4.C Identifying Children's Interests and Needs and Describing Children's Progress

4.C.02
Teachers assess the developmental progress of each child across all developmental areas, using a variety of instruments and multiple data sources that address the program's curriculum areas. Staff with diverse expertise and skills collect information across the full range of children's experiences.
As stated in 4.B.05, a portfolio including informal assessment methods is used to assess children's cognitive, physical, social/emotional and language development. 

A sample of some examples of evidence to show progress in learning that would be included in the portfolio:
Cutting samples to illustrate fine motor skills, specifically scissor skills.

 
Drawing samples of people and animals to assess progress with identifying parts of the body and including those details in their representations (cognitive development).

Anecdotal note sheet that indicates progress in math skills:

The entire Tree House staff (teachers, assistants and support staff) participates and gives information about the assessment of each child.

4.C.03
Teachers refer to curriculum goals and developmental expectations when interpreting assessment data.

A Tree House Planning Meeting

The Tree House staff comes together at least once per week to discuss classroom activities and individual development. During these meetings, we use the assessment data gathered on each child to help plan curriculum goals and individual goals for all the children, with and without special needs. As a result, these goals drive the planning of activities in the classroom. Thus completing the cycle of learning for each child.