Embedded Files
Within the First 45 days-Assessment & Screenings
Within the first 45 days of enrollment, teaching staff and parent/guardian will complete an age-appropriate Ages and Stages Questionnaires - ASQ-3 and ASQ-SE2 screening according to the child’s birthdate. After that, teaching staff and parent/guardian will complete the required appropriate Ages and Stages Questionnaire ASQ-3 according to the child’s age using the frequency chart (see below). For children in the 0 to 3 program, the ASQ: SE 2 is administered every 6 months.
For children in the 3-to-5-Year-Old Program, the ASQ:SE 2 is administered annually.
Child Assessment Cycle 0-3
Child Assessment Cycle 0-3
Child Assessment Cycle 3-5
Child Assessment Cycle 3-5
Conducting Assessments
Developmental Screenings & Assessment Criteria
GHC Education staff must administer or obtain a current developmental and social-emotional screening within 45 days of the child’s first program attendance or home visit for the program year to screen for developmental delays or concerns.
a. Screenings for returning children can be completed as early as July 1 and be counted as making the 45-day deadline for the program year.
b. Children with a current certified Individual Family Service Plan (IFSP)/ IEP are not required to be screened, but it is recommended should it be suspected that additional services may need to be added to a child’s IFSP/IEP.
c. Screenings must be conducted with written parent or guardian consent.
d. Families must be provided with information on the purpose of the screening, screening results, and how the results of the screening will be used.
e. Screenings must not be used for ranking, comparing, or otherwise evaluating individual children for purposes other than research, training, or technical assistance. Screening items and/or data must not be used for the purpose of providing rewards or sanctions for individual children or staff or to exclude children from enrollment or participation.
Center-based and Home Visiting Assessment Tools
Agency staff make every effort to share with parents, at enrollment, the importance of timely screening and addressing identified developmental delays. The Ages and Stages Questionnaire (ASQ-3) assesses five areas– adaptive, visual motor, fine/gross motor, communication and language, and problem-solving, and is used by the teacher/home visitor to assess development to identify children that might need further evaluation. The teacher and parent complete the ASQ - Social Emotional (ASQ:SE) screening to assess behavior and social-emotional development.
A health questionnaire determines family, parent, and child at-risk factors for health and wellness, i.e., nutrition, pre-natal, obesity, diabetes, etc. Suppose the child's screening results demonstrate a need for referral. In that case, family support staff discusses the process with the parent, and the team will begin the referral process to obtain additional support and services for the child with the parent's consent. Developmental and behavioral screenings with written parental consent occur within 45 days of enrollment.
Results of developmental screening tools are shared with families in writing within fifteen days of completion. Staff also share hearing and vision screening results. A Hearing and Vision tech will conduct screenings for 3-5-year-old children. All referrals are tracked as needed, and child and family progress is monitored to ensure service recommendations are made on time.
Three- to five-year-old children are screened utilizing the Early Screening Inventory-Revised (ESI-R) tool, an individually administered screening instrument to identify children who may need special education services to perform successfully in school. For children ages birth to three, referrals are made to the state-designated Child and Family Connections.
School Readiness
Gads Hill Center has aligned all school readiness goals with the Head Start Learning Outcomes Framework for ages birth to five and the State of Illinois Early Learning guidelines. Establishing school readiness goals begins with the Education Team developing an action plan to create and implement pathways to achieving school readiness goals. Teachers are trained to develop goals and incorporate the parent in the process.
Upon the completion of establishing School Readiness Goals, an assessment of children is conducted as an ongoing occurrence three times a year. Data retrieved from children will assist the Teacher with planning individualized activities for children.
School readiness goals are measured from progress made through assessments and are examined for data trends, growth development patterns, and improvements. Using this data, teachers differentiate instruction for children and create improvement plans to increase desired outcomes if the set goals are unmet.
Children have the Fall, Winter, and Spring sessions to develop and show progress toward the goals. Teachers, along with the Education Team, adjust goals or strengthen the system of making goals by monitoring the development of children with each goal.
Children that attend Kindergarten continue to set goals due to the Chicago Public School system's utilization of the same assessment system, Teaching Strategies Gold. Teachers at Gads Hill Center partner with Kindergarten teachers by making classroom visits with children and extending information about the child attending kindergarten to the new teacher. Information about the child's assessments, strengths, and weaknesses is shared to transition to the new environment smoothly. The expectation is that the new school continues to build on present goals set for children and create new attainable goals to support children and their development.
Scoring Children After Assessments ESI-R
GHC classroom teacher completes the questionnaire. Parents must complete the required ESI-R parent questionnaire for each instrument within the same time period as the ESI-R. Developmental screenings should be administered in the child’s home language. If an agency serves a child who speaks a language other than English or Spanish, the program must administer the screening through the support of an adult interpreter (staff or family member) in the child’s home language. Programs should indicate at the top of the screening that it was administered with the help of an interpreter and what the child’s language home language is. If the program is having difficulty locating an adult who is sufficiently proficient in both languages to interpret, they should contact their DFSS monitoring team for support.
GHC requires that teaching staff administering the ESI-R follow the protocol in the ESI-R Manual to score the instrument. If a child refuses four (4) or more tasks, then the screening cannot be scored. After two to three weeks screen again, after the child has adjusted to the classroom environment or any anxiety or illness he or she may be experiencing. Continued refusals may be an indication of a need for a Mental Health or CPS referral after consideration of all sources of information.
The screening decisions for the ESI-R are OK, Rescreen, or Refer.
1. OK with no other concerns noted by parent or teacher: No follow-up is needed child can be next screened according to the frequency noted above
In CARES Early Bird the child’s screening result will be recorded as Passed and the screening decision as OK.
2. Rescreen: a. Child to be rescreened, with the appropriate tool for their age, in 6 – 8 weeks. b. In CARES/Early Bird, record the screening result as Needs Rescreen and the decision as Rescreen.
3. Refer or a second Rescreen: a. Indicates a need for referral, and the referral steps should be followed as outlined in the Disabilities section.
In CARES/ Early Bird, record the screening result as Needs Referral and the decision as Refer.
In CARES/ Early Bird, for a second Rescreen result, record the screening result as Needs Rescreen and the decision as Refer.
Entering Screenings Into CARES and Early Bird
The education staff will enter the Ages and Stages Questionnaires-ESI-R, ASQ-3 and ASQ-SE2 results in the electronic tracking system by creating a Developmental Screening (ASQ-3) notation in the education module. The teaching staff will send the Ages and Stages Questionnaires -ESI-R, ASQ-3 and ASQ-SE questionnaire files to be placed in the child’s case file. The teaching staff will discuss the results of the screening and assessment with the family within fifteen days of the screening being completed and will further discuss at the first parent-teacher conference. Any status and follow-up actions are shared at team conferences which are conducted twice a year, and through ongoing communication with staff and families. The first team conference determines whether additional recommendations and/or monitoring needs to be done.
Ages & Stages Questionnaire: Social-Emotional, Second Edition
GHC Requires that all classroom teachers administer and complete a questionnaire and the parent must complete a questionnaire. Children often behave differently in different environments and the perception of the person completing the screening is important. A parent or teacher may need support around a behavior that is either not observed or is not seen as challenging in the other environment. Classroom Teachers must review parent-completed questionnaires with the parent and follow up on scores above the cutoff or any concerns noted in the open-ended questions.
Home visitors do not spend enough time with the child to complete one on their own and so support the parent in completing the questionnaire.
GHC requires that all education staff administer the ASQ-2 following the tools score the screening according to the ASQ:SE-2 User’s Guide and transfer scores and the responses to the overall questions to the Information Summary page.
1. Any concerns noted in the comments or overall questions section require follow-up. The scores and comments on both the parent- and teacher-completed screenings are taken into account when determining follow-up.
2. Scores below the cutoff (white zone), on both the parent- and teacher-completed screenings, with no other noted concerns:
No follow-up is needed.
In CARES/Early Bird, record the screening result as Passed and the screening decision as OK.
3. Scores near or above the cutoff (2 grey or 1 black zone) on one or both the parent- and teacher-completed screenings:
Schedule an SRT meeting with the teacher and parents to discuss the next steps.
Consider a follow-up meeting with Mental Health Consultant, and possibly outside referrals, for support. See the Mental Health section for more information.
For birth to three, a referral to Early Intervention is indicated. See the Disabilities section for steps to take.
For three to five, a referral to CPS may be warranted, if the issues are adversely affecting the child’s, or other children’s ability to learn or participate. See the Disabilities section for steps to take.
In CARES/Early Bird, record the screening result as Needs Referral and the decision as Refer.
Ages & Stages Questionnaire-Third Edition
GHC classroom teachers should complete one ASQ-3 questionnaire together with the parent. If not possible, the classroom teacher/ should complete a questionnaire in addition to supporting the parent in completing one. If two are completed, the teacher/provider must review the parent-completed questionnaire and follow up on any scores in the grey or black and any concerns noted in the overall response section.
Home visitors do not spend enough time with the child to complete one on their own and so must support the parent in completing the questionnaire.
GHC requires all education staff to administer the ASQ-3 score for the screening according to the ASQ-3 User’s Guide and transfer scores and responses to the overall questions to the Information Summary page:
1. If two screenings were completed (by parent and teacher) the scores from both are taken into account when determining follow-up. In CARES/Early Bird, information from both screenings needs to be represented.
2. Any concerns noted in the overall questions section require follow-up with the parent.
3. For scores well above the monitoring zone (in the white) in all areas with no other concerns noted by parent or teacher:
No follow-up is needed, and the child can be next screened according to the frequency noted above.
In CARES/Early Bird, the child’s screening result will be recorded as “Passed” and the screening decision as “OK”. Under comments, write that all scores were in the white area in addition to any other comments.
4. For scores in the monitoring zone in one or more areas (shaded grey):
One score in the grey area/monitoring zone: child to be rescreened, with the appropriate tool for their age, in 6 – 8 weeks.
In CARES/ Early Bird, the screening result will be “Needs Rescreen” and the decision will be recorded as “Rescreen”. In the comments note which areas fell in the grey
5. Two or more scores in the grey area/monitoring zone, or two consecutive rescreen results:
Indicates a need for referral, and the referral steps should be followed as outlined in the Disabilities section.
In CARES/Early Bird, record the screening result as “Needs Rescreen” and the decision as “Refer”. In the comment section note which areas fell in the grey.
If the child is too old for an EI referral (less than 45 days before the child's 3rd birthday or already 3), an ESI-R should be administered for a possible CPS referral.
6. One or more scores below the monitoring zone (shaded black): a. Indicates a need for referral, and the referral steps should be followed as outlined in the Disabilities section.
In CARES/ Early Bird , record the screening result as “Needs Referral” and the decision as “Refer”. Note in the comment section which areas fell in the black or grey.
If the child is too old for an Early Intervention referral (less than 45 days before the child's 3rd birthday or already 3), an ESI-R should be administered for a possible CPS referral.
Interpreting Assessment Results
Score Interpretation
For all screenings, regardless of the result, if a parent or teacher notes a concern, follow-up is needed. Should a parent express a concern that indicates the need for a referral prior to completing a screening, it is not necessary to wait for the screening to begin the steps for a referral. Ages & Stages Questionnaire-Third Edition—Score the screening according to the ASQ-3 User’s Guide and transfer scores and responses to the overall questions to the Information Summary page:
If two screenings were completed (by parent and teacher) the scores from both are taken into account when determining follow-up. In CARES or Early Bird, information from both screenings needs to be represented.
Any concerns noted in the overall questions section require to follow-up with the parent.
For scores well above the monitoring zone (in the white) in all areas with no other concerns noted by parent or teacher:
a. No follow-up is needed, and the child can be next screened according to the frequency noted above.
b. In CARES or Early Bird, the child’s screening result will be recorded as “Passed” and the screening decision as “OK”. Under comments, write that all scores were in the white area in addition to any other comments.
For scores in the monitoring zone in one or more areas (shaded grey):
a. One score in the grey area/monitoring zone: child to be rescreened, with the appropriate tool for their age, in 6 – 8 weeks.
b. In CARES or Early Bird, the screening result will be “Needs Rescreen” and the decision will be recorded as “Rescreen”. In the comments note which areas fell in the grey.
Two or more scores in the grey area/monitoring zone or two consecutive rescreen results:
a. Indicates a need for referral, and the referral steps should be followed as outlined in the Disabilities section.
b. In CARES or Early Bird, record the screening result as “Needs Rescreen” and the decision as “Refer”. In the comment section note which areas fell in the grey. c. If the child is too old for an EI referral (less than 45 days before the child's 3rd birthday or already 3), an ESI-R should be administered for a possible CPS referral
One or more scores below the monitoring zone (shaded black):
a. Indicates a need for referral, and the referral steps should be followed as outlined in the Disabilities section.
b. In CARES or Early Bird record the screening result as “Needs Referral” and the decision as “Refer”. Note in the comment section which areas fell in the black or grey.
c. If the child is too old for an Early Intervention referral (less than 45 days before the child's 3rd birthday or already 3), an ESI-R should be administered for a possible CPS referral.
ESI-R — Follow the protocol in the ESI-R Manual to score the instrument. If a child refuses four (4) or more tasks, then the screening cannot be scored. After two to three weeks screen again, after the child has adjusted to the classroom environment or any anxiety or illness he or she may be experiencing. Continued refusals may be an indication of a need for a Mental Health or CPS referral after consideration of all sources of information.
The screening decisions for the ESI-R are OK, Rescreen, or Refer.
OK with no other concerns noted by parent or teacher:
a. No follow-up is needed, and the child can be next screened according to the frequency noted above.
b. In CARES or Early Bird , the child’s screening result will be recorded as Passed and the screening decision as OK.
Assessments & Rescreen
Assessment Rescreens must Occur when:
a. Child scores rescreen, with the appropriate tool for their age child will be rescreened in 6 – 8 weeks.
b. In CARES or Early Bird , record the screening result as Needs Rescreen and the decision as Rescreen.
Refer or a second Rescreen:
a. Indicates a need for referral, and the referral steps should be followed as outlined in the Disabilities section.
b. In CARES and Early Bird , record the screening result as Needs Referral and the decision as Refer.
c. In CARES or Early Bird , for a second Rescreen result, record the screening result as Needs Rescreen and the decision as Refer.
Ages & Stages Questionnaire: Social-Emotional, Second Edition —Score the screening according to the ASQ:SE-2 User’s Guide and transfer scores and the responses to the overall questions to the Information Summary page.
Any concerns noted in the comments or overall questions section require follow up. The scores and comments on both the parent- and teacher-completed screenings are taken into account when determining follow-up.
Scores below the cutoff (white zone), on both the parent- and teacher completed screenings, with no other noted concerns:
a. No follow-up is needed.
b. In CARES and Early Bird , record the screening result as Passed and screening decision as OK.
Scores near or above the cutoff (grey or black zone) on one or both the parent- and teacher-completed screenings:
a. Schedule an SRT meeting with the teacher and parents to discuss next steps.
b. Consider a follow up meeting with Mental Health Consultant, and possibly outside referrals, for support. See the Mental Health section for more information.
c. For birth to three, a referral to Early Intervention is indicated. See the Disabilities section for steps to take.
d. For three to five, a referral to CPS may be warranted, if the issues are adversely affecting the child’s, or other children’s ability to learn or participate. See the Disabilities section for steps to take.
e. In CARES or Early Bird , record the screening result as Needs Referral and the decision as Refer.
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