1A.00
Building Positive Relationships
among Teachers and Families
1A.01 Working in partnership with
families and maintaining ongoing
communication with families.
1A.03b Ongoing communication
with family members to ensure a
smooth transition between
home and program.
1A.04 Teachers are sensitive to
family concerns and reassure family
members who are concerned about
leaving children in non-family care.
1D.01 Teachers counter potential bias
1D.00
Creating a Predictable, Consistent
and Harmonious Classroom
and discrimination via a) treatment of
children, b) initiating activities, c)
intervening, d) providing models & visuals,
and e) avoiding stereotypical language.
(ALWAYS)
1A.03a Ongoing communications
with family members to learn about
children’s individual needs.
1A.05 Information shared with
families about classroom rules,
expectations and routines at
enrollment and as needed
throughout the year.
1D.02 Opportunities for children to
develop the classroom community
through participation in decision
making about classroom a) rules, b)
plans and c) activities. (T P K)
1D.04 Opportunities for children to talk
about a) their own and b) others’ emotions
and c) explore a wide range of feelings and
the different ways that those feelings can be
expressed. (T P K)
2A.00 Curriculum: Essential
Characteristics
2A.07 A daily schedule, guided by
the curriculum, that is predictable
yet flexible and responsive to
individual needs of the children.
2A.07a The schedule: provides
time and support for transitions.
2A.07b The schedule: includes both
indoor and
outdoor experiences.
2A.07c The schedule: is responsive
to a child’s need to rest or be active.
2A.08 Materials and equipment used to
implement the curriculum relecting the
lives of children & families & the diversity
found in society, including a) gender,
b) age, c) language and d) abilities.
2A.08e Materials and equipment
provide for children’s safety while
being appropriately challenging.
2A.08f Materials & equipment
encourage exploration,
experimentation and discovery.
2A.08g Materials and equipment
promote action and interaction.
2A.08h Materials and equipment are
organized to support
independent use.
2A.08i Materials and equipment are
rotated to reflect changing
curriculum, and to accommodate
new interests and skill levels.
2A.08j Materials and Equipment
are rich in variety.
2A.08k Materials and Equipment
accommodate children
with special needs.
2A.10a/b The curriculum guides teachers to
incorporate content, concepts & activities that
foster social. emotional. physical, language &
cognitive development & include literacy,
mathematics, science, technology, creativity,
arts, health, safety & social studies. (T P K)
2A.10c The curriculum guides teachers to
incorporate content, concepts & activities that
foster social. emotional. physical, language &
cognitive development & include literacy,
mathematics, science, technology, creativity,
arts, health, safety & social studies. (T P K)
2A.10d/f The curriculum guides teachers to
incorporate content, concepts & activities that
foster social. emotional. physical, language &
cognitive development & include literacy,
mathematics, science, technology, creativity,
arts, health, safety & social studies. (T P K)
2A.10e/f The curriculum guides teachers to
incorporate content, concepts & activities that
foster social. emotional. physical, language &
cognitive development & include literacy,
mathematics, science, technology, creativity,
arts, health, safety & social studies. (T P K)
2A.10f The curriculum guides teachers to
incorporate content, concepts & activities that
foster social. emotional. physical, language &
cognitive development & include literacy,
mathematics, science, technology, creativity,
arts, health, safety & social studies. (T P K)
2A.10f The curriculum guides teachers to
incorporate content, concepts & activities that
foster social. emotional. physical, language &
cognitive development & include literacy,
mathematics, science, technology, creativity,
arts, health, safety & social studies. (T P K)
2A.10f The curriculum guides teachers to
incorporate content, concepts & activities that
foster social. emotional. physical, language &
cognitive development & include literacy,
mathematics, science, technology, creativity,
arts, health, safety & social studies. (T P K)
2A.11a/b The schedule provides children
learning opportunities, experiences and
projects that extend over the course of
several days and it incorporates
time for play. (T P K)
NOT IN 2008 2A.11 The schedule
provides children learning opportunities,
experiences and projects that extend over
the course of several days and it
incorporates time for
self-initiated learning. (T P K) – same as f
2A.11a/c The schedule provides children
learning opportunities, experiences and
projects that extend over the course of
several days and it incorporates
time for creative expression. (T P K)
2A.11a/d The schedule provides children
learning opportunities, experiences and
projects that extend over the course of
several days and it incorporates time for
large group activities. (T P K)
2A.11a/e The schedule provides children
learning opportunities, experiences and
projects that extend over the course of
several days and it incorporates time for
small group activities. (T P K)
2A.11a/f The schedule provides children
learning opportunities. Experiences and
projects that extend over the course of
several days and it incorporates time for
child-initiated activity. (T P K)
2A.12 Children’s engagement in play,
including dramatic play and blocks, that
is integrated into classroom topics of
study, guided by the curriculum.
(T P K)
2C.00
Curriculum Area of
Development: Physical
Development
2C.03 Oppportunities and materials
for children that support fine-motor
development. (T P K)
2C.04a Opportunities for children
and equipment to engage in large
motor experiences that stimulate a
variety of skills. (P K)
2C.04b Opportunities for children
and equipment to engage in large
motor experiences that enhance
sensory motor integration. (P K)
2C.04c Opportunities for children
and equipment to engage in large
motor experiences that develop
controlled movement (balance,
strength, coordination). (P K)
2C.04d Opportunities for children and
equipment to engage in large motor
experiences that enable children with
varying abilities to have lg. motor
experiences similar to those of their peers.
(P K)
2C.04e Opportunities for children and
equipment to engage in large motor
experiences that range from familiar to
new and challenging. (P K)
2D.00
Curriculum Area of
Development: Language
Development
2D.04a Varied opportunities for
children to develop vocabulary
through conversations.
2D.04b/c Varied opportunities for
children to develop vocabulary
through • experiences and
• field trips.
2D.04d Varied opportunities for
children to develop vocabulary
through books.
2D.06a Varied opportunities and
materials that encourage children to
have discussions to solve problems
that are interpersonal. (P K)
2D.06b Varied opportunities and
materials that encourage children to
have discussions to solve problems that
are related to the physical world. (P K)
2D.07 Varied opportunities and
materials that encourage children to
engage in discussions with
one another. (ALWAYS P K)
E.00
Curriculum Content Area for
Cognitive Development:
Early Literacy
2E.03a Opportunities for children to become familiar
with print. They are actively involved in making sense
of print, and they have opportunities to become
familiar with,recognize and use print that is accessible
throughout the classroom: Items belonging to child
labeled w/ child’s name. (T P K)
2E.03b Opportunities for children to become familiar
with print. They are actively involved in making sense
of print, and they have opportunities to become
familiar with, recognize and use print that is accessible
throughout the classroom: Materials are labeled.
(T P K)
2E.03c Opportunities for children to become familiar
with print. They are actively involved in making sense
of print, and they have opportunities to become
familiar with, recognize and use print that is accessible
throughout the classroom: Print used to describe some
rules and routines. (T P K)
2E.03d Opportunities for children to become familiar
with print. They are actively involved in making sense
of print, and they have opportunities to become
familiar with, recognize and use print that is accessible
throughout the classroom: Teaching staff help children
recognize print and connect it to spoken words.
(T P K)
2E.04a Varied opportunities for children
2E.04b Varied opportunities for
children to be read to regularly in
individualized ways including one-toone or in small groups of two to six
children regularly. (ALWAYS P K)
2E.04c Varied opportunities for
children explore books on their own
and have places that are conducive to
the quiet enjoyment of books.
(ALWAYS P K)
to have books read in an engaging manner
at least twice a day in full day programs and
once a day in half day programs in group or
individualized settings. (ALWAYS P K)
2C.04f Opportunities for children and
equipment to engage in large motor
experiences that help them learn
physical games with rules and structure.
(P K)
2E.04d Varied opportunities for
children to have access to various types
of books, including storybooks, factual
books, books with rhymes, alphabet
books and wordless books.
(ALWAYS P K)
2E.04g Varied opportunities for
children to engage in conversations
that help them understand the
content of the book. (ALWAYS P K)
2E.04e Varied opportunities for
children to be read the same book on
repeated occasions. (ALWAYS P K)
2E.04h Varied opportunities for
children to be assisted in
linking books to other
aspects of the curriculum.
(ALWAYS P K)
2E.04f Varied opportunities for
children to retell and reenact events
in storybooks. (ALWAYS P K)
2E.04i Varied opportunities for
children to identify the parts
of books and differentiate
print from pictures. (ALWAYS P K)
2E.05a Varied opportunities for
children to write. Writing materials
and activities are readily available in
art, dramatic play, and other
learning centers. (P K)
2E.05b Varied opportunities for
children to write. Various types of
writing are supported, including
scribbling, letter-like marks, and
developmental spelling. (P K)
2E.05c Varied opportunities for
children to write. Children have
daily opportunities to write or
dictate their ideas. (P K)
2E.05d Varied opportunities for
children to write. Children are provided
needed assistance in writing the
words and messages they are
trying to communicate. (P K)
2E.05e Varied opportunities for children to
write. Children are given the support they
need to write on their own, including access
to the • alphabet and to • printed words
about topics of interest (both displayed at
eye level or on laminated cards). (P K)
2E.05f Varied opportunities for
children to write. Children see teaching
staff model functional use of writing
and are helped to discuss the many
ways writing is used in daily life. (P K)
2E.06a Varied opportunities for children to
develop phonological awareness: Children
are encouraged to play with sounds of
language, including syllables, word
families, and phonemes, using rhymes,
poems, songs, and finger plays. (P K)
2E.06d Varied .opportunities for
2E.06b Varied opportunities for
children to develop phonological
awareness: Children are helped
to identify letters and the
sounds they represent. (P K)
children to develop phonological
awareness: Children’s self-initiated
effors to write letters that represent the
sounds of words are supported. (P K)
2E.07 Opportunities to
a) recognize and b) write letters (P
K)
2E.10 Children encouraged to
identify phonemes in words through
varied activities, including
a) writing and b) games. (K)
2F.02 Opportunities and materials
for children to build understanding
of numbers, number names, and
their relationship to object quantities
and to symbols. (ALWAYS T P K)
2F.05b Opportunities and materials
for children that help them
understand the concept of
measurement by using non-standard
units of measurement. (P)
2F.08 Opportunities and materials
for children that help them
recognize and name
repeating patterns. (P K)
2E.06c Varied opportunities for children
to develop phonological awareness:
Children are helped to recognize and
produce words that have the same
beginning or ending sounds. (P K)
2E.09 Opportunities to learn to read
a) familiar words, b) sentences, and
c) simple books. (K)
2E.11 Each child is encouraged to
write independently each day. (K)
2F.00
Curriculum Content Area for
Cognitive Development: Early
Mathematics
2F.03 Opportunities and materials
for children to categorize by one or
two attributes shich as shape, size
and color. (T P K)
2F.05a Opportunities and materials
for children that help them
understand the concept of
measurement by using standard
units of measurement. (P)
2.F.06 Opportunities and materials for
children to understand basic concepts fo
geometry by, for example, naming and
recognizing two-and three-dimensional
shapes and recognizing how figures are
composed of different shapes. (P K)
2F.09 Opportunities and materials for
children to use a) standard and
b) nonstandard units of measurement
and to c) assign numerical
values of measurement. (K)
2F.07 Opportunities for children to
build an understanding of time in
the context of their lives, schedules,
and routines. (P K)
2F.10 Opportunities and materials
for children to: a) create, b)
represent, c) discuss, and d) extend
repeating and growing patterns. (K)
2F.11 Opportunities and materials
for children that encourage them to
use written mathematial
representations in everyday
experiences. (K)
2F.12 Opportunities and materials for
children to use numerical symbols and to
explore operations on quantities, such as
adding, subtracting, taking away, and
dividing into equal and unequal subsets. (K)
2G.02a Opportunities and materials for
2F.13 Opportunities and materials
for children that introduce them to
conventional tools for understanding
time, such as a calendar and a clock.
(K)
2G.02b Opportunities and materials for
children to learn key topic content &
principles of science such as earth and sky
(e.g., seasons, weather, geologic features,
light and shadow, sun, moon, and stars).
(P K)
2G.00
Curriculum Content Area for
Cognitive Development: Science
children to learn key topic content & principles
of science such as organisms, the difference
between living & nonliving (e.g., plants vs.
rocks) and life cycles of various organisms (e.g.,
plants, butterflies, humans). (P K)
2G.02c Opportunities and materials for children to
learn key topic content & principles of science such as
structure and property of matter (e.g., Characteristics
that include concepts such as hard & soft, floating &
sinking) and behavior of materials (e.g.,
transformation of liquids and solids by dissolving or
melting). (P K)
2G.05 Opportunities and materials
for children to a) collect data and to
b) represent and document their
findings (e.g., through
drawing or graphing. (P K)
2G.03 Opportunities and materials
for children that encourage them to
use the five senses to observe,
explore, and experiment with
scientific phenomena. (P K)
2G.06 Opportunities and materials
for children that encourage them to
think, question and reason about
observed and inferred phenomena.
(P K)
2G.08 Opportunities and materials
for children that help them learn and
use scientific terminology and
vocabulary associated with
the content area. (P K)
2H.00
Curriculum Content Area for
Cognitive Development:
Technology
2H.03 Technology used to a)
extend learning within the
classroom and to b) integrate and
enrich the curriculum. (P K)
2J. 00
Curriculum Content Area for
Cognitive Development: Creative
Expression and the Arts
2J.01a Varied opportunities for
children to gain an appreciation
of art in ways that
reflect cultural diversity.
2J.01b Varied opportunities for
children to gain an appreciation
of music in ways that
reflect cultural diversity.
2J.01c Varied opportunities for
children to gain an appreciation
of drama in ways that
reflect cultural diversity.
2J.01d Varied opportunities for
children to gain an appreciation
of dance in ways that
reflect cultural diversity.
2J.04a Opportunities for children to
learn new concepts and
vocabulary related to art. (T P K)
2J.04b Opportunities for children
to learn new concepts and
vocabulary related to music. (T P K)
2J.04c Opportunities for children to
learn new concepts and
vocabulary related to drama.
(T P K)
2J.04d Opportunities for children
to learn new concepts and
vocabulary related to dance. (T P K)
2J.06a Opportunities and materials
for children to express themselves
creatively through music. (P K)
2J.06b Opportunities and materials
for children to express themselves
creatively through drama. (P K)
2J.06c Opportunities and materials
for children to express themselves
creatively through dance. (P K)
2J.06d Opportunities and materials
for children to express themselves
creatively through 2and 3-dimensional art. (P K)
Combined with d in 2008
2J.06e Opportunities and materials
for children to express
themselves creatively through
3-dimensional art. (P K)
2J.07a Opportunities for children to
respond to the art of other children.
(P K)
2J.07b Opportunities for children
to respond to the art of adults. (P K)
2G.04 Opportunities for children to
use simple tools to observe objects
and scientific phenomena. (P K)
2K.01 Opportunities and materials for
2K.00
Curriculum Content Area for
Cognitive Development:
Health and Safety
children that encourage good health
practices, such as serving and feeding
themselves, rest, good nutrition, exercise,
hand washing, and brushing teeth. (T P K)
2K.02a Opportunities and materials
for children to help them learn about
nutrition, including
identifying sources of food. (T P K)
2K.02b-e Opportunities and
materials for children to help them
learn about nutrition, including
b) recognizing, c) preparing, d) eating,
and e) valuing healthy foods. (T P K)
2K.03a Opportunities and materials
for children that increase their
awareness of safety rules
in their classroom. (T P K)
2K.03b Opportunities and materials
for children that increase their
awareness of safety rules
in their home & community. (T P K)
NOT for 2008 – combined with b
2K.03c Opportunities and
materials for children that increase
their awareness of safety rules
in their community. (T P K)
NOT for 2008 Portfolio
2K.04 Opportunities to practice
safety procedures. (T P K)
2K.05 Opportunities to discuss, ask
questions, and express fears about
visiting the doctor, clinic, hospital, or
dentist, getting shots, or
taking medicine. (P K)
2L.00
Curriculum Content Area for
Cognitive Development:
Social Studies
2L.01a Varied learning
opportunities for children that foster
positive identity and an
emerging sense of self.
2L.01b Varied learning
opportunities for children that foster
positive identity and an emerging
sense of others.
2L.02 Opportunities to become a
part of the classroom comminity so
each child feels accepted, and gains
a sense of belonging. (T P K)
2L.03a Opportunities and materials
for children to build their
understanding of diversity in culture
non-stereotypical ways. (T P K)
2L.03b Opportunities and materials
for children to build their
understanding of diversity in family
structure in non-stereotypical ways.
(T P K)
2L.03c Opportunities and materials
for children to build their
understanding of diversity in ability
in non-stereotypical ways. (T P K)
2L.03d Opportunities and materials
for children to build their
understanding of diversity in
language in non-stereotypical ways.
(T P K)
2L.03e Opportunities and materials
for children to build their
understanding of diversity in age in
non-stereotypical ways. (T P K)
2L.03f Opportunities and materials
for children to build their
understanding of diversity in gender
in non-stereotypical ways. (T P K)
2L.04 Opportunities and materials
for children to explore social roles
in the family amd workplace
through play. (T P K)
2L.05 Opportunities and materials
for children to learn about the
community in which they live.
(T P K)
2L.06a Opprotunities for children
to engage in discussions
about fairness. (P K)
2L.06b Opprotunities for children
to engage in discussions
about friendship. (P K)
2L.06c Opprotunities for children
to engage in discussions
about responsibility. (P K)
2L.06d Opprotunities for children
to engage in discussions
about authority. (P K)
2L.06e Opprotunities for children
to engage in discussions
about differences. (P K)
2L.07 Opportunities and materials
for children to learn about physical
characteristics of their local
environment as a foundation for
learning about geography. (P K)
2L.08a Opportunities and materials
for children to learn how people
affect their environment in positive
ways (e.g., recycling). (P K)
2L.08b Opportunities and materials
for children to learn how people
affect their environment in negative
ways (e.g., polluting). (P K)
2L.09a Opportunities and materials for
children that allow them to contribute to the
well-being of their classroom, including
care for the social and physical
environments in which they live. (P K)
2L.09b Opportunities and materials for
children that allow them to contribute to the
well-being of the community, including
care for the social and physical
environments in which they live. (P K)
2L.10 Opportunities and materials that
build a foundation for understanding
economic concepts (e.g., playing restaurant,
managing a store, and identifying and
exchanging money. (P K)
3A.00
Designing Enriching
Learning Experiences
3A.01 Teaching and program staff
work as a team to implement daily
teaching and learning activities,
including individualized plans.
2L.11 Opportunities and materials that help
children link learning about their hometown,
their state, the U.S. and their coutry of origin to
previous learning, as a foundation for learning
geography, history, and social studies. (K)
3A.06a Classroom displays that
help children reflect on and
extend their learning. (T P K)
(Combine into one with b & c)
(ALWAYS)
3A.06b Children’s recent works
predominate in classroom displays
(e.g., art, emergent writing, graphic
reps and 3-dim creations). (T P K)
(Combine with a and c)
3A.06c Some displays are at
children’s eye level. (T P K)
(Combine with a & b)
3A.07 Teaching staff and children
working together to arrange classroom
materials in predictable ways so
children know where to find things and
where to put them away. (T P K)
3B.00
Creating Caring
Communities for Learning
3B.11a Teaching staff creating a
climate of mutual respect for
children by being interested
in their ideas. (T P K)
3B.11b Teaching staff creating a
climate of mutual respect for
children by being interested in
their experiences. (T P K)
3B.11c Teaching staff creating a
climate of mutual respect for
children by being interested in their
products. (T P K)
3B.13a Teachers providing children
opportunities to affect what happens in
the classroom through participation in
decision making about issues
concerning classroom behavior. (P K)
3B.13b Teachers providing children
opportunities to affect what happens in
the classroom through participation in
decision making about issues
concerning plans. (P K)
3B.13c Teachers providing children
opportunities to affect what happens in
the classroom through participation in
decision making about issues
concerning activities. (P K)
3D.00
Using Time, Grouping and
Routines to Achieve
Learning Goals
NOT for 2008 Portfolio
3D.01a Time daily for
indoor activities.
NOT for 2008 Portfolio
3D.01b Time daily for outdoor
activities (except when conditions
pose a health risk as defined by
local health officials).
3D.04 Opportunities for children to
interact with children of
various ages.
3D.05 Children revisiting
experiences and materials over
periods of a) days, b) weeks, and
c) months.
3D.10a Teachers organizing time
and space on a daily basis to allow
children to work or play
individually. (T P K)
3D.10b Teachers organizing time
and space on a daily basis to allow
children to work or play in pairs.
(T P K)
3D.10c Teachers organizing time
and space on a daily basis to allow
children to come together in small
groups. (T P K)
3D.10d Teachers organizing time
and space on a daily basis to allow
children to engage as a whole group.
(T P K)
3D.11 Opportunities for children to
engage in group projects and learn
from one another. (T P K)
3E.00
Responding to Children’s
Interests and Needs
3E.01 Teaching staff reorganizing the
environment when necessary to help
children explore new concepts and
topics, sustain their activities and
extend their learning.
3E.03 Teachers using children’s
interest in and curiosity about the
world to engage them with new
content and developmental skills.
3E.04 Teachers using their
knowledge of individual children to
modify strategies and materials to
enhance children’s learning.
`
3E.08a Teachers using their
knowledge of children’s social
relationships to tailor learning
opportunities for groups
and individuals. (T P K)
3E.08b Teachers using their
knowledge of children’s interests to
tailor learning opportunities for
groups and individuals. (T P K)
3E.08c Teachers using their
knowledge of children’s ideas to
tailor learning opportunities for
groups and individuals. (T P K)
3E.08d Teachers using their
knowledge of children’s skills to
tailor learning opportunities for
groups and individuals. (T P K)
3F.00
Making Learning Meaningful for
All Children
3F.01 Teachers using curriculum in
all content and development areas as
a flexible framework for teaching to
support daily plans and
learning experiences.
3F.02 Play is planned for each day.
(ALWAYS)
3F.06 Opportunities for children to
engage in classroom experiences
with members of their families.
(T P K)
3 G. 00
Using Instruction to Deepen
`
Children’s Understanding and
Build Their Skills and Knowledge
3G.01 Teachers having and using a
variety of teaching strategies that
include a broad range of
approaches and responses.
3G.02a Teachers using multiple sources
(including results of informal & formal
assessments, as well as children’s initiations,
questions, interests & misunderstandings) to
identify what children have learned.
3G.02b Teachers using multiple sources
(including results of informal & formal
assessments, as well as children’s initiations,
questions, interests & misunderstandings) to
adapt curriculum & teaching to meet children’s
needs & interests.
3G.02c Teachers using multiple sources
(including results of informal & formal
assessments, as well as children’s initiations,
questions, interests & misunderstandings) to
foster children’s curiosity.
3G.02d Teachers using multiple sources
(including results of informal & formal
assessments, as well as children’s initiations,
questions, interests & misunderstandings) to
extend children’s engagement.
3G.02e Teachers using multiple sources
(including results of informal & formal
assessments, as well as children’s initiations,
questions, interests & misunderstandings) to
support self-initiated learning.
3G.03a Teachers using their
knowledge of children’s abilities to
fine-tune their teaching and
support as children learn and
acquire new skills.
3G.03b Teachers adjusting
challenges as children gain
competence and understanding.
3G.08 Teachers helping children
identify and use prior knowledge and
providing experiences that extend
and challenge children’s
current understandings. (T P K)
3G.09a Teachers engaging in
collaborative inquiry with
individual children. (T P K)
3G.09b Teachers engaging in
collaborative inquiry with small
groups of children. (T P K)
3G.11 Teachers determining
different components of a task and
breaking it into meaningful and
achievable parts.
(T P K)
3G.12a Teachers promoting children’s
engagement and learning by responding
to their need for and interest in
practicing emerging skills. (T P K)
3G.12b Teachers promoting children’s
engagement and learning by enhancing
and expanding activities children
choose to engage in repeatedly. (T P K)
3G.13 Teachers promoting children’s
engagement and learning by guiding
them in acquiring specific skills and
explicitly teaching those skills. (P K)
3G.14 Teachers demonstrate their knowledge of
content and developmental areas by creating
experiences that engage children in purposeful
& meaningful learning related to key curriculum
concepts. (P K)
4B.00
Using Appropriate
Assessment Methods
4B.05a Staff developed assessment
methods that are: aligned with
curriculum goals. (ALWAYS)
4B.05c Staff developed assessment
methods that are appropriate and
valid for their stated purposes.
4B.05d Staff developed assessment
methods that are: providing meaningful
and stable results for all learners,
including English language learners and
children with special needs. (ALWAYS)
4B.05b Staff developed assessment
methods that are: providing an
accurate picture of all children’s
abilities and progress. (ALWAYS)
(ALWAYS)
4B.05e Staff developed assessment
methods that are: providing teachers
with clear ideas for curriculum
development and daily planning.
(ALWAYS)
4D.01 Teachers observing and
assessing children’s strengths, interests
and needs on an ongoing basis to
inform classroom instruction re:
content, teaching, and interactions.
4B.05f Staff developed assessment
methods that are: regularly reviewed
to be certain that they are providing
the needed informaion. (ALWAYS)
4D.03 Teachers interacting with children
to assess their strengths and needs to
`
inform curriculum development and
individualize teaching. (ALWAYS)
4D.00
Adapting Curriculum,
Individualizing Teaching, and
Informing Program Development
NOT for 2008 Portfolio
6A.00
Preparations, Knowledge, and
Skills of Teaching Staff
NOT for 2008 Portfolio
NOT for 2008 Portfolio
6A.07 Teaching staff adapting
their teaching in response to
children’s differences.
NOT for 2008 Portfolio
8B.00
Linking with the Community
9A.00
Indoor and Outdoor Equipment,
Materials and Furnishings
9A.07a Materials organized and
grouped on low open shelves.
8.B.01 Program staff using their
knowledge of the community and the
families it serves as an integral part of the
curriculum and children’s
learning experiences.
9A.07b Materials rotated and
adapted to promote learning and
extend play opportunities.
INFANTS & TODDLERS / Twos
EXTRAS
2C.01 Infant / Toddler a)
environment for self-initiated
movement to b) practice
coordination, movement, balance,
and c) perceptual-motor integration.
2C.02 Infant / Toddler fine motor
activities.
2E.01 Infant opportunities for varied
songs, rhymes, routine games, and books,
including a) individual play, b) daily
reading, and c) independent exploration of
durable books. (ALWAYS)
2E.02 Toddlers / 2’s same a-c as 01
plus d) experiences to help them
understand representational nature
of pictures. (ALWAYS)
2F.01 Infant / Toddler varied opportunities
and books / other materials to a) use
mathematical language b) explore shape,
size, color, pattern, c) build number
awareness, and d) read books re: counting
and shapes.
2G.01 Infant / Toddler varied
opportunities and materials to a) use
senses to learn, and b) discover they
can make things happen, and solve
simple problems.
2J.02 Infant / Toddler varied
opportunities to explore and
manipulate age-appropriate art
materials.
2J.03 Infant / Toddler varied
opportunities to creatively express
themselves via movement to music
and, for toddlers, imaginative play.
3E.05 Teachers use needs and
interests of infants to influence
schedules, routines, and learning
experiences.
See Below for 2008 Additions to
the Classroom Portfolio
1C.03 Teachers support children as
they practic social skills and build
friendships by helping them a) enter
into, b) sustain, and c) enhance play
(T P K)
3B.02 Teachers create and maintain
a setting in which children of
diverse abilities can progess with
guidance re: a) autonomy, b)
responsibility, and c) empathy
4C.02 Staff with diverse expertise assess
progress in all developmental areas, with
varied instruments, multiple data sources
across full range of children’s experiences
(ALWAYS)
4D.08 Teachers observe &
document children’s work, play,
behaviors, interactions to assess
progresss -> plan / modify
curriculum and teaching (T P K)
4E.03 Teachers, families &
specialists have regular two-way
communication re: child’s progress,
difficulties at school and home ->
planning learning activities
MORE Classroom Portfolio
Categories
Added 2008
Preschool / Kindergarten
1C Helping Children Make
Friends
2D.02 Children have opportunities
to experience oral and written
communication in a language their
family uses or understands
2J.05 Children have varied
opportunities to develop and widen
their repertoire of skills that support
artistic expression (e.g., cutting,
gluing, and caring for tools) (T P K)
3E.02 Teachers scaffold children’s
learning by a) modifying the
schedule, b) intentionally arranging
the equipment, and c) making
themselves available to children
4C Identifying Children’s
Interests and Needs and
Describing Children’s Progress
4C.03 Teachers refer to curriculum
goals and developmental
expectations when interpreting
assessment data
4D.07 Teachers talk and interact with
individual children and encourage their use
of language to inform assessment of
children’s strengths, interests, and needs
(T P K)
4E Communicating with Families
and Involving Families in the
Assessment Process
4E.01 Families have ongoing
opportunities to share observations
from home to contribute to
assessment process (ALWAYS)
7B Sharing Information between
Staff and Families
7B.06 Staff communicate with
families on weekly basis re:
milestones, activities, caregiving
issues, etc. – in person or via other
established means (P K)
MORE Classroom Portfolio
Categories
Added 2008
INFANTS & TODDLERS / Twos
3D.06 Teachers organize daily time
and space for infant play a)
individually, b) in pairs, and c) in
small groups
7B.05 Staff communicate with
families on daily basis re:
milestones, activities, caregiving
issues, etc. – in person or via other
established means (I T)
3G.06 Teachers observe infants &
exchange info about abilities and
use info to plan opps and materials
to promote soc, phys, lang, and cog
development
4D.06 Teachers observe infants to
assess development and use these
obs to modify curriculum,
interactions, and care