Teaching Strategies Gold Assessment Requirements

Assessment Tool

Staff will utilize the selected ongoing assessment tool in assessing, promoting, and supporting a child’s educational progress. For each child to include:

The Teaching Strategies Gold (TSG) Assessment will be utilized through the online platform. Individual Child Plans will be created for each child monthly using the TSG weekly planning form. Plans will be used to individualize instruction and monitor progress.
Staff will complete assessments of individual children utilizing authentic interactions to create documentation of observations. The collection of documentation of observations by staff shall be ongoing.
Observations will be entered in increments weekly.
Data from observations shall be used in lesson planning and individualization.
At the end of each assessment checkpoint, the primary caregiver “teacher” will generate TSG Development and Learning Reports to be used as discussion points when meeting with families for Family Conferences and goal setting. Additional TSG reports may be used to support these conversations.
Copies of reports will be given to the family. The TSG Family Conference Form will be utilized in the Family Conference a minimum of twice yearly.
Teachers will record family input directly onto this form, and teachers and parents will sign the report.
A copy of the TSG Family Conference Form will be given to the family.

For the classroom:

TSG Classroom Profile Reports may be used for individualization and small group planning at any point during each checkpoint and after the finalization of each checkpoint.
Individual Child Plans will be used weekly for selected children, with all children targeted no less than twice monthly.

MyTeachingStrategies-How-To-Guide-for-Administrators.pdf

My Teaching Strategies Guide

Objective Observations

When writing an anecdote/observation, follow the following guidance:

Observe the situation: Identify the situation is valuable for purposes of recording an observation (i.e. it is developmentally significant or related to a child’s specific goals, or Early Learning & Development Standards/Maine Infant Toddler Guidelines, or Head Start Early Learning Outcomes Framework).
Write down a fact-based observation of the situation.
Enter the observation into TSG, select the relative objectives, and set a preliminary level.

Well-written anecdotes include:

Brief descriptions that build a visual image, summarizes any context necessary for understanding the situation, uses descriptive words or direct quotes, is done factually and non-judgmentally without interpretation, and uses examples of child’s work product (photos, videos).

Individualization and Assessments

GHC teaching staff must conduct ongoing child observations utilizing the Teaching Strategies GOLD assessment tool that provides information on the child’s developmental level and progress in outcomes aligned to the goals described in the Head Start Early Learning Child Outcomes Framework: Ages Birth to Five. Each child is assigned a color band. The color bands provide teachers with a range of developmentally appropriate skills for the child's age range. GOLD Administrators will conduct and monitor this process for accuracy. Color bands for children 0-3 will remain within the same color range throughout the year. The platform automatically changes the color band for 0-3. Color bands for children in the 3–5-year-old program are manually adjusted yearly. Children 3 and 4 years of age and not transitioning to Kindergarten the same program year are assigned the green color band at the beginning of the year. Children four years of age and attending Kindergarten at the end of the program year will be assigned the blue color band.

After each TSG quarterly reporting period, an aggregated report will be generated for each classroom. The Classroom Profile report will be used by each teaching team to facilitate and inform the planning of classroom and individual activities to assist children in reaching developmental goals and objectives. As relevant, the program must regularly use the information detailed above, along with informal teacher observations and additional information from family and staff, to determine a child’s strengths and needs, inform, and adjust strategies support individualized learning, and improve teaching practices in the center-based setting.

Assessment and Concerns

Behavioral or developmental concerns are documented in writing by staff through child observations, behavior incident documentation, and as indicated by screening results. It is best practice for staff to contact the family in person or by telephone to express these concerns and discuss any concerns the family may have. EHS Home Visitors will discuss concerns during a scheduled weekly home visit. Staff will take a strength-based approach always discussing areas of strength prior to areas of concern. Parents should be asked if they note other areas of strengths not discussed. Concerns should then be addressed by seeking feedback from parents such as:

Do the parents share these concerns?

Are there specific times and circumstances that prompt the concern?

Has their family physician indicated any concerns?

Staff should be objective, and respectful to the family, and should not suggest any diagnosis. Staff should emphasize that a referral is made to gather more information about the child. Information that can result from a referral can be used to individualize a child’s program. Parents should be assured that both Child Development Services and the Mental Health Consultant are trained to work with children and make any screening or evaluation process fun for the child.

When to Refer Bases on Assessments

If the information gathered from the above resources indicates a concern, an SRT can be scheduled to discuss any concerns that may be impeding the child’s development and learning. With parent consent and based on guidance from a mental health or child developmental professional, a program can refer the child to Child and Family Connection (CFC) for children 0-3 for early intervention services. For children ages 3-5, referral to the local LEA (Chicago Public Schools) can be initiated for a formal evaluation of the child’s development.

If warranted through screening and additional relevant information and with direct guidance from a mental health or child development professional, the program must, with the parent’s consent, promptly and appropriately address any needs identified through:

● Referral for a formal evaluation to assess the child’s eligibility for services as soon as possible and not to exceed timelines required under IDEA; and,

● Partner with the child’s parents to support families through the formal evaluation process.

If a child is determined to be eligible for services under IDEA, the program must partner with parents, the LEA or the early intervention program, as appropriate, and deliver the services.

If, after CPS or Child and Family Connections determine the child is not eligible for special education or related services, the program must:

● Seek guidance from a mental health or child development professional to conduct classroom observations to identify what areas of the child’s development and learning need individualized support.

● Program education administration and teachers will meet with observation data collected over time by the teacher and other supporting documentation to identify any specific concerns and partner with parents to help the family access services and supports to help address the child’s needs.

Classroom materials and accommodation equipment for students should be purchased and noted in an accommodations plan.

Parent Choice in Referrals

In all circumstances, the parent is an active participant in the referral process. Should parents not be interested in a referral, this is their right. It is important to share with parents that any referral that leads to some extra support for their child can have a profound impact on a child’s development and readiness for school. Staff continues to monitor the child’s progress and to work with the family around their concerns about delaying a referral. Staff should contact the appropriate Content Coordinator when a family does not wish to seek a referral. This should be documented in the Child File in the appropriate content area with the reason(s) for the parent refusal noted. Once concerns are communicated with the family, and the family agrees to a referral, Teachers, Family Service Staff, and/or EHS Home Visitors will complete the GHC Early Childhood Programs Referral Form and have it signed by the parent/guardian.

Teaching Strategies: Department Components

For the program: The Education Manager will set the assessment periods at the beginning of each program year.

The Education Manager, with permission from the Program Director and under circumstances that demonstrate a need to do so, may change the assessment period during the year.
The Education Manager will provide training and technical assistance as needed to ensure staff is able to complete child assessment observations.
The Education Manager will provide TSG Documentation Status and TSG Assessment Status information to classroom teams regularly and as needed to inform instructional decisions and monitor progress.
The Education Manager will save all child assessment data at the end of each checkpoint and every program year.
The Early Childhood Director will share aggregate data with collaborative partners at key points.
The Education Manager & Early Childhood Director will work together to provide aggregate data to the Policy Council, Board of Directors, and the self-assessment team at key points throughout the year.

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