The University of Dayton in collaboration with the Bombeck Family Learning Center has developed the ACCESS Curriculum Framework:
A: Assessment-supported
CC: Child-Centered
E: Emergent and negotiated curriculum
S: Science emphasis
S: Integrating Standards
Our curriculum implements Ohio's Infant and Toddler Guidelines and the Ohio Early Learning Content Standards. Based on these guidelines and standards, our curriculum:
- Is emergent and follows the children's interests
- Is assessment supported
- Provides for the physical, social/emotional, language, aesthetic, and cognitive development of the children
- Is socially relevant
- Is intellectually engaging
- Is personally meaningful to the children
- Builds upon what children already know and are able to do
- Integrates content matter
- Makes meaningful connections
- Supports children’s home cultures
- Includes goals that are realistic and attainable
- Allows children to represent their knowledge in a wide variety of ways
Assessment documents milestones and development as well as progress in the Early Learning Content Standards, identifies challenges and interventions, screens children to provide a baseline, and supports emerging curriculum. We use assessment to plan and implement curriculum, determine individual and whole-class progress, and to inform and initiate interventions.
Children are evaluated informally in the classroom on a consistent and ongoing basis, where the child feels comfortable, and by familiar adults. Formal assessments and screenings are done for specific reasons with the consent of parents and by a trained, experienced professional – i.e., teacher or consultant. Parent permission is required prior to formal testing and results are discussed during conferences.
Assessment information is shared with parents quarterly, through either conferences and/or written reports.
We follow ethical standards for maintaining confidentiality of assessments. Parents may ask to view any assessment information at any time. State-required forms with confidential information and evaluation results are kept in the children's files in the office area. Daily assessments and behavioral observations are kept in confidential files within the classroom. They are used to help teachers plan both individual and whole-class activities. Portfolios are openly displayed for parents and children to view, as no confidential information is included in them.
Parents may contribute to assessment data in several ways. Parents are consistently asked for information about children during daily discussions at drop-off and pickup times, or during conferences and intervention team meetings.
Initial Screenings are completed within 30 days of a child's enrollment date in the center.
