The Head Start Disabilities Services Newsletter is produced monthly by the National Center on Early Childhood Development, Teaching, and Learning (NCECDTL).
The partnership between parents and staff is fundamental to children's current and future success in school readiness and beyond. Discover how programs can share information with families about children's learning and progress toward school readiness outcomes.
Programs should have a process in place for age-appropriate developmental and behavioral screenings for all children at the beginning of a child's enrollment in the program, at least yearly thereafter, and as developmental concerns become apparent to staff and/or parents/guardians. Providers may choose to conduct screenings, themselves; partner with a local agency/health care provider/specialist who would conduct the screening; or work with parents in connecting them to resources to ensure that screening occurs. This process should consist of parental/guardian education, consent, and participation as well as connection to resources and support, including the primary health care provider, as needed. Results of screenings should be documented in child records.
Teachers know and understand the broad range of content areas and the developmental expectations (i.e., social and emotional, cognitive, expressive and receptive language, motor, adaptive, and English language development) appropriate for young children as outlined by the Head Start Early Learning Framework. Teachers consider what they want children to know, understand, and be able to do using the five essential domains.
Read how Head Start teachers in Minnesota created a statewide learning community that has not only studied the value of authentic assessment but has also built a state Head Start database that combines assessment, demographic, and classroom information.
Use this fact sheet to better understand how child health may impact assessment. It includes a list of tools that programs can use to improve child assessment strategies..