Early Childhood - Connecticut State Department of Education

Assessment Chapter 4
might describe work samples collected over time and
include an overview of anecdotal observations. This
allows the teacher to describe behavior patterns using
specific examples of strengths and areas for growth. A
conclusion might include agreed-upon goals for home
and school participation.
Such reports should be sensitive and positive. A
well-written narrative reads like a story, providing much
information and cause for celebration. The narrative
should place information in perspective, set plans and
goals, and target dates to communicate again.
Parent Conferences
While a great deal of valuable information can be
shared in daily, informal communication, parent
conferences provide time for more in-depth
exchanges and problem solving. Helpful guidelines
for conducting parent conferences include the
following:
• Prepare parents in advance by sharing the
purpose for meeting, anticipated length,
and who will be present. Solicit parental
input on topics to ensure addressing their
questions and concerns.
• Organize thoughts and be prepared with
examples and work samples to assist
parents in understanding the teacher’s
perspective.
• Establish a relaxed and open tone for
the meeting. All participants should feel
that their contributions are valued and
needed.
• Be descriptive. Celebrate the child’s
growth and avoid labeling or judging
behavior.
• Share the curriculum and performance
standards with parents and provide them
with examples of their child’s performance
in the various domains.
• Approach the conference as an
opportunity to problem-solve with the
parent. Prepare some possible strategies
in advance, but remain open and willing
to search together for answers.
• Seek to agree on goals and together
prepare an action plan for home and
school in order to achieve these goals.
• Set a time to talk again, even if by phone.
Take responsibility for keeping in touch.
Make sure the parents feel supported.
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Portfolios
Portfolios of children’s work gathered over time
demonstrate their growth and development to teachers
and parents. This approach is different from anecdotal
observations. If storage is an issue, many educators
have found photographs, videos, cassettes and disks to
be possible solutions. Viewing these collections with
the child provides an opportunity to begin developing
the child’s ability to evaluate his or her own efforts.
Viewing with parents provides a starting point for
communicating about their child. Time should be
balanced between celebrating growth and planning
future goals and instruction. For a sample of a portfolio
time line see page 62. A few guidelines in establishing a
portfolio collection follow:
Checklists
• Establish a time line and a list of the
behaviors and outcomes to be observed and
documented.
• Plan a storage system that will accommodate
the items and be manageable in the
classroom.
• If items to be collected include disks, tapes
or film, be sure that supplies and funds
are available for the process to continue
throughout the year.
• Keep a checklist handy to determine what
items are needed for specific children.
• Involve the child in the selection and review
process. Even young children enjoy looking
at past work and deciding which is their
“best”.
Various checklists of age-appropriate expectations can
be created to assess children’s abilities and skills. These
lists might include recognition of name, identification of
letters in name, preference of centers, mastery of selfhelp
skills and others. Each provides the teacher with
an opportunity to take a quick look at the child with a
specific objective in mind. This information can easily be
incorporated into specific individual planning, as well
as in determining environment and teaching strategies.
Time/Activity Samples
This type of observation is particularly helpful when
patterns of behavior are being established. For example,
it may be important to determine how much time a child
spends in particular areas of the room, or how much