Frequently Asked Questions
About the PreK Observational Assessment Tools
2012-13
Table of Contents by Topic:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Purposes of the Observational Assessment Tools
Documenting the 23 Indicators
Questions about Specific Indicators
Scoring
Portfolio Documentation
Required Forms and Website (www.newmexicoprek.org)
Bilingual/ELL Issues
Early Learning Guidelines
Reporting to Families
Lesson Planning
Transitioning to Kindergarten
L. Purposes of the Observational Assessment Tools
1. Why do teachers have to observe and report on 23 Essential Indicators?
Observational assessment, teachers watching children in action and taking notes about
what they see, is the most valid form of assessment of young children. The 23 indicators
give teachers a focus so that they know what they are looking for and can track each
child’s progress towards those indicators across time. As a result of their observations,
teachers should know each child well, be able to communicate clearly to the child’s
family members about his or her progress, and plan curriculum that meets each child at
the level where he is performing and helps him move forward in his development and
accomplishments.
2. Are there other outcomes to be considered in the curriculum as well?
Yes, the full set of outcomes and indicators for New Mexico PreK includes 67 indicators
that cover all aspects of development and provide reasonable expectations for four-yearolds. The 23 Essential Indicators are the ones identified as most important for assessment
purposes. For example, children’s growing understanding of the importance of hygiene
and good hand washing techniques is one of the 67 indicators but not one of the 23
Essential Indicators. Teachers are still expected to include health and hygiene as an
important part of their curriculum, and to help children learn and practice effective hand
washing techniques multiple times throughout every day. However, they are not
responsible for assessing each child’s progress on their hand washing practices.
3. If you have all 23 Essential Indicators with rubric ratings, why do you have to do portfolio
items as well?
The observational assessment process for NM PreK includes several different methods of
documentation. Teachers observe for many of the Essential Indicators by using quick
check recording sheets and brief anecdotal notes only. In addition, several Essential
Indicators have been identified for more in-depth portfolio documentation in a portfolio
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format that includes a detailed description of how the child demonstrates that indicator
and includes photographs and/or work samples. Portfolio items give families a betterrounded picture of what their child does at PreK and how he is learning and growing.
Family members often find portfolio items as valuable treasures that capture their young
child in action. Additionally, the portfolio collection for each child gives teachers a tool
to actively engage family members and invite them as partners in supporting their child’s
growth and development.
4. Why is the reporting done twice a year?
In order to track children’s progress in the PreK year, teachers are required to conduct
on-going observation and documentation. Two collection periods a year (Fall and
Spring) give teachers an organized timeframe in which to compare how each child is
learning and growing across time. Also, conferencing with parents three times a year
gives parents insight into their child’s progress across time. Even though the reporting
occurs only twice a year, teachers continue to observe and document throughout the year
– the process is on-going in order to plan effective curriculum strategies that meet each
child’s needs and help them grow and develop to their full potential.
5. What is in a PreK child’s folder or in a teacher’s folder?
Each PreK child should have a file folder that contains the following:
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required portfolio forms with descriptive notes
photos and/or work samples
the child’s individual copy of the Essential Indicators with Rubrics
the child’s Family/Teacher Summary Reports and Home Visit Report
any other paperwork relevant to the child’s participation in the PreK program
In addition, teachers will keep folders for information about the whole class that contain:
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quick check recording sheets documenting the Essential Indicators that can be observed
for and documented briefly for the whole class
B. Documenting the 23 Indicators
1. What documentation must be done in the PreK year?
Teachers should collect documentation on all 23 of the Essential Indicators. The
documentation may be in the form of quick check recording sheets and/or brief notes for
some of the indicators, more lengthy written notes for others. For the required portfolio
items, factual descriptions of how the child demonstrated his or her progress towards the
indicators are written on portfolio forms and may be accompanied by photographs
and/or work samples.
2. When is documentation due? Does it have to be done by the time of family/teacher
conferences?
Two assessment periods are identified for NM PreK: Fall and Spring. Teachers must
complete all of their documentation and scoring by November 15th and May 1st. All
efforts should be made to schedule parent/teacher conferences close to the deadlines
above so that teachers and families can review the portfolio items together. However, if
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family/teacher conferences are scheduled before those deadlines, teachers should have as
much complete documentation as possible to share with parents in the conference setting.
By the end of the 6th and 24th week of a programs PreK year, 50% of portfolios are to be
completed (100% of portfolios are to be completed by 11/15 and 5/1). By the end of the
9th and the 27th week all quick check EI’s must be completed. Both portfolios and other
documentation will be reviewed by PreK consultants. Teachers can continue to note
additional dates of observations on the quick check recording sheets as they see children
progress beyond the initial date noted. This can be done throughout the collection
periods and in between the fall and winter collections. New quick check recording sheets
should be implemented at the beginning of the next collection period.
The calendar of implementation can be found at www.newmexicoprek.org. This document
outlines all deadlines and completion dates.
3. Since you should record multiple instances on a quick check recording sheet, which instance
is the one entered into the database?
The first observed date on a quick check recording sheet is the one entered into the database.
4. How often do you need to observe the behavior? Does it need to be consistent?
Some of the 23 Essential Indicators can be observed quickly and easily and may not need
to be observed multiple times. The quick check recording format lends itself to this type of
observation and documentation. For the portfolio items, a teacher may need to observe
several times in order to be sure of the child’s typical performance of that indicator.
Always, teachers should be building a case about a child’s accomplishments, interests
and areas of concern. This involves on-going observation and focused documentation.
5. Can you use the same example to apply to several of the 23 Essential Indicators?
Yes. Children do not tend to demonstrate isolated, discreet skills as they go about their
daily tasks in PreK. Instead, they tend to integrate their capabilities as they play, listen to
stories, and participate in daily routines. Therefore teachers may find that one good
observation note includes evidence to support ratings on several of the 23 Essential
Indicators. However, that does not mean that one observation alone can be used as the
portfolio documentation for several of the required portfolio indicators. Teachers are to
capture different observations in different situations for each child for each of the
required portfolio items.
Teachers should also circle or identify additional Essential Indicators (EI’s 16, 18, 19,
22, & 23) that are addressed in the documentation at the bottom of each portfolio form.
Teachers may be able to write in additional Essential Indicators in the designated space
at the bottom of the portfolio form.
6. Can you use the same activity for most of the children on the same Essential Indicator?
No. It is not recommended that teachers set up only one activity in order to assess a
specific indicator. Teachers should be thinking of multiple ways in which children can
demonstrate their capabilities related to an indicator. And, these activities should occur
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over the weeks of the assessment period. Then, teachers can observe how each child
shows what she knows and can do.
7. Are you allowed to write another child’s name on a child’s observation?
Check with your program administrator to find out the policy at your program. Many
teachers will write “a friend” or “another child” instead of other children’s actual
names in their documentation.
8. Are we to write down exactly what the children say?
As much as they can, teachers try to capture children’s language along with their actions
when writing observation notes. This is especially important when assessing a child’s use
of oral language (as in Essential Indicator #4) which should include at least two quotes
from the child to fully assess their conversational language. Those two quotes can be
from the same conversation with a child, or from different ones. However, with other
indicators, getting the gist of what a child is communicating may be sufficient.
9. Can both assistant teachers and lead teachers document for the assessment process?
Yes! All adults involved in the classroom should observe and document for the
assessment process. Working as a team, discussing children’s accomplishments, and
planning strategies to help each child are all important aspects of high quality preschool
teaching. Working together to study the 23 Essential Indicators and complete the
portfolio items will help all be better teachers for the children.
10. When we begin documenting, do we circle the rubric on the Essential Indicators with
Rubrics? On the portfolio forms?
The documentation process (watching and noting the date, writing brief or more
extensive notes) is what leads teachers to assign a level or rubric rating for each of the
23 Essential Indicators. The process of circling the rubric rating will occur when it is
most appropriate for the type of documentation. For quick check documentation, the
assigning of a level will occur immediately upon each observation. For portfolio
documentation, the teacher may watch the child in action more than once to make sure
that she is capturing the child’s typical performance over time. Then, she’ll assign the
rubric rating when she feels confident that her documentation reflects that typical
performance.
C. Questions about Specific Indicators
1. For EI #2 (Listens with understanding to directions and conversations): Can this include
following picture directions (for special needs and/or for cooking recipes)?
No. This is an indicator that is dealing specifically with a child’s listening skills and
receptive language capabilities. Following picture directions would NOT fit under that.
2. Is it okay to use nursery rhymes for EI #3 about hearing the sounds of language?
Yes! Nursery rhymes, poems, chants, fingerplays and songs can all be used to encourage
children to hear and compare the sounds of language for EI #3.
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3. For EI #4 (converses effectively) about conversing in his/her home language, can you use a
child singing songs or chanting fingerplays?
No. In this case, you want to capture the child’s every day use of language in
conversations with you, with his or her family members at arrival and pick-up times and
with other children.
4. How do you rate a child on EI #4 about conversing in his home language when he doesn’t
talk much at school?
This is the time to talk with family members (if necessary, through an interpreter) and
learn more about how they are observing the child’s use of home language. You can then
document by saying “His parents report that he…” Whenever possible, work in
partnership with the family.
5. For EI #6 (Demonstrates comprehension of a story read aloud…): What are some examples
for the rubric ratings?
● First Steps for 4’s: Child responds to story by pointing to pictures, turning pages,
and/or asking simple questions such as “Is that a dog? Where is he going?”
● Making Progress for 4’s: Child responds by asking related questions and/or making
pertinent comments such as “Is the bird looking for his mommy?” or “That caterpillar
ate so much food. He’s getting really fat!”
● Accomplished for 4’s: Child responds by asking related questions and making
predictions or retelling stories read such as “Uh, oh, he’s got so many hats on his head,
he’s going to fall down! He won’t be able to get up in that tree.” In the case of story
retelling, a child might look at the book by himself and say, “Once upon a time, there was
a caterpillar who ate lots of food and then he got fatter and fatter. Then he made a
cocoon and became a beautiful butterfly.”
● Exceeds for 4’s: Child acts out or role plays main events of a story. So, if the teacher
has a flannel board for the Hungry Caterpillar story – the child puts the caterpillar first,
then the different foods that the caterpillar eats, then the cocoon and then the butterfly.
The foods don’t have to be in the order of the story – but the main events of caterpillar,
eating, cocoon and butterfly are included.
6. For EI #8 (Writing) What is the difference between “purposeful” marks or scribbles and
identifying them as writing vs. writing in the environment? And can the words and letters
be copied or do they have to write without prompts?
The expectation for “purposeful” marks or scribbles is in contrast to a child making
random marks and scribbles and then identifying them as writing. “Purposeful” marks
would be done IN ORDER to write. The child might say, “I’m making a grocery list.” Or
“I’m writing a letter.” Then, the child makes marks, scribbles or letter/like shapes. The
rest of the rubric says that the child IDENTIFIES the writing as words or as print in the
environment (Like, a stop sign, or a restaurant name). YES, four-year-olds can copy
when writing. Of course!
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7. For EI #13 (Creativity) Why is there no rubric rating provided?
Children’s creativity is a hard thing to assign a level or rating to. In order to allow the
teacher to gather the most authentic and creative examples of this EI, the rubric rating
has been removed. Teachers should now try to obtain the most rich and meaningful
observation possible of HOW each child shows his or her creativity (through drawing,
block building, dancing, singing, dramatic play, etc.). The goal is not to rate the child’s
creativity as “good” or “bad” but rather to show how s/he demonstrates it.
8. For EI #13 (Creativity) What should we be looking for since there is no rubric provided?
When teachers observe children engaged in some form of creative activity (drawing,
painting, dancing, singing, acting out stories, etc.), paying attention to the details in that
activity and how many different ideas or feelings the child is expressing through that
activity can offer insight. For example, if a child paints with multiple colors, and says,
“Look teacher. I made a butterfly.” The teacher might ask more questions in order to
determine whether the child had other ideas in mind as she painted. If she offers nothing
other than the butterfly, one idea is being conveyed. If the teacher then says, “Tell me
more about your butterfly” and she describes how the butterfly is flying to the flower and
then up into the sky and says “Butterflies make me happy”, the teacher now can note
three different ideas and/or feelings, creating a more rich and meaningful example of
creativity.
Creativity is not limited to a child drawing or painting. It can also include dancing and
singing as in the following example from the Early Learning Guidelines document:
“Austin …was playing in the dramatic play area. He draped several scarves around his neck, put
a hat on his head and a bag over his shoulder. “Hey, teacher, want to see my angry dance?” He
then began to stomp his feet and sing at the top of his voice, “I’m mad. I’m mad! Not sad. I’m
mad.” He marched around the room continuing to sing and stomp until he reached the balance
beam. He stopped singing and climbed onto the balance beam, walking carefully without falling
across it. When he stepped off, he resumed his “angry dance and song” until he came to the
teacher. “See?” he said. “That’s the angry dance. You have to make your face look like this. My
Mom showed me. Sometimes we do a sad dance, too. Then you look like this.” He made a sad
face and returned to the dramatic play area.”
9. For EI #14 (Senses) can you use an observation of a child in the block area using their
senses to identify different textures of the wooden blocks?
Yes! Children’s use of their senses can happen in the block area, at the sensory table,
outdoors and throughout the classroom.
10. For EI #14 (Senses) can you document from two separate occasions to collect for multiple
senses?
No. To document two separate senses, you must collect from the same sensory experience. You
can however, ask for further information from the child. For example, if Kohen is touching the
bark of a tree and says “Look it is brown like my hair”, and nothing else is said this would be a
rating of Making Progress since only the use of one sense is observed and/or commented upon.
However if the teacher then asks “what does that bark feel like?” and Kohen replies with “It
feels bumpy” this is then an Accomplished rating since two senses have been observed in use and
at least one comment was made.
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11. For EI #14 (Senses) what is the difference between a simple and a detailed comment?
The rating of Making Progress requires one to two “simple comments” while Accomplishing
requires one or more “detailed comments”. The difference between these two types of comments
can vary.
Here are some examples of simple comments:
 A child is eating lunch and says “Mmm”
 A child touches some Oobleck and says “Yuck”
 A child smells a skunk and says “Eww”
Some examples of detailed comments include:
 A child is eating lunch and says “Mmm, this orange is sour”
 A child touches some Oobleck and says “Yuck, this is slimy”
 A child smells a skunk and says “Eww, that is stinky”
12. For EI #16 (Culture) what are some examples of what a child may share about his or her
family (Rubric #2),neighborhood or community (Rubric #3) or his or her family’s cultural
knowledge (Rubric #4)?
A child may share common occurrences in their life which tell you about their culture and
community.
The following examples would be about family (Rubric #2):
…a child paints a picture of a house which that it’s his
…a child writes a grocery list like his or her parents
…a child talks about her baby sister
The following examples would be about community (Rubric #3):
…a child paints a picture of a house saying that it’s his and describing where it’s located such as
“near the park”
…a child writes a grocery list like his or her parents and talks about going to the grocery store
…a child talks about the long drive to Albuquerque from his house
The following examples would demonstrate more cultural knowledge (Rubric #4):
…a child may explain daily chores that s/he does at home (i.e. “I help my mom clear the table
after dinner”)
…a child talks about her baby sister and tells how her Mommy lets her help get the diapers and
powder
…a child may describe going camping with his or her family
…a child may discuss how her parents help her when scared (i.e. turning on the light are when
she is afraid of the dark)
…a child how his family sits together at the dinner table each night
The main point here is that the child is describing their daily life activities. These activities
include cultural knowledge, beliefs, values and/or customs for that child’s home life.
13. For EI #22 (Role Plays) What are some examples of social behaviors and/or 1-2 feelings?
Can we clarify the difference between the rubric rating 3 and 4? And, in Rubric #5 what
does "self regulation" mean?
Social behaviors would be acting like a Mommy, dressing up in “mommy clothes,”
cooking, cleaning, taking care of the baby, going shopping, going to have her nails done,
going to visit Grandma, driving the car, etc. Expression of feelings would be like the
Mommy says to the pretend children, “I’m mad at you kids! You made a mess. Now you
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have to clean it up.” Or, “Oh dear, my baby’s sick. The doctor needs to come. I’m
worried.”
● So, for Making Progress (Rubric 3) for 4’s: The child might pretend to be the Mommy
and put on a hat and carry a purse and say “I’m going to take the baby to the doctor.
Come on, baby. You gotta get a shot. Don’t be scared.” In this case, the child is
incorporating 1-2 social behaviors and expressing a feeling of comfort to the baby.
● For Accomplished (Rubric 4) for 4’s: The child might pretend to be the Mommy and
cook the dinner for “the kids” and say, “Come on, kids. I’m gonna make you some
chicken. Then, I’m gonna clean up the dishes. Oh, that baby is crying! I gotta make her a
bottle. Stop fighting, kids. You make me so mad. That’s okay, baby. Don’t cry.” (as she
pats the baby). This is a more complex story line that may develop in interaction with
other children than includes far more details in the expression of feelings and social
roles.
● For Exceeds for 4’s (Rubric 5): A child shows self-regulation when he or she plays the
role “correctly” controlling their own impulses. So, for this rubric, the child is engaged
with others and they are working out how they are going to continue with their roleplaying. Maybe they are negotiating who plays the roles, but they are also negotiating
what’s involved in that role (“No, firefighters don’t carry guns. You have to bring the fire
hose. Police officers carry guns.”). These kinds of discussion show that children are
developing the self-regulation to play the role correctly.
Remember that role playing can also be demonstrated through play with puppets, dolls
and stuffed animals as well.
14. For EI #23 (Focuses on tasks) how many examples of “a variety of tasks” do you need for
this? Does this have to be done independently or can teacher support be provided (either in
solving problems or staying focused)? How does the rubric for “exceeds expectations” fit
with the progression of the others? Does a problem refer to ones with materials as well as
other children entering the play?
A variety of tasks would include more than two. However, the important aspect of this
indicator is the length of time a child focuses on the task. Yes, a teacher may provide
some support for problem-solving or helping the child stay focused. However, the point
here is to be observing the child’s ability to attend to something on his or her own. So,
the teacher would want to step back as soon as possible. A child at the “exceeds
expectations” level, ignores what’s going on around him as he focuses and deals with
problems. A child at lower levels may not be able to tune out what’s going on around him
as he focuses and deals with problems. Yes, problems could refer to ones with materials
or with peers and must be apparent to the reader based on the details in the written
observation.
15. For EI #25 (Exhibits balance and spatial awareness) what is the difference between the
rubric ratings 3 and 4? Do children have to walk backwards on a balance beam?
For making progress (rubric 3) for 4’s, a child shows some balance (yes, walking
forward and backward on a beam or a line) as well as in ball skills, but does not
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necessarily show balance in outdoor play and in simple group games. A child who is
accomplished for 4’s (rubric 4) shows balance in multiple situations, handling his or her
body with ease in outdoor play, ball play and simple group games.
D. Scoring
1. Do you use the rubrics to evaluate a child?
Yes. The rubrics are describing levels of performance related to the Essential Indicators.
They help teachers identify just where each child is successful and to capture small steps
of progress across time. The only indicator for which rubrics will no longer be assigned
is EI#13, aesthetic creativity, which is discussed above.
2. What if a child scores Accomplishing in the fall and Making Progress in the spring?
This does happen sometimes with young children. A teacher must make sure that she has
documentation to support the ratings – and should plan on observing multiple times to be
sure the rating is accurate.
3. What do we do if children are showing kindergarten level skills?
This does happen with young children as they have strengths and areas that are not as
strong. The rubric ratings for the 23 Essential Indicators now include beginning
kindergarten expectations so that teachers can rate children appropriately. In addition,
teachers can turn to the full New Mexico Early Learning Guidelines document (which
can be found at www.newmexicoprek.org) if a child is performing beyond the beginning
kindergarten level. No matter where exactly the child is in the kindergarten expectations,
the score entered would be a “5”.
4. When the child is performing below the Not Yet Demonstrating level, could I use the
language from the Early Learning Guidelines on the Family/Teacher Summary Report?
Yes! When children who are not as strong in their performance of an essential indicator
and are performing below the “Not Yet” level, teachers should turn back to the language
of the Early Learning Guidelines to capture exactly what the child DOES do and share
that with the family. In addition, teachers should present curricular goals to the family to
show the ways that they will help this child to continue to grow and develop.
E. Portfolio Documentation
1. What is the purpose for portfolio documentation?
Some of the 23 Essential Indicators are best documented in a portfolio format that
includes a detailed description of how the child demonstrates that indicator and includes
photographs and/or work samples. Portfolio items give families a better-rounded picture
of what their child does at PreK and how he is learning and growing. Family members
often find portfolio items as valuable treasures that capture their young child in action.
And, the portfolio collection for each child gives teachers a tool to actively engage family
members and invite them as partners in supporting their child’s growth and development.
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2. Who sees the portfolio documentation?
The primary audience for NM PreK portfolio items is PreK parents and family members.
As PreK teachers collect their documentation, they should keep in mind the importance of
sharing portfolio items with families. In addition, the NM PreK Consultants will review
portfolio items with teachers in order to coach and help with the documentation process
and in order to determine accountability to the requirements of the PreK assessment
process. In addition, PreK teachers may want to share the portfolio forms and other
documentation related to the Essential Indicators with a child’s kindergarten teacher as
the child transitions out of the PreK year.
3. What is included in each portfolio item? What should a completed portfolio item look like?
Portfolio items include a special NM PreK Portfolio form on which teachers write a
description of what the child did and/or said in relation to a specific indicator.
Photographs may accompany any of the portfolio items. Work samples that demonstrate
the child’s performance may also be required (for example, EI #8 should include a
sample of the child’s emergent writing). As noted above, the child’s portfolio
documentation can be kept in the child’s PreK folder.
A complete portfolio form includes the
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child’s name
the date of the observation
the teacher’s name
the circled rubric rating related to the child’s performance of the Essential Indicator
checked boxes identifying the context in which the child performed
a factual description of what the child said and/or did (at least two to three sentences
long)
 the circled additional Essential Indicators that are embedded in the description (as well
as any additional applicable EI’s)
 any accompanying photos or work samples
You can see sample completed portfolios at the www.newmexicoprek.org website.
4. What additional evidence should go along with portfolio documents? Do all portfolio items
need a photograph?
In addition to a factual description of what the child did and/or said related to the
indicator, teachers can include photos of the child in action or samples of the child’s
work (such as a writing sample, a drawing, a photo of the child’s construction with
manipulatives or blocks). While photos are not necessary, they add to the power of the
portfolio, especially for family members. And, for some indicators, a work sample is a
necessity. For example, portfolio documentation for Essential Indicator #8 should
always include a sample of the child’s writing (or a photograph of the same).
5. Can we use the same observation for a child on more than one of his or her portfolio items?
NO! This is not acceptable. A child’s portfolio collection should be well-rounded in
representing how he goes about showing what he knows and can do. Therefore, each item
in the portfolio should be a distinct observation of different experiences.
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6. If the child does an exceptional project or paper should it be part of the portfolio
documentation?
Yes, that is acceptable. However, teachers should consider if that particular item best
represents what the child TYPICALLY does. For assessment purposes, PreK portfolio
items are meant to give a representative picture of what the child can do, not just the
shining moments.
7. Is the date on the portfolio form the date the observation was taken or the date when you
fill it out?
The date on the form should be as close to the date of the observation itself as possible.
8. Do both the portfolio items and the 23 Essential Indicators and Rubrics have to be
completed by the deadlines (Nov. 15th and May 1st)?
Yes –In fact half (50%) of your portfolios are due to be completed by the end of the 6th
and 24th week of a programs PreK year. All 22 EI ratings must be submitted and
complete by the November 15th and May 1st deadlines (EI#13 will not receive a rubric
rating). You must also have the portfolio sample completed for EI#13 at this time.
For the portfolio documentation, your PreK Consultant will contact you to schedule her
accountability review of your portfolio items sometime after Nov. 15th or May 1st. For the
22 Essential Indicators with Rubrics, you are responsible for posting the children’s
ratings on the PreK data base.
9. What if a teacher completes 75% of her portfolio documentation by the deadline? Does she
need to complete the other 25%?
Every PreK teacher is responsible to complete 100% of the portfolio documentation for
each student by the deadlines.
F. Required Forms and Website (www.newmexicoprek.org)
1. What are the required forms for reporting on children’s progress in NM PreK?
It is required that PreK teachers complete the following forms for each PreK child:
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Documentation for the 12 Essential Indicators in the form of quick check recording sheets
(one set should be used for fall, and another for spring)
Required portfolio documentation for the six portfolio Essential Indicators
The 23 Essential Indicators with Rubrics (one copy can be used for both fall and spring with
color-coded ratings noted)
Family/Teacher Summary Reports for Fall, Winter and Spring
2. Where do we get the forms? Are they available in Spanish?
Forms are available at www.newmexicoprek.org in both English and Spanish.
3. Is there a password to get into the database to enter the 23 Essential Indicators?
Yes. Check with your PreK Administrator.
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4. Where do we get a copy of the CD-ROM?
The CD-ROM on the PreK Observational Assessment Tools is available to be viewed at
www.newmexicoprek.org. All PreK programs received a hard copy of the program as
well. Check with your PreK Administrator at your program.
G. Bilingual/ELL Issues
1. Can a child be assessed in his/her home language for all 23 indicators?
Yes. In NM PreK, children’s home language is valued and celebrated.
2. How does a child’s bilingualism effect the child’s assessment and level of competency?
Again, children’s home language is to be welcomed and can be used as the base
language for assessment of all of the 23 indicators. A teacher is welcome to also consider
the child’s acquisition of English, but is not to rate down a child when his or her home
language is more proficient. Also, it’s important for teachers to write their
documentation so parents can understand. Bringing in interpreters may be necessary in
order to further communication between teachers and family members.
3. How do you assess for EI #4 about conversing in a home language if neither teacher knows
it?
If the parent(s) speak English, teachers can inquire about the child’s language usage and
ask parents to tell them examples of things the child says in order to assess their sentence
length for EI #4. If the parents do not speak English, it may be necessary to bring in
interpreters in order to further communication between teachers and family members.
H. Early Learning Guidelines
1. What are the New Mexico Early Learning Guidelines? Are the 23 PreK Essential Indicators
also part of the New Mexico Early Learning Guidelines?
The NM Early Learning Guidelines provide a continuum of development from birth
through the end of the kindergarten year. The 23 PreK Essential Indicators provide the
anchor for the preschool guidelines, giving reasonable expectations for four-year-old
children in the year before kindergarten. For Preschool/Kindergarten, three-year-old
expectations lead to the PreK ones. Then, the ending kindergarten level is tied directly to
the New Mexico kindergarten standards. The Infant/Toddler guidelines do not have the
direct tie-in to the PreK Essential Indicators, but instead give reasonable expectations
for infants and toddlers in domains of development that are more appropriate to the care
and support of this age group.
2. Why were EI #24 and #25 added to the Preschool/Kindergarten Early Learning Guidelines?
A major goal of the NM Early Learning Guidelines is to provide a common set of
developmental expectations that can be used across multiple systems of early care and
education in the state, including special education and early intervention. Because gross
motor skills are an important part of goal-setting for children with special needs, these
two essential indicators about gross motor development were added. The Infant/Toddler
guidelines also address gross motor development. For NM PreK, these two EI’s are not
required for reporting and assessment purposes unless the child has an IEP as well.
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3. Why are the numbers different on the Early Learning Guidelines for the Essential
Indicators? Which numbers should we use?
The NM Early Learning Guidelines is NOT a PreK document. Instead, it is meant to be
used by multiple systems (Head Start, family child care, center-based child care, early
intervention, early mental health, special education, PreK, home visiting programs, etc.).
Therefore, the numbering and organization is slightly different than PreK documents.
However, throughout the guidelines, reference is made to the numbering of the items
related to PreK. PreK teachers should continue to use the PreK numbering (1-23) for the
Essential Indicators.
I.
Reporting to Families
1. How many, what type and when should family/teacher conferences occur?
There should be three family/teacher conferences each program year along with one home visit.
Home Visits: The program is required to conduct at least one home visit which should
be early in the PreK program year.
Conferences:
Fall:
The first family/teacher conference occurs in the fall as close to or after the November
15th deadline for completion of the assessment period. At this conference the teachers
should share the completed portfolio items with the family, along with the
Family/Teacher Summary Report describing the child’s accomplishments, growth and
next steps related to all 23 EI’s.
Winter: The second conference should be held in the winter with a focus on the child’s continuing
progress on the 23 indicators (perhaps with documentation from quick check recording
sheets or some written observations), as well as inviting the family members to share
goals and concerns, too.
Spring: The third family/teacher conference should be held in the spring after the completion of
the final assessment period. At this conference the teachers should again share the
completed portfolio items with the family, along with The Family/Teacher Summary
Report describing the child’s accomplishments, growth and progress related to all 23
EI’s.
Additionally, the program is required to provide at least two opportunities for
parent group meetings. These often take the form of a parent orientation, ice
cream social, parent education meeting, or other sort of event.
It is recommended that the most recent collected data be shared with the families at the
conferences. It is also recommended that recent data be compared to earlier data for that child.
2. What should occur in a family/teacher conference?
 Teachers should welcome the family member(s) and make them comfortable. They can do this
by including personal conversation and introductions, inviting questions and going through
the time frame and format for the conference. They can ask the family members to talk first.
What are their hopes, dreams, and/or concerns about their child?
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
The Family/Teacher Summary Report can be used as the agenda for the conference
discussion. Talk about ways that the child demonstrates his or her capabilities, point out
particular areas of progress, ask families to share stories of what they see the child do at
home. Throughout the discussion, share the portfolio items that document what you are
seeing the child do at PreK. These portfolio items help families see the child’s performance
come alive and help forward the discussion.

Plan strategies to support the child with the family members. Identify the next steps for the
child’s growth – these should specifically address areas that are not as strong in the child’s
development, as well as where the child is shining. Discuss ways that these goals can be met
at home. Invite family members to consider some possibilities for things that they can do at
home so all are working in partnership for the child’s benefit.

Give family members a copy of the completed Family/Teacher Summary Report. Thank them
for coming. Let them know how to reach you for on-going communication.
3. Do we need to share the full 23 Essential Indicators and rubrics in addition to the Family/
Teacher Summary Report? What exactly do we give to parents?
It is NOT recommended that the completed 23 Essential Indicators and Rubrics form be
shared with family members when conducting teacher/family conferences. PreK teachers
have reported that this document is overwhelming to parents and not helpful for
meaningful communication. The Family/Teacher Summary Report should provide a
summary of the child’s accomplishments and curricular goals for areas of concern. In
addition, sharing the portfolio items can provide further evidence (in a meaningful way)
of the child’s performance to parents. If a parent asks to see the completed 23 Essential
Indicators and Rubrics form, PreK teachers are welcome to share it with them.
4. What do I do if my family/teacher conferences take place before I fill out my portfolio
forms?
PreK teachers should attempt to complete all of their portfolio forms and documentation
on children’s growth and development related to the 23 Essential Indicators BEFORE
family/teacher conferences so that they can communicate with families about the child’s
accomplishments, progress and curricular goals related to areas of concern. However, if
family/teacher conferences are scheduled before those deadlines, teachers should have as
much complete documentation as possible to share with parents in the conference setting.
J. Lesson Planning
1. What’s always required to be completed on the lesson plan format and what’s not?
The only items that are NOT required to be completed on the lesson plan format each
week are the additional plans and vocabulary words for every learning area in the
classroom. Additional plans and vocabulary words should be addressed for at least some
of the learning areas each week, but not necessarily for every one. The rest of the
information on all three pages should be completed each week.
2. How do you choose just one Essential Indicator when lesson planning?
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Essential Indicators are included as goals for the learning areas as well as for large and
small group times. PreK teachers recognize that many goals can be addressed in a
learning area or group time. However, by identifying one indicator alone, the teacher is
giving herself a focus for the learning area or group activity. In this way, her own
interactions with the children will be more intentional towards that indicator. She’ll ask
open-ended questions related to that goal or plan for group activities that address that
goal. Children still will demonstrate many other indicators as they play and participate,
but the teacher and her assistant will have a clear idea of what they are working towards
and can make sure they are addressing all 23 of the Essential Indicators throughout their
curricular activities.
3. What are some strategies for educational assistants to start to help the lead teacher with the
lesson plan?
Educational assistants are important team-members with PreK teachers in PreK
classrooms. They get to know the children well, support children as they go about play
activities and daily routines, and observe and document how children are growing and
learning. It’s important, then, for educational assistants and PreK teachers to
communicate openly and regularly with each other about plans, goals, strategies and
children’s performance. By meeting weekly to discuss the plans for the next week, they
can build their teamwork into an effective force to enhance each child’s PreK experience.
4. Where can I find examples of completed lesson plans?
Examples can be found at www.newmexicoprek.org .
K. Transitioning to Kindergarten
1. Is the information that we collect shared with the kindergarten teacher or can parents share
the information?
It is important to provide a smooth transition for children as they leave PreK and move
on into kindergarten. Talk with your PreK Administrator about ways that you can
communicate with the kindergarten teachers in your school or community. Sharing
portfolio collections, discussing children’s progress, and encouraging parents to share
PreK information with their child’s kindergarten teacher can all be effective strategies
for a smooth transition for a child.
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