birth to Three
http://illinoisearlylearning.org/guidelines/index.htm
The Illinois Early Learning Guidelines for Children Birth to Age 3 provide early childhood professionals and policy makers a framework for understanding child development by presenting information on what children know and should do and what development looks like in everyday life. The main goal of the Guidelines is to offer early childhood professionals a cohesive analysis of children’s development with common expectations and common language. These Guidelines also provide suggestions and ideas on how to create early experiences that benefit all children’s learning and development.

Illinois Early Learning and Development Standards for Preschool
http://illinoisearlylearning.org/ields/index.htm
The Illinois Early Learning Project has launched a convenient HTML version of the 2013 Illinois Early Learning and Development Standards (IELDS), ages 3 to kindergarten enrollment age, allowing users easy access from a variety of platforms. The HTML version includes a handy drop-down feature that shows the Example Performance Descriptors for most standards.

Infants Have Their Own Curriculum: A Responsive Approach to Curriculum Planning for Infants and Toddlers
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/ehs-ta-16.pdf 
Curriculum plans focus on how to best create a social, emotional, and intellectual climate that supports child-initiated and child-pursued learning. Staff can use this information as a basis for selecting or developing curriculum for infants and toddlers in their care.    
 

Specific Tools

Below are curriculums in alphabetical order that have been reviewed and are aligned to the Illinois Early Learning Guidelines for Children Birth to Age Three Years (IELG) and the Illinois Early Learning and Development Standards for Preschool 3 years old to Kindergarten Enrollment Age (IELDS). 

The State of Illinois and its administering agencies (ISBE, IDHS, DCFS) do not "approve" or "endorse" any specific curriculum for implementation in any of its funded and/or regulated early childhood programs. The Curriculum Crosswalk is solely to determine whether the curriculum is aligned with the Illinois Early Learning Guidelines for ages birth–3, and/or the Illinois Early Learning and Development Standards for ages 3–5. If determined aligned, the curriculum is accepted by ExceleRate Illinois as evidence of program compliance with Standard 1B, Curriculum for centers and Standard 1D, Curriculum for family child care.

Please Note

  • Aligned curricula are generally acceptable for use in both center-based and family child care settings, unless the publisher provides a separate and distinct curriculum for family child care.
  • Child Assessment Tools which accompany and align with the curricula on this list are generally acceptable for Child Assessment Standard 1E in centers and Standard 1D in family child care. A separate alignment process is not required unless the child assessment tool is independent of the curriculum.
  • Even though a curriculum is determined to be aligned with the Illinois Early Learning Guidelines and/or the Illinois Early Learning and Development Standards, it may not meet all criteria as set forth by individual early childhood programs, such as Preschool for All and Head Start. Please check with the appropriate administering agency for specific guidelines.
  • If programs use a core curriculum and then layer on additional or supplement curriculum specific to certain program areas (i.e. literacy, math/STEM, social-emotional, inclusion, etc…) only the core curriculum must be on the aligned curriculum list. 

Aligned Curriculum

Bank Street Developmental Interaction Approach
https://www.bankstreet.edu/head-start/curriculum/

Big Day for PreK
http://www.hmhco.com/products/big-day-pre-k/?kw=big%20day%20for%20pre-k&atrkid=v3adw4bbc5b9b_10328525628_kwd-139009749362__53331907428_g_c___1t1

Blueprint for Early Literacy, published by the Children's Literacy Initiative (CLI), ages 3-5
https://cli.org/blueprint/

The Creative Curriculum®
https://shop.teachingstrategies.com/page/74258-creative-curriculum-infants-toddlers.cfm#product_overview

https://shop.teachingstrategies.com/page/73756-creative-curriculum-system-preschool.cfm#product_overview

Curiosity Corner Preschool Curriculum
http://www.successforall.org/our-approach/schoolwide-programs/curiosity-corner/

DIG (Discover, Inspire, Grow) Preschool Curriculum, Abrams Learning Trends
https://www.abramslearningtrends.com/products/dig


Frog Street Pre-K
Frog Street Threes
Frog Street Toddlers
Frog Street Infants 
http://www.frogstreet.com/curriculum/

FunShine Express Early Learning Curricula 
http://www.funshineexpress.com/

Galileo Pre-K Online Curriculum
www.ati-online.com

Gee Whiz Family Child Care Curriculum
http://www.geewhizeducation.com/

HighScope Infant and Toddler Curriculum
https://highscope.org/infant-toddler 

HighScope Preschool Curriculum
https://highscope.org/preschool 

The Innovations Series
Innovations:  The Comprehensive Infant Curriculum

https://www.gryphonhouse.com/books/details/innovations_the_comprehensive_infant_curriculum

Innovations:  The Comprehensive Toddler Curriculum
https://www.gryphonhouse.com/books/details/innovations_the_comprehensive_toddler_curriculum 

Innovations:  The Comprehensive Preschool Curriculum
https://www.gryphonhouse.com/books/details/innovations_the_comprehensive_preschool_curriculum

InvestiGator Club Inquiry-Based Learning System
http://www.investigatorclub.com/

Learn Every Day™: Infants, Toddlers and Twos
https://www.kaplanco.com/LearnEveryDay-InfantToddlerTwos/

Learn Every Day™: The Preschool Curriculum
https://www.kaplanco.com/LearnEveryDay/

Mother Goose Time Comprehensive Curriculum
https://www.mothergoosetime.com/# 

Open a World of Learning (OWL)
http://www.pearsonlearning.com/microsites/owl/main.cfm

Program for Infant Toddler Care/PITC
http://www.pitc.org/pub/pitc_docs/home.csp

The Redleaf Family Child Care Curriculum
http://www.redleafpress.org/Redleaf-Family-Child-Care-Curriculum-2nd-Edition-P1278.aspx

Starfall PreK4
http://more.starfall.com/info/curriculum/pre-k.php

We Can!™
http://www.voyagerlearning.com/curriculum/literacy-solutions/we-can-first-edition

WEE Learn Early Childhood Curriculum
http://www.cdealliance.org/wee-learn-curriculum/

 

Proprietary Curriculum – not available for use in other programs

American Montessori Society (proprietary curriculum - only for AMS)
The Empowered Child (ages 3-5, proprietary curriculum  - only for Child Time Schools)
Goddard Schools Flex Learning Program Curriculum (ages birth-5, proprietary curriculum - only for Goddard Schools)
Early Innovators (ages 3-5, proprietary curriculum - only for La Petite Academy schools)
Kids 'R' Kids First Class Curriculum (ages birth-5, proprietary for Kids 'R' Kids)
Knowledge Universe (proprietary curriculum - only for KinderCare)
Learn As We Grow (ages 2-3, proprietary curriculum – only for Learning Care Group)
Learn from the Start  (birth – age 3, proprietary curriculum – only for Learning Care Group Schools)
Life Essentials (proprietary curriculum - only for schools operated by Kiddie Academy)
Life Smart (ages 3-5, proprietary curriculum – only for Tutor Time schools)

1. Teaching and Learning

1D. Child Screening

Brief Overview of Standard: Screening provides a quick snapshot of a child’s health and developmental status and indicates whether further evaluation is needed to identify potential difficulties that might necessitate interventions or special education services. Important considerations regarding developmental screenings that early childhood practitioners should be aware of include:

  • Screenings are designed to be brief (30 minutes or less).
  • Screenings cannot capture the full range of development, skill, or capacity among children.
  • Screening only indicates the possible presence of developmental delay or difference and cannot definitively identify or describe the nature or extent of a disability.
  • Screening must be followed by a more comprehensive and formal evaluation process in order to confirm or disconfirm any red flags raised by the screening procedure.  

Many of the tools in this section are available in English, Spanish and other languages.
(Excerpt from: Birth to 5: Watch Me Three: A Compendium of Screening Measures for Young Children. https://www.acf.hhs.gov/sites/default/files/ecd/screening_compendium_march2014.pdf)

 

Screening Tools - Informational

Listing of Child and Family Connections (CFC) offices
http://www.dhs.state.il.us/page.aspx?module=12&officetype=4&county
By using the link above you can search by early intervention and then by county to locate your local child and family connections office.  The CFC is the regional intake entity responsible for ensuring that all referrals to the Early Intervention(EI) Services System receive a timely response in a professional and family-centered manner. Service coordination is an active, ongoing process that involves assisting parents of infants and toddlers with disabilities in gaining access to, and coordinating the provision of, the EI services. 

Helpful Resources About Developmental Screenings
Helpful Resources About Developmental Screenings
(1.15 MB)
Use this document as a link to many helpful resources on developmental screenings and who to contact if you want to be trained to do developmental screenings in your own program

Ensuring That All Children in Your Care Receive Developmental Screenings
Ensuring That All Children in Your Care Receive Developmental Screenings (850 KB)

Your relationship with children and families in your care is important to ensuring that developmental concerns are detected early and that children are referred to the necessary services and supports.  Follow this flyers suggestions for the 3 steps to successful screening.

Understanding and Choosing Assessments and Developmental Screeners for Young Children Ages 3-5: Profiles of Selected Measures
http://www.acf.hhs.gov/sites/default/files/opre/screeners_final.pdf
This compendium reviews technical information provided by developers regarding the reliability and validity of 8 commonly used child assessments and 10 developmental screening tools and translates this information into user-friendly language. The compendium also aims to increase awareness about reliability and validity and how to evaluate whether an instrument is reliable and valid for the population and purpose for which it will be used.
Author: J. Wessel, K. Darling-Churchill, Marty Zaslow, S. Moodie, Tamara Halle
Year: 2011

Birth to 5: Watch Me Thrive - An Early Care and Education Provider’s Guide for Developmental and Behavioral Screening
https://www.acf.hhs.gov/sites/default/files/ecd/ece_providers_guide_march2014.pdf
The guide provides information providers need to best support the children and families in their care. Accompanying this guide is a list of standardized developmental and behavioral screening tools and the Birth to 5: Watch Me Thrive! Toolkit, which includes information about healthy development, developmental and behavioral concerns, where to go for help, how to talk to families, and tips on how to best support children. * The Early Care and Education Providers Guide is undergoing remediation for compliance with Section 508. The remediation is expected to be complete by April 11, 2014.

Your Developmental Screening Toolkit
http://archive.brookespublishing.com/documents/ASQ-screening-toolkit.pdf


Comparison Chart of Screeners on ASQ website
http://agesandstages.com/asq-products/asq-3/comparison-chart-of-screeners/


Program Administration Scale (PAS)

http://mccormickcenter.nl.edu/program-evaluation/program-administration-scale-pas/The Program Administration Scale (PAS) is a valid and reliable instrument designed to measure the leadership and management practices of early childhood programs. The PAS provides valuable information to directors about the quality of their administrative practices and can be used as a springboard for program improvement efforts.
 

Screening Tools - Specific Tools

Infants and Toddlers

Ages and Stages Questionnaire—3rd Edition: ASQ screening covers children from 1 month to 66 months with 21 questionnaires and scoring sheets across the following intervals: 2, 4, 6, 8, 9, 10, 12, 14, 16, 18, 20, 22, 24, 27, 30, 33, 36, 42, 48, 54, and 60 months of age.  Areas covered by the screening tools include communication, gross motor, fine motor, problem solving, and personal-social.  The questionnaires can be completed by parents or caregivers and scored by professionals.

Ages and Stages Questionnaire—Social-Emotional: The ASQ-Social Emotional screening tool can be used with children from 3 months to 66 months.  3-66 months.  There are 8 questionnaires and scoring sheets across the following intervals: 6, 12, 18, 24, 30, 36, 48, and 60 months of age.  The areas covered by the ASQ- Social Emotional include self-regulation, compliance, communication, adaptive behaviors, autonomy, affect, and interaction with people.  The ASQ SE can be used as a companion screening with the ASQ developmental screening tools.   
http://agesandstages.com/what-is-asq/

Brigrance Early Childhood Screens III (0-35 months)
http://www.curriculumassociates.com/products/detail.asp?topic=T0A&sub=T0A2&title=BrigIED2&Type=SCH&CustId=4031232529810241224003
The Brigrance Screens for 3–5 years include Screens for Infants, Toddlers and 2-Year-Olds.  These Screens provide quick, easy, and accurate screening of skills that are critical predictors of school success, including physical development, language, academic/cognitive, self-help, and social-emotional skills.  The Screens are administered by a professional. 

Battelle Developmental Inventory Screening Test
http://www.riverpub.com/products/bdi2/index.html
The Battelle Developmental Inventory screens and evaluates early childhood developmental milestones with children from birth to 7 years 11 months.  The Battelle covers the following areas: personal-social, adaptive, motor, communication and cognitive ability.  The Battelle is completed by a professional trained in the administration of the tool.

Developmental Assessment of Young Children, 2nd Edition
https://www.proedinc.com/Products/13745/dayc2-developmental-assessment-of-young-childrensecond-edition.aspx 
The Developmental Assessment of Young Children – Second Edition (DAYC-2) screener measures early childhood development for children from birth through age 5 years 11 months. It has three major purposes: 1) to help identify children who are significantly below their peers in cognitive, communicative, social-emotional, physical, or adaptive behavior abilities; 2) to monitor children’s progress in special intervention programs; and 3) to be used in research studying abilities in young children.

Parents’ Evaluation of Developmental Status
http://www.pedstest.com/default.aspx
PEDS is a developmental screener used to help detect early developmental and behavioral problems. PEDS relies on parent-completed questionnaires to gather information about how a child is developing.  Developmental domains addressed in the developmental screener: global/cognitive, expressive language and articulation, receptive language, fine motor, gross motor, behavior, social-emotional, self help, school.  Intended age range: Birth through age 8.

Parents’ Evaluation of Developmental Status: Developmental Milestones
http://www.pedstest.com/AboutOurTools.aspx
A surveillance and screening tool for children 0 – 8 that enables a swift view of children’s skills in development and mental health, including expressive and receptive language, fine and gross motor skills, self-help, academics, and social-emotional skills. 

 

Preschool

Ages and Stages Questionnaire—3rd Edition: ASQ screening covers children from 1 month to 66 months with 21 questionnaires and scoring sheets at 2, 4, 6, 8, 9, 10, 12, 14, 16, 18, 20, 22, 24, 27, 30, 33, 36, 42, 48, 54, and 60 months of age.  Areas covered by the screening tools include communication, gross motor, fine motor, problem solving, and personal-social.  The questionnaires can be completed by parents or caregivers and scored by professionals.  

Ages and Stages Questionnaire—Social-Emotional: The ASQ-Social Emotional screening tool can be used with children from 3 months to 66 months.  3-66 months.  There are 8 questionnaires and scoring sheets across the following intervals: 6, 12, 18, 24, 30, 36, 48, and 60 months of age.  The areas covered by the ASQ- Social Emotional include self-regulation, compliance, communication, adaptive behaviors, autonomy, affect, and interaction with people.  The ASQ SE can be used as a companion screening with the ASQ developmental screening tools.   
http://agesandstages.com/what-is-asq/

Battelle Developmental Inventory Screening Test
http://www.riverpub.com/products/bdi2/index.html
The Battelle Developmental Inventory screens and evaluates early childhood developmental milestones with children from birth to 7 years 11 months.  The Battelle covers the following areas: personal-social, adaptive, motor, communication and cognitive ability.  The Battelle is completed by a professional trained in the administration of the tool.

Brigrance Early Childhood Screens III (3-5 years)
http://www.curriculumassociates.com/products/detail.asp?topic=T0A&sub=T0A2&title=BrigIED2&Type=SCH&CustId=4031232529810241224003
The Brigrance Screens for 3–5 years include Screens for 3-, 4-, and 5-Year-Olds.  These Screens provide quick, easy, and accurate screening of skills that are critical predictors of school success, including physical development, language, academic/cognitive, self-help, and social-emotional skills.  The Screens are administered by a professional.  

Denver II
http://denverii.com/denverii/
The Denver II is a surveillance and monitoring instrument to be used with children birth to six years of age.  The tool determines if a child's development is within the normal range and identifying children at risk. The tool covers four general functions: personal social, fine motor adaptive, language, and gross motor. The tool includes report items on the child’s development, which can be answered by parents.  The instrument is done by professionals or trained paraprofessionals. 

Developmental Indicators for the Assessment of Early Learning (DIAL)—4th Edition
http://www.pearsonclinical.com/childhood/products/100000304/dial-4-developmental-indicators-for-the-assessment-of-learning-fourth-edition-dial4.html?Pid=14753
A global screener for assessing large groups of children quickly and efficiently, age range 2 years 6 months to 5 years 11 months.  Domains covered include: motor, concepts, language, self-help, and social development.  Tool is administered by a professional. 

Developmental Assessment of Young Children, 2nd Edition
http://www.proedinc.com/customer/productView.aspx?id=5157
The Developmental Assessment of Young Children – Second Edition (DAYC-2) screener measures early childhood development for children from birth through age 5 years 11 months. It has three major purposes: 1) to help identify children who are significantly below their peers in cognitive, communicative, social-emotional, physical, or adaptive behavior abilities; 2) to monitor children’s progress in special intervention programs; and 3) to be used in research studying abilities in young children.  

Early Screening Inventory
http://www.pearsonclinical.com/childhood/products/100000382/early-screening-inventory-revised-2008-edition-esi-r.html
The Early Screening Inventory-Revised (ESI-R™) 2008 Edition provides a brief developmental screening instrument designed to be individually administered to children from 3.5 to 5.11 years of age. It identifies children who may need special education services in order to perform successfully in school. The instrument addresses developmental, sensory, and behavioral concerns in the following areas: Visual Motor/Adaptive, Language and Cognition, Gross Motor Skills. 

Early Screening Profiles
http://www.pearsonclinical.com/childhood/products/100000089/early-screening-profiles-esp.html?Pid=PAa3500&Mode=summary
The Early Screening Profiles consists of seven parts: the Cognitive/Language Profile, the Motor Profile, the Self Help/Social Profile, the Articulation Survey, the Home Survey, the Health History Survey, and the Behavior Survey. These components can be used individually or in combination. Intended age range: 2 years 0 months through 6 years 11 months 

FirstSTEp Screening Test for Evaluating Preschoolers
http://www.pearsonclinical.com/childhood/products/100000471/firststep-screening-test-for-evaluating-preschoolers-firststep.html?Pid=015-8182-707&Mode=summary
FirstSTEp is an individually-administered developmental screener designed to identify young children who may have developmental delays. Developmental domains addressed in the developmental screener: cognitive, communication (language), motor, social-emotional, and adaptive functioning. Intended age range: 2 years, 9 months to 6 years, 2 months.  The screener will result in a determination as to whether a child is functioning within normal limits or is in need of a complete diagnostic evaluation.

Learning Accomplishment Profile-D Screens (LAP-D Screens)
http://chtop.org/Products/LAP-System/The-LAP-D-Screens.html
Each LAP-D Screen takes about 12-15 minutes to administer and provides a quick and reliable method for determining if a child needs further evaluation to determine if a disability or other unmet need exists. There are three standardized LAP-D screening instruments: The 3-Year-Old Screen, The 4-Year-Old Screen and The 5-Year-Old Screen.  Domains covered: gross motor, fine motor, cognitive and language.

Parents’ Evaluation of Developmental Status
http://www.pedstest.com/default.aspx
PEDS is a developmental screener used to help detect early developmental and behavioral problems. PEDS relies on parent-completed questionnaires to gather information about how a child is developing.  Developmental domains addressed in the developmental screener: global/cognitive, expressive language and articulation, receptive language, fine motor, gross motor, behavior, social-emotional, self help, school.  Intended age range: Birth through age 8.

Parents’ Evaluation of Developmental Status: Developmental Milestones
http://www.pedstest.com/AboutOurTools.aspx
A surveillance and screening tool for children 0 – 8 that enables a swift view of children’s skills in development and mental health, including expressive and receptive language, fine and gross motor skills, self-help, academics, and social-emotional skills.  

Specific Tools - Language Screening

Pre-IPT Oral English Language Proficiency Tests
http://www.ballard-tighe.com/products/la/oralEng/preIPT.asp
The Pre-IPT–Oral English Test is designed for the preschool child who is not used to taking tests. The test centers around a story, giving young students a low-anxiety context in which to demonstrate their language abilities. Designed to assist in the initial designation of 3-, 4-, and 5-year-olds as Non-, Limited, or Fluent English Speaking, it also provides information to help place students in the most appropriate instructional programs. In addition, it may be used for assessing a child’s progress in English oral language development.

Pre-LAS
http://www.ctb.com/ctb.com/control/ctbProductViewAction?p=products&productId=808
preLAS® measures the English and Spanish language proficiency and pre-literacy skills of learners in early childhood.  This tool can be used to compare students' language skills with fluent native speakers and identify those students who may benefit from special instruction to succeed in English-speaking classrooms.
 

Sample Program Forms, Policies and Procedures

Parent Tip Sheet Resource on Developmental Assessment – From Zero to Three
http://main.zerotothree.org/site/PageServer;jsessionid=D1EAF532F7FB2C01617C1354E079888A.app268d?pagename=ter_key_childdevt_assessment

Birth to 5: Watch Me Thrive
http://www.acf.hhs.gov/programs/ecd/watch-me-thrive/families
The family page of Birth to 5: Watch Me Thrive! Includes resources for families on child development, developmental screening and printable tracking forms.  Birth to 5: Watch Me Thrive! is a coordinated federal effort to encourage healthy child development, universal developmental and behavioral screening for children, and support for the families and providers who care for them.


 

 

1. Teaching and Learning

1C. Instructional Quality

Brief Overview of Standard: Daily activities and interactions within early learning and development programs are indicators that a program is providing an environment and experiences that are safe, healthy and stimulating for children. The fundamental elements of quality teaching and learning practice include well-organized and managed learning environments, responsive social and emotional supports, and use of curricula materials and meaningful instructional interactions to facilitate children’s thinking and skill development.

 

Informational Resources

Core Qualities for Successful Early Childhood Education Research Report and Toolkit
http://www.nclr.org/index.php/issues_and_programs/education/ece/core_qualities_for_successful_early_childhood_education_programs/
The National Council of La Raza developed Core Qualities for Successful ECE Programs as a resource for programs serving young Latino and dual language learner children. The purpose is to facilitate children’s successful acquisition of school readiness skills and support children to become culturally and linguistically competent members of their families and communities.

Environment Rating Scales Tip Sheets
http://mccormickcenter.nl.edu/tag/scale-tips-pages

Lead Learn Excel Online Library
http://www.theounce.org/library/LLE-Homepage
As part of the State of Illinois Race to the Top Early Learning Challenge Grant, the Ounce of Prevention Fund has launched the Lead Learn Excel Online Library. This new destination features a collection of high-quality tools and resources designed to support early learning leaders in partnering with teachers to achieve instructional excellence in their schools and centers. The resources featured were curated in partnership with the McCormick Center for Early Childhood Leadership.

Preparing Young Latino Children for School Success: Best Practices in Language Instruction

http://www.nclr.org/index.php/publications/preparing_young_latino_children_for_school_sucess_best_practices_in_language_instruction
Language development is the key to literacy development and is often a predictor of a child’s academic success. For young Latino children, many of whom are English language learners (ELLs), early learning programs can provide significant language supports to help them prepare for school success. Children acquiring English as a second language, however, have a very distinct path toward language development, and instructional strategies must be carefully designed to ensure ELLs are acquiring language at a developmentally appropriate pace. This policy brief highlights the importance of intentional language instruction for Hispanic children, particularly ELLs, highlights a best practice in the field, and concludes with policy recommendations for bringing successful programs to scale.

 

Specific Tools - Program Assessment

Environment Rating Scales  
www.ersi.info
The Environment Rating Scales (ERS) are designed to assess process quality in an early childhood care group. Process quality consists of the various interactions that go on in a classroom between staff and children, staff, parents, and other adults, among the children themselves, and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions.

There are four environment rating scales recognized in ExceleRate Illinois, each designed for a different segment of the early childhood field:

ITERS- R is used to assess classrooms with children birth thru 35 months.

ECERS-3 is used to assess classrooms with children ages 3 to 5 years old.
It is similar to the other ERS tools in format and method of scoring, however, the Scale authors have made some important enhancements, including:

  • More emphasis on matching teacher interactions with each child’s abilities and interests
  • Increased focus on how learning materials are used in teaching activities
  • Greater emphasis on interactions and the teacher’s role
  • Additional emphasis on pre-academics (language, literacy and math)
  • Adult supervision incorporated throughout activities

PLEASE NOTE: In ExceleRate, if a classroom is a combination of two and 3 year old children, ECERS-3 will be used if 75% or more of the children are age 3 or older at the time of verification.  Otherwise ITERS-R will be used to assess the classroom.

SACERS-U is used to assess classrooms with children age 5 and older.

FCCERS-R is used to assess family child care homes.

 

Classroom Assessment Scoring System (CLASS)
http://teachstone.com/the-class-system/
The Classroom Assessment Scoring System™ (CLASS™) is an observational tool that provides a common lens and language focused on what matters—the classroom interactions that boost student learning.  Data from CLASS™ observations are used to support teachers’ unique professional development needs, set school-wide goals, and shape system-wide reform at the local, state, and national levels.

  • Infant CLASS (Birth to 18 months), Domain: Responsive Caregiving
  • Toddler CLASS (15 to 36 months), Domains: Emotional and Behavioral Support; Engaged Support for Learning
  • Pre-K CLASS (3 to 5 year olds): Domains: Emotional Support; Classroom Organization; Instructional Support


The Inclusive Classroom Profile (ICP)
http://npdci.fpg.unc.edu/resources/inclusive-classroom-profile-handout
A structured observation rating scale designed to assess the quality of provisions and daily practices that support the developmental needs of children with disabilities in early childhood settings. It was developed in response to a lack of validated instruments designed specifically to measure the quality of inclusive practices.
Author(s): Elena Soukakou
Publication Date: May, 2012

 

 

1. Teaching and Learning

1E. Child Assessment

Brief Overview of Standard: Assessment is a continual process of observing, gathering, recording, and interpreting information to answer questions and make developmental and instructional decisions about children. Child assessment differs from screening in the following ways:

  • Assessments can be used to serve several purposes, such as documenting children’s developmental progress or helping early childhood practitioners plan to meet the individual needs of children; whereas screenings are used only to monitor whether children are at risk for delays in their growth and development.
  • Assessment measures young children’s performance over time rather than attempting to measure their skills and abilities at one point in time.
  • Assessment is often a lengthier process than screening and may require collecting information about children from multiple sources in order to create a comprehensive picture of their skills and abilities. 

Many of the tools in this section are available in English, Spanish and other languages.

Assessment Tools - Specific Tools

Child Assessment Tools which accompany and align with the curricula listed on the Curriculum Resources page are generally acceptable for Child Assessment Standard 1E in centers and Standard 1D in family child care.  A separate application process is not required unless the child assessment tool is independent of the curriculum.

Please note:  Even though an assessment tool is associated with a curriculum that is determined to be aligned with the Illinois Early Learning Guidelines and/or the Illinois Early Learning and Development Standards, it may not meet all criteria as set forth by individual early childhood programs, such as Preschool for All and Head Start. Please check with the appropriate administering agency for specific guidelines.

Infants and Toddlers

BRIGANCE Inventory of Early Development (0-35 months)
http://www.curriculumassociates.com/products/detail.aspx?title=BrigEC-IED3-sum
This assessment tool covers a broad range of readiness skills to help educators identify each child's specific strengths and needs. Key early learning domains include:

  • Physical Development
  • Language Development
  • Literacy
  • Mathematics and Science
  • Daily Living
  • Social-Emotional Development

Teaching Strategies GOLD
http://teachingstrategies.com/assessment/
Teaching Strategies GOLD is grounded in 38 objectives that guide teachers throughout the
assessment cycle.  The objectives are organized into 10 areas of development and learning, including broad developmental areas, content areas, and English language acquisition. Many of the objectives also include dimensions that guide teachers’ thinking about various aspects of that objective, and help clarify what the objective addresses. Teaching Strategies GOLD can be used with children from birth to five years.

Devereux Early Childhood Assessment (DECA) Infant And Toddler Program

http://www.centerforresilientchildren.org/infants/assessments-resources/devereux-early-childhood-assessment-deca-infant-and-toddler-program/
Designed for use with children 1 month through 36 months, the screening and assessment tool focuses on identifying key social and emotional strengths. The planning resources provide caregivers and parents with research-based strategies to promote children’s resilience.  The Infant form is appropriate for children 1 to 18 months, and the Toddler form is appropriate for children 18 to 36 months.

Early Learning Accomplishment Profile (E-LAP)
http://chtop.org/Products/LAP-System/The-Early-Lap.htm
The Early Learning Accomplishment Profile (E-LAP) provides a systematic method for observing the skill development of children functioning in the birth to 36 month age- range. The purpose of this criterion-referenced assessment is to assist teachers, clinicians, and parents in assessing individual development. The Early LAP contains a hierarchy of 414 developmental skills arranged in chronological sequence in six domains of development: gross motor, fine motor, cognition, language, self-help, and social-emotional.  

Hawaii Early Learning Profile (HELP) 0-3
http://www.vort.com/
HELP 0-3 is a comprehensive, on-going, family centered curriculum based assessment process for infants and toddlers and their families.  HELP domains include Cognitive, Language, Gross Motor, Fine Motor, Social-Emotional, and Self-Help.

High Scope Infant Toddler Child Observation Record
http://www.highscope.org/file/Assessment/IT_COR_to_IT_KDIs_9-26-11.pdf
The Child Observation Record for Infants and Toddlers (COR) looks at the whole child — highlighting broad areas of development for children from the ages of 6 weeks to 3 years.  The Infant /Toddler assessment tool is based on six categories that represent broad domains of child development. These categories are: Sense of self, Social relations, Creative representation, Movement, Communication and language, Exploration and early logic. 

Ounce Scale
http://www.pearsonclinical.com/childhood/products/100000403/ounce-scale-the.html#tab-details
The Ounce Scale offers a meaningful way to evaluate and document children’s growth, accomplishments, areas of difficulty, and temperament.  Designed for use with infants and toddlers, The Ounce Scale is organized around six major developmental areas: Personal connections, Feelings about self, Relationships with other children, Understanding and communicating, Exploration and problem solving, Movement and coordination. Parents’ Evaluation of Developmental.

 

Preschool Assessment Instruments (for 3, 4 and 5 year olds)

BRIGANCE Inventory of Early Development (3-5 year olds)
http://www.curriculumassociates.com/products/detail.aspx?title=BrigEC-IED3-sum
This assessment tool covers a broad range of readiness skills to help educators identify each child's specific strengths and needs. Key early learning domains include:

  • Physical Development
  • Language Development
  • Literacy
  • Mathematics and Science
  • Daily Living
  • Social-Emotional Development

Devereux Early Childhood Assessment (DECA) Preschool Program
http://www.devereux.org/site/PageServer?pagename=deci_preschool_theory#assessment
This strength-based assessment and planning system is designed to promote resilience in children ages 3 through 5.

Teaching Strategies GOLD
http://teachingstrategies.com/assessment/
Teaching Strategies GOLD is grounded in 38 objectives that guide teachers throughout the assessment cycle. The objectives are organized into 10 areas of development and learning, including broad developmental areas, content areas, and English language acquisition. Many of the objectives also include dimensions that guide teachers’ thinking about various aspects of that objective and help clarify what the objective addresses. Teaching Strategies GOLD can be used with children from birth to five years.  

Early Learning Scale
https://www.myelsonline.org/
The Early Learning Scale, ELS, is an authentic, observation-based performance assessment that provides educators with a practical tool for assessing the progress of students ages 3 to 5 toward school readiness. Based on current research, the ELS integrates well with any curriculum and supports the needs of all student populations. The domains covered by the assessment include Math/Science, Social-Emotional/Social Studies and Language & Literacy. A Motor Development supplement is also available as well.

Hawaii Early Learning Profile (HELP): 3-6 years (2nd Ed.) Extends HELP 0-3
http://www.vort.com/
HELP 3-6 is a comprehensive, on-going curriculum-based assessment for use with young children and their families. It complements and extends HELP 0-3. HELP 3-6 domains include Cognitive, Language, Gross Motor, Fine Motor, Social-Emotional, and Self-Help and three new Strands (Self Regulation, Dramatic Play, Time), along with 12 new behaviors/skills.

High/Scope Child Observation Record
http://www.highscope.org/Content.asp?ContentId=2
The Preschool Child Observation Record (COR) is an observation-based instrument providing systematic assessment of young children's knowledge and abilities in all areas of development.  The Preschool COR is used to assess children from the ages of 2½ to 6 years. The Preschool assessment tool is based on six categories that represent broad domains of child development. These categories are: Sense of self, Social relations, Creative representation, Movement, Communication and language, Exploration and early logic.  

Learning Accomplishment Profile-3 (LAP-3)
http://chtop.org/Products/LAP-System/The-LAP-3.html
The Learning Accomplishment Profile-3 (LAP-3) is designed to help teachers, clinicians, and parents assess, children’s skill development in several, domains of development.  Domains include: Gross motor, Fine motor, Prewriting, Cognitive, Language, Self-help, Personal/social.  For age range: 36-72 months

Work Sampling System
http://www.pearsonclinical.com/childhood/products/100000755/the-work-sampling-system-5th-edition.html#tab-details
The Work Sampling System is an assessment tool that can be used with children from preschool to third grade.  This tool helps collect information on the child’s work and compare it to grade-specific guidelines, identify what children are learning, what they are beginning to master, and what they still need to work on and inform curriculum and instruction planning.

 

Assessment Tools - Informational

Early Childhood Curriculum, Assessment, and Program Evaluation
http://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf
NAEYC Complete Position Statement with Expanded Resources, 2003.  This document begins by summarizing the position of NAEYC and NAECS/SDE about what is needed in an effective system of early childhood education—a system that supports a reciprocal relationship among
curriculum, child assessment, and program evaluation.

Preparing Young Latino Children for School Success: Best Practices in Assessments
http://www.nclr.org/images/uploads/publications/IB_23_Effective_Assesments_for_Young_English_Language_Learners.pdf
Student assessments are a critical component of any early learning program. Assessments are used to inform student instruction and to ensure that children are making significant learning gains based on age-appropriate expectations. For Hispanic English language learner (ELL) children, assessments must be structured in a manner that accurately measures children’s progress in both content knowledge and English language development. Additionally, assessments should provide information about how programs are serving young children with diverse learning needs. This policy brief highlights the importance of developing effective assessments for young ELLs, highlights a best practice in the field, and concludes with policy recommendations which highlight how to bring effective practices to scale.

Understanding and Choosing Assessments & Developmental Screeners for Young Children Ages 3-5: Profiles of Selected Measures
http://www.acf.hhs.gov/sites/default/files/opre/screeners_final.pdf
This compendium reviews technical information provided by developers regarding the reliability and validity of 8 commonly used child assessments and 10 developmental screening tools and translates this information into user-friendly language. The compendium also aims to increase awareness about reliability and validity and how to evaluate whether an instrument is reliable and valid for the population and purpose for which it will be used.
Author: J. Wessel, K. Darling-Churchill, Marty Zaslow, S. Moodie, Tamara Halle
Year: 2011

 

 

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