3a. A system or protocol of documentation for learner progress and development.
Because development is dynamic, teachers collect data to show whether children in the class are at the introductory, progressing or mastery level. Being able to see the whole class at once allows teachers to identify gaps and plan experiences to fill those gaps. Individual child progress is tracked on the ACTS and informs the teacher when differentiation and scaffolding are needed. Individual child progress becomes part of the quarterly progress reports that are shared with families .
ACCESS uses an aggregated classroom tracking sheet (ACTS) that aligns with the Ohio Early Learning and Development Standards (OELDS) and also tracks Science of Reading (SoR) Criteria. The tool includes a column for each child in the classroom and a row for each standard and/or criteria. Authentic assessment evidence is collected during daily routines including arrival and departure, transitions, snack and meal time, activity centers, free play, circle time, ongoing investigations, outdoor play, nature-based learning and other learning experiences.
ACCESS uses an aggregated classroom tracking sheet (ACTS) that aligns with the Ohio Early Learning and Development Standards (OELDS) and also tracks Science of Reading (SoR) Criteria. The tool includes a column for each child in the classroom and a row for each standard and/or criteria. Authentic assessment evidence is collected during daily routines including arrival and departure, transitions, snack and meal time, activity centers, free play, circle time, ongoing investigations, outdoor play, nature-based learning and other learning experiences.
ACCESS Aggregated Classroom Tracking Sheet
3b. A system or protocol to share learner progress and development with families.
ICTS: Individual Child Tracking Sheets- Used for Progress Reports to be Shared with Families
Individual child progress is tracked on the ACTS and informs the teacher when differentiation and scaffolding are needed. This information becomes part of the quarterly progress reports that are shared with families.
Another method of sharing child progress with families is the documentation board located in the hallway outside of the classrooms. This board is used to document the extended investigations as they evolve over time. Families can see the anticipatory planning web that starts each investigation. They can read the rationale and watch as the children engage in a variety of experiences related to the investigation. Photographs of children engaged in learning experiences are added over time. Work samples and anecdotal records are included. From this documentation families see how OELD standards and SoR criteria are infused throughout the curriculum. They also see how children learn through play.
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