Assessment System
ECDC’s assessment system is aligned with ten essential domains for the healthy development of children under our care.  The domains are social-emotional, physical, language, cognitive, literacy, mathematics, science and technology, social studies, arts and English language acquisition.

Assessment Plan

Our assessment plan describes when and how to assess and collect information from each domain and subsequent learning goal. Teachers collect children’s work, pictures and anecdotal observations which illustrate the progress a child makes over the school year. These samples are placed in each child’s portfolio to show families during conferences or at the family’s request.

Communication

Teachers communicate with families on a regular basis at pick-up and drop-off.  Teacher/Family conferences are scheduled twice a year to discuss goals, progress and “next steps.” A written summary will be submitted to families twice a year. 

Principles

Our assessment system is founded on two primary principles:

First, young children should be assessed using a variety of methods such as direct observation, children’s creative expressions and appropriate developmental instruments such as the screening tools Ages and Stages (ASQ) and Teaching Strategies “Child Assessment.”

The second principle is that assessment information should be gathered in natural, realistic settings and situations that more accurately reflect children’s actual performance by adults who are familiar with the child. Observation of children’s skills and tasks that occur in the context of normal play or activities result in a more valid estimate of their developmental status.

Purpose

Although our primary purpose is to present an accurate picture of each child’s progress, the assessment information improves the teacher’s ability to plan more meaningful instruction and evaluate the effectiveness of teaching strategies.

Teachers recognize that healthy children develop at unpredictable rates in different domains. It is not unusual for a child to develop fine-motor skills more slowly while language and social skills are advanced.

Teachers meet on a regular basis to discuss proper procedures, methods and tools used in our assessment practices. As standards change teachers are updated on new methods. Teachers are encouraged to increase their knowledge through workshops and classes. Each supervisory teacher is given time outside of the classroom to maintain the assessment schedule for each child and prepare appropriate activities for their progress.

Our approach includes knowledge of the most current research on child development, the individual child’s strengths and learning challenges, and the child’s cultural and family background.