ACCESS Feedback

ACCESS End-of-Year Feedback Form

The ACCESS End-of-Year Celebration is fast approaching and we need your help to review the curriculum and make improvements. We have designed ACCESS to reflect the NAEYC and DEC recommendations for curriculum and assessment and need your help to identify what is working and what we need to address to make ACCESS better. We have created two questions that reflect key themes in both the NAEYC Position Statement (2009) and the DEC Recommended Practices (2014). The themes include “Creating Quality Curriculum” and “Engaging in Quality Interactions”. Please read the statements from NAEYC and DEC and provide your thoughts about how well ACCESS addresses each of the two themes.

Theme 1: Creating Quality Curriculum

Read the NAEYC/DEC recommended practices listed below and use the comment box to provide feedback about what works well when implementing ACCESS and what areas need to be improved. The list provides a reference for what we are trying to achieve. You do not need to address each item. Please provide an overview of what is working and what is not.

Practitioners, with the family, identify each child's strengths, preferences, and interests to engage the child in active learning.
Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments.
Practitioners gather and use data to inform instructional decisions and meet the needs of all children.
Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities.
Practitioners are alert to signs of undue stress and traumatic events in each child’s life and employ strategies to reduce stress and support the development of resilience
In their planning and follow-through, practitioners use the curriculum framework along with what they know (from their observation and other assessment) about the children’s interests, progress, language proficiency, and learning needs. They carefully shape and adapt the experiences they provide children to enable each child to reach the goals outlined in the curriculum.
Practitioners plan curriculum experiences that integrate children’s learning within and across the domains (physical, social, emotional, cognitive) and the disciplines (including language, literacy, mathematics, social studies, science, art, music, physical education, and health).
Practitioners plan curriculum experiences to draw on children’s own interests and introduce children to things likely to interest them, in recognition that developing and extending children’s interests is particularly important during the preschool years, when children’s ability to focus their attention is in its early stages.
Practitioners plan curriculum experiences that follow logical sequences and that allow for depth and focus. That is, the experiences do not skim lightly over a great many content areas, but instead allow children to spend sustained time with a more select set.

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Theme 2: Engaging in Quality Interactions

Practitioners foster secure, consistent, and responsive relationships with all children and provide opportunities for positive peer relationships.
Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.
Practitioners recognize that children are mentally active in seeking to understand the world around them, and provide a wide range of teaching strategies and interactions that support all kinds of learning.
Practitioners promote the child’s social-emotional development by observing, interpreting, and responding contingently to the range of the child’s emotional expressions.
Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, or other types of guided support.
Practitioners promote the child’s communication development by observing, interpreting, responding contingently, and providing natural consequences for the child's verbal and non-verbal communication and by using language to label and expand on the child’s requests, needs, preferences, or interests.
Practitioners promote the child’s development by observing, interpreting, and responding intentionally to the child's exploration, play, and social activity by joining in and expanding on the child's focus, actions, and intent.
Practitioners promote the child’s problem-solving behavior by observing, interpreting, and scaffolding in response to the child’s growing level of autonomy and self-regulation.

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