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SASD Preschool Levels of Excellence

IntroductionThe observation of preschool programs will involve the review of the following categories:

Relationships CurriculumTeaching Assessment of Child ProgressHealth TeachersFamilies Community RelationshipsPhysical Environment Leadership and Management

Preschool programs using this tool for self-study will identify areas of strength in each category as well as areas to focus on for the purpose of program improvement. The school administrator or designee administrator completing this form and preschool program contact person indicate the type(s) of evidence observed for each standard and record any supporting documentation.

There are 62 indicators. Six indicators are “required” and must be met. Four of the 62 indicators may not be applicable to all programs. No more than 10% of the indicators can remain unscored – 56 of the indicators must be either scored or marked NA in order for a preschool program to qualify for a level. An indicator left blank will count as a no score.

Evidence can be observed in the classroom, or as part of a classroom/program portfolio. The evidence listed under each category/indicator are examples only. Not all examples of evidence in a category need to be observed. A decision on which level each category is rated as is based on the preponderance of evidence in each category. The scoresheet at the end of this tool is submitted to the SASD office where an overall designation of a level is awarded.

Proficient - Programs at this level have several categories where quality practices are observed – evidence of quality practices are not consistent across all categories. There are areas where improvement is desired. Distinguished - Programs at this level are exhibiting high quality practices consistently in the majority of the categories – a few areas may be designated for continuous quality improvement.Exemplary – Programs at this level are exhibiting high quality practices consistently across all categories, structural elements (schedule, teacher training, ratios), classroom environment and dimensions of teacher-student interactions.

Written disclaimer from SASD

SASD PRESCHOOL LEVELS OF EXCELLENCE

Name of Program Observed: ___________________________________________ Date(s) of Observation: __________

Type of Program: School District Preschool Licensed Child Care Center Head Start Number of Children Present: ______⬜ ⬜ ⬜

Community Based Preschool Home Preschool Tribal Preschool Other Number of Staff Present: ________⬜ ⬜ ⬜ ⬜

Program Staff Contact Information:

Relationships 1 Teaching staff work in partnership with families, establishing and maintaining regular, ongoing two-way communication that is sensitive to family values, culture, identity, and home language.

PROFICIENT DISTINGUISHED EXEMPLARY

Classroom newsletters⬜ Take home folders⬜ Parent volunteer sign-up sheets⬜ Parent meeting announcements⬜ Staff talking with parents at ⬜

drop-off/pick up time about children Parent surveys⬜ Parent survey results⬜⬜ Enrollment packet or other means to share information about classroom expectations and routines

⬜ Parent-teacher conferences Open house⬜ Parent engagement activities⬜ Staff talking with parents at drop-off/pick ⬜

to gather information about children, family culture, traditions,

Sharing results of parent surveys and ⬜ developing action plan

Parent board area for program and parents⬜ to post announcements, resources, menu, lesson plans, etc.

Written communication in multiple languages⬜ Use of technology as applicable to support communication⬜ Variety of times available for parent-teacher ⬜

conferences Items in classroom reflect home environments and ⬜

culture Home visits⬜ Bilingual labels/books⬜ Take home folders/notebooks⬜ Family survey action plan results shared back with ⬜

families and changes made in programming as a result

COMMENTS: P D E

Relationships 2 Teaching staff foster children’s emotional well-being by demonstrating respect for children and creating positive emotional climate.


Engaged w/children during play⬜ Support children to be independent in ⬜

routines/tasks Responsive to children’s needs⬜ Interact predictably and consistently.⬜ Encourage and recognize children’s ⬜

attempts and successes Social conversations & joint laughter⬜

Help children recognize and identify ⬜emotions

Provide positive concrete feedback⬜ Offer support in social problem-solving⬜ Model feelings and emotions and socially ⬜

appropriate ways to express them.

Children are independent in routines/tasks⬜ Children are responsive to other children’s needs⬜ Children recognize and identify emotions in themselves and ⬜

others Children express emotions appropriately.⬜ Children demonstrate social problem-solving or seek support ⬜

for social problem-solving Staff encourage and recognize children’s attempts and ⬜

successes with meaningful plan in mind (growth model)

COMMENTS: P D E

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SASD PRESCHOOL LEVELS OF EXCELLENCERelationships 3 Teaching staff develop individual relationships with children by being responsive, attentive,

consistent, comforting, supportive and culturally sensitive.


Express warmth through verbal and non-verbal ⬜behaviors (smiles, pat on back, touch shoulder, eye contact)

Seated/standing near children⬜ Use welcoming, inclusionary language⬜

Engages in conversation of interest to child⬜ Models active listening⬜ Use warm/calm voice tone⬜

Evidence of shared laughter, smiles⬜ Children express warmth to others ⬜ Children use welcoming, inclusionary language⬜

COMMENTS: P D E

Relationships 4 Teaching staff create safe and secure environment.


Never use physical punishment such as ⬜ shaking or hitting.

Does not engage in psychological abuse or ⬜ coercion.

Use no threats or derogatory remarks⬜ Does not withhold or threaten to withhold food as⬜

a form of discipline. Simple classroom rules⬜

Use positive redirection and guidance techniques⬜ Written guidance policy (discipline, behavior ⬜

mgt., behavior support, classroom mgt.) Employee policy and procedural manual⬜ Signed agreements (Standard of Conduct, etc.)⬜ Predictable routine⬜ Staff support children’s exploration and use of ⬜

classroom materials

Code of Ethics⬜ Professional development on age appropriate ⬜

classroom management. Social-emotional activities/lessons⬜ Children use positive language and encourage ⬜

each other.

COMMENTS: P D E

Relationships 5 Teaching staff support children’s development of friendships and provide opportunities for children to play with and learn from each other.


Attempts to bring unengaged children into play⬜ Supports children in negotiations w/peers⬜ Help children express feelings and emotions to ⬜

each other Environments include space for small groups⬜ Schedules support opportunities for play and ⬜

small group learning

Invites children to participate in a variety of ⬜cooperative and small-group activities

Promote nurturing behavior by encouraging ⬜children to help each other

Encourage and acknowledge children’s attempts ⬜in play situations.

Support children to sustain and enhance play. ⬜

Children invite unengaged children into play⬜ Children demonstrate ability to negotiate ⬜

materials or rules Children express feelings and emotions to each ⬜

other Lesson plans/activities provide opportunities for ⬜

development of friendships

COMMENTS: P D E

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SASD PRESCHOOL LEVELS OF EXCELLENCERelationships 6 Teaching staff promote pro-social behavior by interacting in a respectful manner with all staff and

children.


Model turn taking and sharing as well as caring ⬜behaviors

Help children negotiate their interactions with ⬜one another and with shared materials

Engage children in the care of their classroom⬜ Ensure that each child has an opportunity to ⬜

contribute to the group Encourage children to listen to one another⬜ Encourage and help children to provide comfort ⬜

when others are sad or distressed

Use narration and description of ongoing ⬜interactions to identify pro-social behaviors

Classroom job/helper charts⬜ Feelings/emotions charts⬜ Engage children in development of simple ⬜

classroom rules Encourage and acknowledge children’s attempts ⬜

and successes.

Children take turns, negotiate and share⬜ Children initiate use of job/helper charts and care⬜

of classroom Children listen to each other⬜ Children provide comfort when others are sad or ⬜

distressed Children utilize resources (feelings/emotions ⬜

chart, self-talk cues) to solve social problems

COMMENTS: P D E

Relationships 7 Teaching staff help children manage their behavior by guiding and supporting children.


Provide support to children to play cooperatively ⬜with others

Provide support to use language to communicate ⬜needs

Provide support to learn turn taking⬜ Provide support to gain control of physical ⬜

impulses Provide support to express negative emotions in ⬜

ways that do not harm others or themselves

Provide support in using problem-solving ⬜techniques - talk through options and choices and make a choice

Provide support in learning about self-others⬜ Visual picture schedules⬜ Calming materials/areas for use⬜ Recognition and encouragement of children’s ⬜

efforts and successes with management of behavior

Children use problem-solving techniques⬜ Children use resources in environment (picture ⬜

schedules, rules, calming areas, staff) to manage own behavior

Children attempt to use resources in environment⬜ to support others with behavior expectations

COMMENTS:

P D E

Relationships 8REQUIRED

Teachers support children with challenging behaviors by identifying factors that contribute to the behavior and use information gathered to create a plan to prevent or reduce the behavior in conjunction with classroom team and child guardians/parents.

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SASD PRESCHOOL LEVELS OF EXCELLENCE PROFICIENT DISTINGUISHED EXEMPLARY

Well-arranged centers with well-marked ⬜boundaries

Simple rules in place⬜ Use of preventative strategies such as control of ⬜

number of children in a learning center, seating arrangements, adjustments in schedule.

Responds to behavior in a manner that is calm ⬜and respectful to child, providing for safety of child and others.

Identification of challenging behavior and plan in ⬜place to support individual child

Provides child with information on acceptable ⬜behavior

Evidence that staff have time to reflect and plan ⬜(schedule that includes staff planning time, documentation of individual observations)

List of resources for staff (behavior specialists, ⬜curriculum specialists, school counselor, child care referral)

Staff equally able to redirect children and follow ⬜behavior plans

Evidence of involvement of parents/guardians in ⬜development of plan

List of resources/brochures/handouts for ⬜guardians on common child behaviors

Evidence of use of community resources for ⬜training or information gathering

Evidence of ongoing documentation of efforts and⬜ outcomes

COMMENTS: P D E

RELATIONSHIPSACTION PLAN FOCUS AREA

Curriculum 1 A clearly stated curriculum or curriculum framework provides a coherent focus for planning children’s experiences. It allows for adaptations and modifications to ensure access to the curriculum.


Evidence of curriculum or curriculum framework⬜ Use of curriculum guides the development of daily⬜

schedule

Articulation of framework/curriculum and how it ⬜supports program goals

Curriculum can be implemented in a manner that ⬜reflects responsiveness to family culture and language

Clearly stated framework/curriculum is utilized ⬜in an ongoing and consistent basis and is aligned with the SD Early Learning Guidelines

Demonstrated school district collaboration with ⬜curriculum selection

COMMENTS: P D E

Curriculum 2 The schedule provides children learning opportunities, experiences and projects that extend over the course of several days and incorporates time for (a) play, (b) creative expression, (c) large group, (d) small group and (e) child-initiated activity


Written schedule posted and/or provided to ⬜parents

Schedule includes times for transitions, indoor ⬜

Visual picture schedule⬜ Space, materials and daily routine organized to ⬜

promote independence.

Children predict what comes next in schedule⬜ Structure of day and lessons are intentional to ⬜

meet curriculum framework

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SASD PRESCHOOL LEVELS OF EXCELLENCEand outdoor experiences and is responsive for child’s need to rest or be active

Transition routines established⬜ Materials and equipment used to implement ⬜curriculum are diverse and meet needs of children.

COMMENTS: P D E

Curriculum 3 Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as a persistence, engagement, curiosity and mastery.


Acknowledge attempts⬜ Encouragement to stay with task or keep trying⬜ Support to persist when frustrated⬜ Variety of materials for children to explore⬜ Time in schedule allowed for exploration⬜

Staff/child self-talk (“first I did this, and then I ⬜tried this, and then it worked”)

New materials added to environment regularly⬜ Use open-ended questions to encourage reflection⬜ Encourage children to ask questions⬜

Children self-talk⬜ Children ask/answer questions⬜ Children recognize their own persistence in and ⬜

mastery of tasks Children lead play and activities⬜

COMMENTS: P D E

Curriculum 4 Children have varied opportunities to develop vocabulary through (a) conversations, (b) experiences, (c) field trips, (d) books


Access to age-appropriate books⬜ Photo documentation boards⬜ Dictated stories⬜ Read aloud to children⬜ Children reading to self/others⬜ Library area⬜ Encouragement and support children in of ⬜

conversations/discussions Expand on children’s language⬜

KWL charts, webbing⬜ Word walls and applications⬜ Listening stations⬜ Author chair⬜ Created books in library area⬜ Use of novel words⬜ Staff engaged in rich conversations with children⬜ Staff use varied vocabulary⬜ Discussions of meanings of words⬜

Children recognize use of novel words⬜ Children converse and extend conversations with ⬜

others Children respond to questions⬜ Children describe things and events⬜ Staff or children initiate follow-up activities ⬜ Children explore use of words from another ⬜

language

COMMENTS: P D E

Curriculum 5 Children have opportunities 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.


Children’s names on personal items⬜ Materials are labeled⬜

Sign in-out routines⬜ Word walls and application⬜

Bi-lingual labels⬜ Children self-correct in use of print⬜

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SASD PRESCHOOL LEVELS OF EXCELLENCE Print is used to describe some rules/routines⬜ Song charts/ classroom mailboxes⬜ Clipboards⬜ Writing center w/variety of materials⬜

Environmental print⬜ Class lending library⬜ Books/writing materials in multiple centers⬜ Model writing during routines⬜

Environmental print rich with intentional ⬜purpose

Child make books, documentation, signs/notes⬜ Children use print during classroom routines ⬜

COMMENTS: P D E

Curriculum 6 Children have varied opportunities to (a) be read books in an engaging manner in group or individualized settings, (b) explore books on their own and have places that are conducive to the quiet enjoyment of books, (c) have access to various types of books (d), be read the same books on repeated occasion, (e) retell and reenact events in storybooks, (f) engage in conversations that help them understand the content of the book (g) be assisted in linking books to other aspects of the curriculum and (h) identify the parts of books and differentiate print from pictures


Library area⬜ Various types of books including storybooks, ⬜

factual books, books with rhymes, alphabet books and wordless books

Written schedule includes evidence of story ⬜time/group times when books are read and times where children can freely explore books

Authors chair⬜ Visit to community or school library⬜ Volunteer readers⬜ Lesson plans have evidence of repeated books⬜ Staff connect books to print-rich environment⬜

Children extend books to other learning ⬜areas/activities

Book bags to home as extension activities⬜ Buddy reading⬜ Schedule of volunteer readers⬜ Children identify the parts of the book and ⬜

differentiate print from pictures Book selection by staff is intentional and linked to⬜

curriculum framework

COMMENTS:

P D E

Curriculum 7 Children have multiple and varied opportunities to write.


Writing materials and activities are readily ⬜available in a variety of learning centers.

Various types of writing are supported, including ⬜scribbling, letter-like marks, and developmental spelling.

Daily opportunities to write or dictate ideas.⬜ Varied opportunities and materials that support ⬜

Provide needed assistance in writing words and ⬜messages they are trying to communicate.

Provide support to write on their own, including ⬜access to the (a) alphabet, (b) to printed words about topics of current interest, both of which are made available at eye level.

Model functional use of writing and are helped to ⬜

Children engage in writing activities.⬜ Evidence of child written attempts such as name ⬜

on art work, sign in/out, classroom mailboxes Children use functional writing in multiple areas ⬜

of the classroom

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SASD PRESCHOOL LEVELS OF EXCELLENCEfine-motor development. discuss the many ways writing is used in daily plans.

COMMENTS:

P D E

Curriculum 8 Children are provided varied opportunities and materials to build an understanding of early math concepts and math vocabulary (number, number names, shapes/geometry, measurement, categorization, patterns).


Number puzzles/books⬜ Number books⬜ Matching games⬜ Manipulatives, items to categorize and make ⬜

patterns Number songs/chants⬜ Attendance charts⬜ Number lines⬜ Rulers/tape measures/scales⬜ Use of number words, “first/last, more/less, ⬜

add/plus, take-away, how many”

Lesson plans demonstrate intentionality in ⬜developing early math concepts, such as the use of academic vocabulary.

Model use of math vocabulary and math concepts ⬜and relationships through routines and conversations (setting table for snack, handing out supplies, classifying objects, graphing).

Children demonstrate use of academic ⬜vocabulary.

Children use simple graphs, tally charts to solve ⬜number problems

COMMENTS:

P D E

Curriculum 9 Children are provided varied opportunities and materials that encourage them to use the five senses to observe, explore, and experiment with scientific phenomena.


Simple tools such as bug boxes, binoculars, ⬜magnifying glasses, gears, levers, eyedroppers, rulers, mirrors

Sensory table with a variety of materials and tools⬜

Observation journals/clipboards⬜ Charts/graphs⬜ Weather station⬜ Light table⬜

Children use tools available to observe, explore ⬜and experiment, collect data and document discoveries

Volunteers from community⬜

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SASD PRESCHOOL LEVELS OF EXCELLENCEused over time

Water table with a variety of tools used over time⬜ Photographs of nature walks⬜ Children use documentation to share findings ⬜

with others Children us indoor and outdoor environment.⬜

COMMENTS:

P D E

Curriculum 10 Children are provided many and varied open-ended opportunities and materials to express themselves creatively through (a) music, (b) drama, (c) dance, and (d) two- and three-dimensional art.


Art area⬜ Musical instruments⬜ Variety of art supplies⬜ Interest areas such as house, store⬜ Schedule includes evidence of time for children to ⬜

express themselves Variety of music⬜

Easels⬜ Puppet theatre⬜ Stage⬜ Art displayed⬜ Photo documentation⬜ Props to act out stories/dance⬜ Posters displaying art/instruments⬜ Volunteers in classroom⬜

Children use materials to express themselves⬜ Children display items⬜ Children may use technology to record ⬜

themselves Children follow-up on activities volunteers ⬜

presented Children respond to the art of other children and ⬜

adults

COMMENTS: P D E

Curriculum 11 Children have opportunities to practice safety procedures.


Documentation of fire, tornado, evacuation ⬜and/or lock down drills

Pedestrian safety on walks⬜ Promote safe use of materials (handling scissors, ⬜

staying clear of hazards). Environment designed and organized to protect ⬜

Lesson plans demonstrate intentional approach to⬜ safety education.

Staff discuss potential safety hazards and model ⬜safe practices

Children identify potential safety hazards⬜ Children encourage others to play safely⬜

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SASD PRESCHOOL LEVELS OF EXCELLENCEchild health and safety.

Handwashing⬜

COMMENTS: P D E

Curriculum 12 Children are offered opportunities to become a part of the classroom community so that each child feels accepted and gains a sense of belonging.


Names on displayed art work and work samples⬜ Choices in activities provided⬜ Daily attendance routine⬜ Job/helper charts⬜

Children refer to job/helper charts to complete ⬜tasks independently

Discussion charts such as KWL, documentation, ⬜brain storming

Children choose seating arrangements⬜ Children provided opportunities to contribute to ⬜

well-being of classroom

Children are providing opportunities to engage in ⬜discussions about fairness, friendship and responsibility

Children plan activities⬜ Children welcome others into classroom and ⬜

recognize when staff/children have been absent

COMMENTS: P D E

CURRICULUMACTION PLAN FOCUS AREA

Teaching 1 Teachers work to prevent challenging or disruptive behaviors.


Environmental design ⬜ Schedules meet the needs and abilities of children⬜ Effective transitions⬜ Engaging activities⬜ Short wait times⬜ Consistent and predictable classroom rules and ⬜

expectations

Responsive to children⬜ Plan activities/lessons to support self-regulation ⬜

by children Transitions support learning⬜ Work as a team in prevention of challenging or ⬜

disruptive behaviors Provide guidance consistent with child’s level of ⬜

development.

Children use problem-solving strategies⬜ Children express themselves in socially ⬜

appropriate ways Children support each other in regulation of ⬜

behavior

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SASD PRESCHOOL LEVELS OF EXCELLENCE COMMENTS:

P D E

Teaching 2 Teaching staff counter potential bias and discrimination by (a) treating all children with equal respect and consideration (b) initiating activities and discussions that build positive self-identity and teach the valuing of differences, (c) intervening when children tease or reject others, (d) provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counteract stereotypical limitations, and (e) avoiding stereotypes in language references


Materials and books portray children as unique ⬜individuals and show different cultures, ethnicities and backgrounds

Models or visual images that show men/women ⬜in work, family and personal roles

Models or visual images that show persons with ⬜different abilities engaged in a wide array of activities of counteract stereotypical limitations

Photos of children and/or families displayed⬜ Lesson plans with books, activities/discussions ⬜

on topics above Work samples such as self-portraits displayed⬜ Diversity within program staff⬜

Children initiate discussions with each other ⬜regarding self-identity and valuing differences

Children intervene when others being teased or ⬜rejected

Children are involved as a classroom community ⬜in making decisions about classroom rules, plans and activities.

COMMENTS:

P D E

Teaching 3 Teaching staff supervise children primarily by sight. Supervision for short intervals by sound is permissible, as long as teachers check frequently on children who are out of sign (e.g. those who can use the toilet independently, who are in a library area, or who are napping).


Aware of where children are at all times⬜ Evidence of staff routines (counting children ⬜

during transitions, sign-in and sign-out, taking attendance)

Arrangement of equipment/furniture in ⬜classroom supports supervision

Move in the room or on the playground to adjust ⬜ability to supervise as many children as possible

Written standards of conduct for supervision⬜ Policies regarding of supervision is allowed by ⬜

non-classroom staff (volunteers)

Children demonstrate awareness of boundaries ⬜(staying on playground, in classroom) and rules (asking to go to the bathroom if needed)

COMMENTS: P D E

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SASD PRESCHOOL LEVELS OF EXCELLENCETeaching 4 Teachers provide time and materials daily for children to select their own activities.


Free choice is part of daily schedule⬜ Open accessible learning centers⬜ Children have choices in which centers they use, ⬜

and how long they spend in a single center

Materials in centers are mostly open ended and ⬜children have a choice in how to use them (collage materials, a variety of paints and papers in the art center, manipulatives, blocks, dramatic play materials)

Materials are displayed in inviting ways, new ⬜materials are periodically added to centers to reinvigorate interest

Coach and support children as they learn to ⬜participate in daily cleanup and maintenance of activities

Children use open ended materials in creative ⬜ways (e.g. manipulatives are used as food in the dramatic play area, art supplies are used to make road signs in the block area).

Children independently clean up and maintain ⬜materials and activities.

COMMENTS: P D E

Teaching 5 Teaching staff help children follow a predictable but flexible daily routine by providing (a) time for transitions, and (b) support for transitions.


Visual schedule⬜ Verbal cues⬜ Staff engagement in clean-up⬜ Allowance of enough time in schedule for children⬜

to accomplish tasks/transitions

Ability to fill time effectively (if lunch is late)⬜ Adjust schedule in effort to be responsive to ⬜

children’s interests and needs

Children demonstration of smooth transitions⬜ Transition activities support individual and ⬜

curricular goals

COMMENTS: P D E

Teaching 6 Teachers use their knowledge of children’s social relationships, interests, ideas, and skills to tailor learning opportunities for groups and individuals.


Reorganize the environment to help children ⬜explore new concepts and topics

Modify experiences to fit the needs of individual ⬜children.

Activity mapping/webbing⬜ KWL charts⬜ Documentation of children’s learning/discoveries ⬜

through class website, class created book, or documentation panels.

Children have input in the direction that a unit ⬜evolves (project approach).

Teacher sustain and extend learning based on ⬜child observations and discussions.

COMMENTS: P D E

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SASD PRESCHOOL LEVELS OF EXCELLENCETeaching 7 Teaching staff help children understand spoken language, particularly when children are learning a

new language.


Pictures⬜ Familiar objects⬜ Body language/physical cues⬜

Labeling materials in dual languages⬜ Picture collections⬜ Narration by staff during routines⬜

Children support the language development of ⬜their peers by naming objects, providing narration during routines

Teachers support development and maintenance ⬜of children’s home language when possible.

COMMENTS: P D E

Teaching 8 Teaching staff help children enter into and sustain play and teaching staff support and challenge children’s learning during interactions and activities.


Daily play time⬜ Facilitating conversations⬜ Joining child-led play⬜ Modeling behavior⬜ Suggesting resources⬜ Allowing materials to be used in non-⬜

conventional play

Expanding upon child-led play⬜ Encouraging peer interaction during play⬜ Support children in using prior knowledge in play⬜

experiences

Children invite uninvolved peers to join their play⬜ Teachers engage in collaborative inquiry with ⬜

individuals and small groups Teachers adjust challenges and supports as ⬜

children learn and gain new skills

COMMENTS: P D E

Teaching 9 Teaching staff, program staff, or both work as a team to implement daily teaching and learning activities, including individualized education programs (IFSPs/IEPs) and other individual plans as needed.


Teamwork in daily practices⬜ Clear communication in the classroom⬜ Awareness of individual goals⬜ Provides supports to children to reach goals⬜

Regular co-planning by teaching and program ⬜staff

Teaching staff create and maintain a setting in ⬜which children of differing abilities can progress toward goals

COMMENTS: P D E

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SASD PRESCHOOL LEVELS OF EXCELLENCETeaching 10

(NA if meals/snacks not served)If snacks or meals are provided, staff sit and eat with the children and engage them in conversation.


Staff eat same food⬜ Staff engage in pleasant conversation with ⬜

children at the table

Staff provide children with opportunities to be ⬜involved in the set up/cleanup of the meal or snack.

Staff used conversations to enrich vocabulary, ⬜“Did you notice the aroma when our applesauce was cooking? I love the smell of apples and cinnamon.”

Children help set/clear tables⬜ Children engage in self-help skills (pouring, ⬜

passing, serving)

COMMENTS: NA P D E

TEACHINGACTION PLAN FOCUS AREA

Assessment 1 Staff developed assessment methods


Aligned with curriculum goals⬜ Provide an accurate picture of all children’s ⬜

abilities and progress Are appropriate and valid for stated purpose⬜ Evidence of checklists, anecdotal notes, work ⬜

samples

Provide meaning and stable results for all ⬜learners, including English-language learners and children with special needs

Provide teachers with clear ideas for curriculum ⬜development and daily planning

Provide information on all areas of development ⬜and learning, including cognitive skills, language, social-emotional development, approaches to learning, health and physical development

Are regularly reviewed to be certain they are ⬜providing the needed information

A system of uniform reporting of data gathered ⬜with assessment methods showing growth over time

Staff share an understanding of the purposes, ⬜values and uses of assessment in their program and can explain these to others.

COMMENTS: P D E

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Assessment 2 Teachers interact with children to assess their strengths and needs to inform curriculum development and individualize teaching


Engaged with children during learning centers or ⬜free choice time

Use of checklists⬜ Intentional collection of work samples⬜ Anecdotal notes during observation times⬜

Discussion with children about what they ⬜observed “you wrote all the letters in your name today”

Lesson plans showing individualization⬜ Student portfolios⬜

Multiple types of authentic assessment strategies ⬜are used

Children choose portfolio or work samples that ⬜demonstrate learning

Activities/lesson plan adjustments made from ⬜assessment data

COMMENTS: P D E

Assessment 3 Families have ongoing opportunities to receive the share the results of observations to contribute to the assessment process.


Surveys seeking families contributions regarding ⬜observations of child

Notes from families regarding observations ⬜(folder to home system, etc.)

Photographs from families⬜

Parent-teacher conference schedules/notes⬜ Photographs from families documenting an ⬜

observation Child portfolios⬜

Family members are provided information, either ⬜verbally or in writing about their child’s development and learning through a systematic reporting method.

Family members are provided opportunities to ⬜contribute observations.

Communication with families about their child’s ⬜assessments is sensitive to family values, culture, identity and home language

COMMENTS: P D E

Assessment 4 All children receive a developmental screening that includes sensory, language, cognitive, gross motor, fine motor, and social-emotional development and the results are used to make referrals to appropriate professionals when needed with parental permission.


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SASD PRESCHOOL LEVELS OF EXCELLENCE Promotion of local child find screenings⬜ Information communication with families ⬜

regarding results of non-program conducted screenings

Collaboration with child find screenings or ⬜program adopted screening tool utilized

Use of screening results to individualize or ⬜support referrals and instructional practices

Informed about referral process⬜

Role in child find screenings ⬜ Adjustment of strategies to support needs of ⬜

individual children Follow-up with referrals⬜

COMMENTS: P D E

ASSESSMENTACTION PLAN FOCUS AREA

Health 1REQUIRED

At least one staff member has a certificate showing satisfactory completion of pediatric first-aid training (training includes providing rescue breathing, management of a blocked airway, and any special procedures that physicians of enrolled children have documented that the children requirement) and satisfactory completion of pediatric CPR and is present with children.

Dated staff training log/roster⬜ CPR card w/expiration date noted⬜

COMMENTS:

REQUIRED

Health 2REQUIRED

Medications may only be administered with the written consent of the parent or guardian, and only if the consent has the name of the medication and the date/dates medication is to be administered, and the dosage to be given. Any medication administered must be documented to include the dose, name

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SASD PRESCHOOL LEVELS OF EXCELLENCEof child, time and date administered, and the signature of the person administering the medication. Medications must be kept in their original containers, contain legible directions for use, the expiration date, and the child’s name. Medications must be stored in a place which is inaccessible to children, and medications requiring refrigeration must be in another non-absorbent container and labeled “medications.” Rescue medications (Epi-pen, inhalers, etc. must be easily accessible to staff. System in place for report allergies.

Medication storage area and log⬜ Storage of sunscreen, insect repellants, lotions, lip⬜

balms Storage of staff personal items (purses, jackets ⬜

with pockets that may contain medication) Parent handbook information⬜ Staff training on medication administration⬜

COMMENTS:

REQUIRED

Health 3 The program has practices in place to support health of children.


Current emergency contact information for each ⬜child

Instructions for any child special health needs ⬜such as allergies or chronic illness

Routine frequency of cleaning and sanitation of ⬜surfaces, including toys

Diapering/toileting policy/procedure and ⬜appropriate equipment/supplies

Resources/information provided to families on ⬜health related topics

System in place for staff to provide information to⬜ families regarding an unusual level of type of communicable disease.

Staff receive training on handwashing and ⬜prevention of communicable diseases, blood-borne pathogens

Children provided opportunities to brush teeth⬜

COMMENTS: P D E

HEALTHACTION PLAN FOCUS AREA

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Teachers 1 REQUIRED

When working with children, all teaching staff demonstrate the ability to:


Interact with children without using physical ⬜punishment or any form of psychological abuse

Recognize health and safety hazards and protect ⬜children from harm

Encourage and provide children with a variety of ⬜opportunities for learning

Encourage and provide children with a variety of ⬜social experiences

Adapt and respond to changing and challenging ⬜conditions in ways that enhance program quality

Communicate with children⬜ Communicate with families⬜

COMMENTS: P D E

Teachers 2 All designated teachers have a minimum of an associate’s degree or equivalent. At least 75% of teachers have a minimum of a baccalaureate degree or equivalent in early childhood education, child development, elementary education or early childhood special education, and this training encompasses child development and learning of children birth through kindergarten; family; physical environment; observing, documenting and assessing young children; teaching and learning; and professional practices and development


All teachers have AA degree or equivalent as ⬜evidenced by staff roster with degree or equivalent, transcripts, staff training logs

Combination of teaching staff with AA/BA degree ⬜as evidence by staff roster with degree or equivalent, transcripts, staff training logs, teaching license/certificate

All teachers have BA Degree⬜

COMMENTS: P D E

Teachers 3(NA if class only has teacher and no assistant)

Assistant teachers/teacher aides (staff who implement program activities under direct supervision) have a high school diploma or GED and (a) 50% of assistant teachers/teacher aides have at least a Child Development Associate Credential (CDA) or equivalent) and (b) 100% of assistant teachers/teacher aides who do not have at least a CDA are enrolled in a program, and are demonstrating progress toward the CDA or equivalent OR have equivalent based on at least 3 years of relevant experience. College-level coursework is from regionally accredited institutions of higher education and may include distance learning or online coursework. If there is only one assistant teacher/teacher aide, then either of the requirements can be met.

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SASD PRESCHOOL LEVELS OF EXCELLENCE PROFICIENT DISTINGUISHED EXEMPLARY

Of assistant teacher/teacher aides - some meeting⬜ qualifications and some in progress

ParaPro Assessment completed⬜

All assistant teacher/teacher aide have or are ⬜enrolled/working toward CDA

Highly qualified Para-Professionals⬜

All assistant teachers/teacher aide have minimum⬜ of CDA or meet equivalency based on at least 3 years of relevant experience

COMMENTS:

NA P D E

Teachers 4 All teachers and assistant teachers/teacher’s aides have specialized college-level coursework OR professional development training in knowledge and skills relevant to the specific age (or ages) or to the special circumstances and specific needs of children they teach


Full-time staff have 10 hours of training annually⬜ Part-time staff have 5 hours of training annually⬜ Dated training logs⬜ In-service agendas⬜ Training certificates⬜

Full-time staff have 20 hours of training annually⬜ Part-time staff have 10 hours of training annually⬜ Dated training logs⬜ In-service agendas⬜ Training certificates⬜

Professional development plans in place⬜ Evidence that training has been applied to ⬜

classroom teaching and instruction Opportunities for staff to evaluate and improve ⬜

performance based on ongoing reflection and feedback from supervisors, peers and families.

COMMENTS:

P D E

TEACHERSACTION PLAN FOCUS AREA

Families 1 Program staff establish intentional practices designed to foster strong reciprocal relationships with families from the first contact and maintain them over time.

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SASD PRESCHOOL LEVELS OF EXCELLENCEPROFICIENT DISTINGUISHED EXEMPLARY

Notes to/from parents⬜ Parent board with announcements⬜

Parent handbook⬜ Parent-teacher conference schedules⬜ Family activity nights⬜ New family orientations⬜ Home/school folders⬜ Surveys and questionnaires⬜

Evidence of multiple types of communication ⬜options (web site, e-mail, newsletters, take-home folders)

Use of information about families to adapt the ⬜program environment, curriculum and teaching methods.

Program staff and families work together to plan ⬜events.

Environment welcoming and accessible⬜

COMMENTS: P D E

Families 2 Before sharing information about a child with other relevant providers, agencies or other programs, staff obtain written consent from the family.


Registration forms asking for written consent⬜ Parent handbook⬜ Sample signed permission/release forms⬜ Sample release/request information forms⬜

Systematic approach in place to obtain consent, ⬜request records, protect record storage

COMMENTS: P D E

FAMILIESACTION PLAN FOCUS AREA

Community Relationships 1 Program staff connect with and use their community’s urban, suburban, rural or tribal cultural resources


Promotion of community activities in newsletters ⬜or posted on parent boards

Lesson plans⬜ Classroom volunteers⬜

field trips Connection with school district⬜ Resources from district used to support transition⬜

to kindergarten

Resource directory or list of child and family ⬜support services available in the community

Evidence of broader cultural embedding of ⬜resources into classroom and with families

Parents/families as resources⬜

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SASD PRESCHOOL LEVELS OF EXCELLENCE COMMENTS: P D E

COMMUNITY RELATIONSHIPSACTION PLAN FOCUS AREA

Physical Environment 1 A variety of age- and developmentally-appropriate materials and equipment are available indoors and outdoors for children throughout the day.


Dramatic play equipment⬜ Sensory materials such as sand, water, play ⬜

dough, paint and blocks Manipulatives⬜ Books⬜

Materials that support curriculum goals and ⬜objectives in:

Literacy⬜ Math⬜ Science⬜ social studies⬜

other content areas Gross motor equipment for activities: pulling up, ⬜

walking, climbing in, on, over; moving through, around, and under, pushing; pulling and riding

Children have access and use materials and ⬜equipment

If outdoor environment available - evidence of ⬜using environment to extend classroom learning

COMMENTS: P D E

Physical Environment 2 Staff organize and group materials on low, open shelves to encourage children to use them independently. Staff rotate and adapt materials to promote learning and extend children’s play opportunities.


Shelving labeled⬜ Children have time to use materials⬜ Staff engaged in clean-up time⬜ Space provided for each child’s belongings⬜ Materials in sufficient quantities⬜

Display of artwork or photo documentation ⬜panels showing variety of materials in use

Evidence of materials/equipment used for variety⬜ of purposes/activities

Children access and put away materials ⬜independently and safely

Evidence of intentional connect of materials with ⬜lesson plan

COMMENTS: P D E

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Physical Environment 3 Program staff provide a gross motor play area (indoors or outdoors) that is protected by fences OR by natural barriers to prevent access to streets and to avoid other dangers, such as pits, water hazards or wells. Outdoor learning environments may include playgrounds, gardens, open green grass space.


Playground with barrier⬜ Garden space w/ barrier⬜ Open grass space w/barrier⬜ Arranged so that staff can supervise by sight⬜

Lesson plans include planning for both indoor and⬜ outdoor spaces

Evidence of rules for outdoor play to avoid ⬜dangers

Evidence in using outdoor environment to ⬜extend/enhance classroom learning/activities

Accommodations made so all can participate in ⬜outdoor curriculum and activities

COMMENTS: P D E

Physical Environment 4 The program provides at least 75 square feet of gross motor play space for each child playing at any one time. The total amount of required play space is based on a maximum of one-third of the total center enrollment being on play space at one time. The play area protects children from injury.


75 square feet of space provided⬜ More than 75 square feet of space provided⬜ Protects children from tripping hazards⬜ Evidence of review of outdoor play space ⬜

periodically.

Resilient surfacing in fall zones should extend six ⬜feet beyond the limits of stationary equipment

Equipment protects children from catch points, ⬜sharp points and protruding hardware

Equipment protects children from entrapment ⬜(openings should measure less than 3.5 inches or more than 9 inches)

Daily inspections of outdoor play spaces and ⬜corrections made as needed

COMMENTS: P D E

Physical Environment 5 There is a minimum of 35 square feet of usable space for per child in each of the primary indoor activity areas

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SASD PRESCHOOL LEVELS OF EXCELLENCEPROFICIENT DISTINGUISHED EXEMPLARY

Space appears adequate for the number of ⬜children

More than 35 square feet of space available ⬜indoor activity areas

Space is accessible for children, staff and families⬜

COMMENTS: P D E

Physical Environment 6 The building/classroom is well maintained.


Walls, floors, furnishings and equipment are kept ⬜in good repair and are safe with no sharp edges, splinters, protruding or rusty nails or missing parts

All areas free from glass, trash, sharp or ⬜hazardous items and are in clean condition.

Program staff protect children and adults from ⬜hazards including electrical shock, burns or scalding, slipping, tripping or falling (floor coverings secured).

Evidence of staff observations of environment ⬜periodically.

Evidence of staff keeping children away from ⬜unexpected hazards and taking steps to resolve hazard.

Systematic procedure in place for inspection of ⬜the physical environment and correction of findings.

Evidence of children noticing hazards in ⬜environment.

COMMENTS: P D E

Physical Environment 7REQUIRED

Fully equipped first-aid kits are readily available and maintained for each group of children. Staff take at least one fully equipped kit to the outdoor play area as well as on field trips and outings away from the site.


First aid kits are stored out of reach of children⬜ Adults take during outings/outdoor play⬜ Kit includes gloves, materials to clean wounds and⬜

stop bleeding

Staff trained on use of materials in first aid kit.⬜ Systematic procedure to inventory and restock ⬜first aid kits and provide staff training on use.

COMMENTS: P D E

Physical Environment 8REQUIRED

The facility and outdoor play areas are entirely smoke-free. No smoking is permitted in the presence of children.

Smoke-free facility⬜

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SASD PRESCHOOL LEVELS OF EXCELLENCE COMMENTS: REQUIRED

Physical Environment 9 The program maintains facilities so they are free from harmful animals, insect pests and poisonous plants. Pesticides and herbicides, if used, are applied according to the manufacturer’s instructions when children are not at the facility and in a manner that prevents skin contact, inhalation and other exposure to children.


Maintenance records⬜ Sample notices to parents when ⬜pesticides/herbicides are scheduled to be used

Staff aware of list of toxic plants⬜

If pets present or visiting, facility follows ⬜recommendations and has evidence regarding documentation of vaccinations, cleaning schedule

Systematic procedure in place for identification ⬜and resolution of harmful animals, pests and plants.

COMMENTS: P D E

Physical Environment 10 Toxic substances (used only as directed by the manufacturer) are:


Stored in original container⬜ Kept in a locked room or cabinet, inaccessible to ⬜

children and away from medications and food Matches and lighters are not accessible⬜

Gasoline and other flammable materials are ⬜stored (when needed) in a separate building.

Some evidence of review of physical ⬜environments to ensure safety.

Systematic procedure in place for inspection of ⬜indoor and outdoor environments

COMMENTS: P D E

PHYSICAL ENVIRONMENTACTION PLAN FOCUS AREA

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SASD PRESCHOOL LEVELS OF EXCELLENCELeadership and Management 1

(REQUIRED IF Preschool hasDesignated Administrator or NA)

The program administrator has the educational qualifications and personal commitment required to serve as the program’s operational and pedagogical leader. This criterion can be met in one of three ways:


The administrator documents that a plan is in place to meet the indicators (detailed in Level 2 Exemplary) within 5 years

Evidence that plan referenced in Level 1 Proficient is in progress.

The administrator has at least a baccalaureate degree AND has at least 9 credit-bearing hours of specialized college-level coursework in administration, leadership, and management (which can be in school administration, business management, communication, technology, early childhood management or administration, or some combination of these areas AND has at least 24 credit-bearing hours of specialized college-level coursework in early childhood education, child development, elementary education, or early childhood special education that encompasses child development and children’s learning from birth through kindergarten, family; and physical environment; the practices of observing, documenting and assessing young children; teaching and learning processes; And professional practices and development OR

The administrator can provide documentation of having achieved a combination of relevant formal education and experience as specified in the table titled “Alternative Pathways to Achieve Educational Qualifications of a Program Administrator”

COMMENTS:

NA P D E

Leadership and Management 2REQUIRED IF Licensed Childcare Program OR NA

The program and facility are licensed to operate or are regulated by the applicable state and local regulatory systems.

The program maintains documentation showing ⬜that it is considered in good standing by its regulatory bodies, and it can document all certifications, approvals, and corrections of violations and deficiencies.

COMMENTS: NA REQUIRED

Leadership and Management 3 Written procedures address the maintenance of developmentally appropriate teaching staff-child ratios within group size to facilitate adult-child interaction and constructive activity among children.

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SASD PRESCHOOL LEVELS OF EXCELLENCEGroups of children may be limited to one age or may include multiple ages. (A group or classroom consists of the children who are assigned to a teacher or team of teaching staff for most of the day and who occupy and individual classroom or well-defined space that prevents intermingling of children from different groups within a larger room or area)


Reasonable teaching staff-child ratios ⬜(recommendation of no more than 10 children to 1 adult within group size of 20 or less) are maintained during all hours of operation, includingIndoor timeOutdoor timeDuring transportation and field trips

Recommended teaching staff-child ratios are ⬜followed (no more than 10 children to 1 adult within group size of 20 or less) are maintained during all hours of operation.

Additional staff are in the classroom on regular ⬜basis to reduce ratio from 1:10 or class size is regularly less than 20.

COMMENTS: P D E

Leadership and Management 4 The program has a written policy for reporting child abuse and neglect as well as procedures in place that comply with applicable federal, state, and local laws. The policy includes requirements for staff to report all suspected incidents of child abuse, neglect, or both by families, staff, volunteers and others to the appropriate local agencies. Staff who report suspicions of child abuse or neglect where they work are immune from discharge, retaliation, or other disciplinary action for that reason alone unless it is proven that the report is malicious.


Written policy in place⬜ Evidence of staff training and review of policies.⬜ Notification to parents/families regarding policy.⬜

Annual staff training⬜ Systematic approach to review policy, use data to ⬜

inform

COMMENTS: P D E

Leadership and Management 5 The program has written procedures to be followed in a staff member is accused of abuse or neglect of a child in the program that protect the rights of the accused staff person as well as protect the children in the program.


Written policy in place⬜ Evidence of staff training and review of policies.⬜ Annual staff training⬜ Systematic approach to review policy, use data to ⬜

inform

COMMENTS: P D E

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SASD PRESCHOOL LEVELS OF EXCELLENCELeadership and Management 6 Written procedures address all aspects of the arrival, departure, and transportation of children.


⬜ Facilitate family-staff interaction Ensure that all children transported during the ⬜

program day are accounted for before, during and after transport

Ensure the safety of all children as pedestrians ⬜and as passengers

Address specific procedures for children with ⬜disabilities

Address special circumstances (no one home for ⬜child, child gone missing)

⬜ Evidence of staff training and review of policies. ⬜ Annual staff training Systematic approach to review policy, use data to ⬜

inform

COMMENTS: P D E

Leadership and Management 7 The program has written and posted disaster preparedness and emergency evacuation procedures. The procedures designate an appropriate person to assume authority and take action in an emergency when the administrator is not on-site. The procedures include:


Plans that designate how and when to either ⬜shelter in place of evacuate and that specify a location for the evacuation

Plans for handling lost or missing children, ⬜security threats, utility failure and natural disasters

Arrangements for emergency transport and ⬜escort from the program

Practice of evacuation procedures with at least ⬜yearly practice of other emergency procedures.

Evidence of staff training and review of policies.⬜

Systematic approach to trainings and practice ⬜drills, review policy and use data to inform

COMMENTS: P D E

Leadership and Management 8 The program has written, up-to-date, comprehensive procedures to prepare for and respond to medical and dental emergencies for children and adult staff. The procedures include:


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SASD PRESCHOOL LEVELS OF EXCELLENCE Identification of a hospital or other source of⬜

medical care as the primary site for emergency care (program staff have informed the facility of their intent to use their services in an emergency)

Immediate access to written familial-⬜consent forms to relevant health insurance information for emergency medical treatment and transportation arrangements

Arrangements for emergency transport and ⬜escort from the program for individuals who require immediate medical attention

Presence of an adult with current pediatric ⬜first-aid training on-site at all times⬜ Individual emergency care plans for children with known medical or developmental problems or other conditions that might require special care in emergency situations (allergy, asthma, seizures, orthopedic or sensory problems, and other chronic conditions, conditions that require regular medication or technology support).

⬜ Evidence of staff training and review of policy.

Systematic approach to review of policy and ⬜use of data to inform

COMMENTS:

P D E

LEADERSHIP & MANAGEMENTACTION PLAN FOCUS AREA

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CATEGORIES 1 2 3 4 5 6 7 8 9 10 11 12 Level

Relationships P D E P D E P D E P D E P D E P D E P D E P D ERequired

Curriculum P D E P D E P D E P D E P D E P D E P D E P D E P D E P D E P D E P D E

Teaching P D E P D E P D E P D E P D E P D E P D E P D E P D E P D EOr NA

Assessment P D E P D E P D E P D E

Health Required Required P D E

Teachers P D ERequired

P D E P D EOr NA

P D E

Families P D E P D E

Community Relationships P D E

Physical Environment P D E P D E P D E P D E P D E P D E P D ERequired

P D ERequired

P D E P D E

Leadership and Management

P D EOr NA

RequiredOr NA

P D E P D E P D E P D E P D E P D E

Comments:

ACTION PLAN FOCUS AREA

Signature of School Administrator/Designee _________________________________________________ Date ___________

Signature of Program Contact ____________________________________________________________ Date ___________

Name of Preschool Program ________________________________________________________________________________

Address to Send Level of Designation Certificate: ____________________________________________________________28


SASD dedicates the Level of Excellence project to Dr. Gera Jacobs. Dr. Jacobs was an expert in the field of early childhood; serving as a professor at the University of South Dakota and as past-president of the National Association for the Education of Young Children (NAEYC).

Her commitment to this project until her death in 2016 serves as an example of her lifelong advocacy work for young children in South Dakota and across the nation.

Her work is carried on by those who choose to use this tool to advance quality of preschool services in our state.

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