Family Handbook 2018-2019

16 planning for overall program improvements, we monitor progress in several ways: o Developmental checklists: Classroom teachers complete the 5C Developmental Checklist on an ongoing basis and use this information to create activities that promote further development of individual children. Developmental Checklists are also shared during formal family conferences in fall and spring or during conferences requested by families or teachers to identify specific areas of growth. o Individual portfolios: Teachers document children’s progress through student portfolios. Portfolios contain work samples, quotes, anecdotal records and photographs. Portfolios are used to assess ongoing learning of individual children and to provide feedback to teachers and parents during formal conferences (fall and spring). o Ages and Stages Questionnaire 3 (ASQ-3): The ASQ-3 is a set of questionnaires about children’s development that looks at how children are progressing in areas such as speech, physical ability, social skills, and problem-solving skills. The ASQ-3 will be completed by parents in advance of the fall and spring formal conferences. A letter explaining the purpose of the ASQ-3 screening will be emailed to all families. Returned questionnaires are scored by classroom teachers and discussed during each child’s conference. o PALS Pre-K Screening: Students in the prekindergarten program will be screened during the fall and spring semesters using the PALS-PreK, a scientifically based phonological awareness and literacy screening that measures preschooler’s developing knowledge of important literacy fundamentals. The PALS-PreK will provide essential information to teachers and inform strategic learning goals for each child. The outcome data will also help determine the effectiveness of the curriculum implemented at MSC. Note: screenings are typically conducted by Nova Southeastern University doctoral students under the direct supervision of a MSC senior program administrator. Prior to initiating the assessment process, the doctoral students will visit classrooms to get acquainted with the children. A screening will not take place unless parents sign the permission letter. Signed permission letters are retained in each child’s confidential file. Occasionally, staff and/or parents identify the need for additional screening and referral for professional diagnostic assessment. In those cases, staff and parents typically include an Administrator in the dialogue for the purpose of more precisely identifying the focus for screening/diagnosis and to review the resources available to children and families in our community, Results of children’s assessments are primarily used to shape the current year’s program planning and to discuss individual children’s developmental progress with parents so that we can work together to best support each child’s growth. In addition, the group results impact the school’s quality improvement process via each teaching team’s annual evaluation and the whole school annual evaluation, both of which are conducted each May in preparation for enhancements implemented for the next school year In addition to MSC developmental screenings, Nova Southeastern University also provides an array of therapeutic services for young children and their families. Children in the preschool are screened annually for hearing and speech. Not all children will participate in every screening, as