These are questionnaires completed by parents prior to enrollment and when their child transitions to an older age group or annually. The questionnaires provide information about the child’s health, development, family information and personal preferences. Infant and toddler family information forms and children’s information forms are updated quarterly.
These are created for each and every infant, toddler, preschool and pre-k child enrolled at the center and move with the child as he/she transitions to the next classroom. The digital portfolio is shared with families at the end of each school year. Portfolios, in essence, are a purposeful collection of each child’s learning and development over time.
We play an active role in fostering and tracking your child's development.
Have questions about our assessment methods? Call today.
Hamilton Heights Child Development Centers assessment methods include, but are not limited to, family questionnaires, an initial screening tool, individual child portfolios, observations, anecdotal notes, photos and work samples, developmental checklists, parent/teacher conferences, child planning and progress reports, and quarterly progress reports.
This is a brief screening instrument intended to identify if a child may need further evaluation in order to determine if there is a possibility of a developmental delay that might affect a child’s overall performance for success in school. These questionnaires are distributed to families once or twice a year around parent-teacher conferences, depending on the age of the child.
Teachers regularly use these tools to assess individual children, as well as the group to facilitate learning and make informed decisions about future planning.
This provides a tool for teachers to observe and document learning that has taken place, which is then shared with parents at conferences.
This is a reflective form given to parents during parent/teacher conference time each year to allow them an opportunity to clarify goals for their child, formulate questions and contribute to their child’s learning.
These meetings are held in October and April and/or upon request. Teachers meet with parents to discuss children’s growth and progress. Families have an opportunity to review portfolios, receive copies of the Child Progress and Planning Report or the Family Conference Form, and reflect and contribute information pertinent to their child’s educational needs. Parents also receive a documented written summary of development an additional two times per year.
Progress is shared with parents four times a year, in October and April during conferences and in January and July in written form.
The teachers, teachers’ coach and directors have been educated in the purpose, use and interpretation of our assessment methods.
*We have taken in account the developmental appropriateness, cultural and linguistic awareness and inclusion of families, validity, and accountability when developing and using the assessment pieces.