Progress and Outcomes Ftoport (or Children Age Four Years Old

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Creative Curriculum
Physical Development Demographic Breakdown: by Age Percentage of Children at Each Level in the Area of Physical Development
Covers Fall for 2002-2003 School Year
Age 4 to 5

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Forerunner Step I Step II Level observed

Number of children included in this report = 55

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Report generated by CC-PORT. copyright 2001 Teaching Strategies, Inc., D.C.. http^/www.TeachiQgStralegies.coni

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Vocabulary
The learner should review the vocabulary listed below before watching the videotape. DEVELOPMENTAL HISTORY FORM: A form designed to elicit information from the family concerning the child such as; birth history, family constellation, eating and sleeping patterns, fears, favorite activities, peer relationships, guidance techniques and TV viewing. The child and parent are usually observed interacting at this time. The parents can share any concerns that they have about their child's development at this lime and ask questions about the program. CHECKLIST: A list of specific observable behaviors or activities arranged in a logical order such as a domain or key experience area. CULTURE: The background, ethnicity, religious practices, family history, neighborhood in which the child lives, family values and other factors that help us look at (he whole child within the context of their family. CONFERENCE: Teachers and parents meet together formally two or three times a year to discuss how the child is meeting the goals of the curriculum. Parents and teachers share information with each other to gain a total picture of the child in all areas of development. During the school year, parents can request additional conferences. Staff may also request a conference if they believe that the child may need to be referred for an evaluation or if they have concerns that they need to share with the parent. FOCUSED PORTFOLIO: A portfolio with specifically designed collection forms for documenting children's favorites, friends, family and developmental milestones. HOME VISIT: During the home visit children are seen within the context of their family and their culture. At the beginning of the year, teachers establish rapport with the family and set goals for the child. A family picture may be taken at this time. Towards the end of the year, the teacher visits the home to share the child's progress with the parent and writes down goals for the child for the coming year. Teachers in the Head Start program are required to pay two visits per year to the child's home. This is different from a home-visiting program such as Healthy Families where the teacher brings toys and curriculum ideas to the child's home. PARENT MEETINGS: Meetings can be conducted in a large group or in the classroom. School staff meet with parents on a variety of issues and can share information regarding curriculum and authentic assessment techniques. This is also a time parents plan activities with staff and give their input into the curriculum. PARENT PLANNING AND REPORT FORM: This form is developed by agencies or as part of the curriculum to document the strengths of the child and the next steps that need to taken. Each form has a section for parents and teachers 10 set goals and a section for recommended activities.
PORTFOLIO: A planned collection of "documentation"

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about a child.

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Learning Objectives
After watching this video, the learner will be able to: Describe information from parent's that is helpful in assessing the child's development. Describe why it is important to include parents in the assessment process.
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List two reasons that it is important to communicate to parents the strengths of the child. Describe four different ways that teachers/program staff can communicate the child's progress with parents. Describe three types of documentation that can be shared with parents.

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PARENTS:
Self-Test
t. List two reasons lhat it is important to include parents in Ihe assessment process.

2.

Describe in a paragraph three ways that teachers partner with parents.

3.

List the documents lhat the curriculum coordinator described to the parents at the Midway Parent Meeting?

4.

How did Aminah communicate with Mrs. Padilla?

5.

What role do parents play on the High/Scope COR? When do teachers share their observations?

6.

List three types of parent progress reports that are utilized by the agencies in the video.

7.

How do you communicate with parents at your center?

8. A. B. C. D. E. F.

True/ False: (Fill in the blank) Parents should not be allowed to look at their child's progress until a planned conference. It is best not to take parents seriously as they are subjective about their children. Parents should help to set goals and plan with the teacher. Parents should not question the teacher's assessment. Teachers should communicate with parents on a daily basis. It is important to establish trust with parents.
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Module 4: Parents: Our Most Important Resource <->

MODULE

PARENTS o
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SAMPLES OF PARENT REPORT FORMS Chicago Common Child Development Program, Parent Teacher Conference Form
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Module 4: Parents: Our Most important Resource

Chicago Commons Child Development Program 1st Parent/Teacher Conference Form

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Child's Name:

Date:

I. Review the child's portfolio/journal together. (Refer to Guidelines for completing this form.) II. Discuss the child's strengths and capabilities and how to best support and develop them. Together, list these ideas:
Strengths and capacities /^Hr* Ide.a5.-tQ support them

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III. Discuss p d s v s i D l t f s for following up on these ideas and keeping in touch. List a strategy that you ^gjpra like to try.

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Parent(s) signature(s):
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Staff signature(s):
Revised: 8/2000

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