Content Area III: Assessment and Planning for Individual Needs

Observe and assess what children know and can do in order to provide curriculum and instruction that addresses their developmental and learning needs.

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Level 1
Level 2
Level 3
Level 4
Level 5

Level 1

• Understands that each child develops at his/her own rate.
• Assists with collection of information about each child’s development.
• Raises concerns about children's development to supervisors.
• Maintains confidentiality between the program and families regarding each child’s observation and assessment.
• Is aware of the signs of emotional distress, child abuse, and neglect and complies with mandated reporting procedures for child abuse and neglect.

Level 2

• Identifies various ways to get to know each child as an individual, including strengths, needs, interests, families, and life situation.
• Contributes to assessments and aids in informal evaluation.
• Collects and organizes information about each child, such as collecting samples of the child’s work and recording anecdotal notes.
• Assists in the reporting of assessment results to families.

Level 3

• Maintains appropriate records of children’s development and behavior that safeguard confidentiality and privacy.
• Works cooperatively with assessment and health care teams for children with special needs or suspected developmental delays or disabilities.
• Understands the use and limitations of both formal and informal screening and assessment of young children.
• Involves the family and other team members in assessing children’s development, strengths, and needs to set individual goals for children.
• Uses observational techniques to learn about individual infants, toddlers, young children, and their families’ needs, interests, preferences, and particular ways of responding to people and events.
• Plans for and includes non-verbal demonstrations of skills with preverbal or English Language Learner children.
• Engages families in positive dialogue about assessment processes, results, and implications.

Level 4

• Objectively observes and records children's patterns of development, behavior, and preferred learning style.
• Analyzes findings of observations and uses the information to plan for and guide curriculum, instruction, and interaction with children.
• Exhibits understanding of the influences of environmental factors, cultural/linguistic differences, and diverse ways of learning on assessment outcomes.
• Uses authentic, performance-based assessments of children's learning to assist in planning and to communicate with children and parents.
• Communicates assessment results to families in a clear, supportive, and collaborative manner.
• Involves families in assessing and planning for individual children, including children with disabilities, developmental delays, or special abilities.
• Develops, implements, and evaluates a curriculum and environment that focuses on children’s developmental needs and interests and incorporates their home experiences and cultural and societal values.
• Fully understands and uses local process for initiating referrals for young children with health and developmental concerns.
• Integrates comments and recommendations from families about child needs and strengths into education program.

Level 5

• Understands and applies major theories and research relevant to observation and assessment.
• Addresses issues relevant to observation and assessment.
• Establishes criteria, procedures, and documentation methods for assessment of children’s progress.
• Establishes criteria, procedures, and documentation methods for assessment of program effectiveness with individual children.
• Understands and articulates assessment issues and strategies and communicates these to families and other professionals.