The ESI is an individually administered screening instrument that helps identify children who may need special education services . The ESI looks at 3 main areas :
• Visual-Motor / Adaptive ( block building , drawing , copying forms )
• Language and Cognition ( verbal expression and memory )
• Gross Motor ( jumping , hopping , and other physical coordination tasks )
Ages and Stages is a developmental screening tool that determines developmental progress in children between the ages of one month and 5 ½ years . Ages and Stages looks at the following areas :
• Communication
• Gross motor
• Fine motor
• Problem solving
• Personal-social
ASSESSMENT
Student assessment is an on-going process throughout the year . It is embedded into the curriculum and occurs throughout the day . Assessments are used to evaluate student progress to determine if learning objectives are being met . Assessments include informal and formal observation in the natural classroom setting and may include checklists , work samples , and anecdotal records . Families are encouraged to share ongoing developmental milestones with teachers .
• Enfield Head Start ’ s curricula aligns to both the CTELDS and the HSELOF
• PK STEAM ’ s curricula aligns to the CTELDS as well as grant required magnet standards
The Connecticut Early Learning and Development Standards ( CTELDS ) serve as the foundation for supporting ALL young children in Connecticut , no matter where they live , play , and learn . The CTELDS are statements of what children from birth to age five should know and be able to do across the earliest years of development . The learning progressions within the Connecticut Early Learning and Development Standards promote :
• Equity for all children , through the setting of high , but appropriate , expectations
• High-quality early learning experiences , by providing clear goals and trajectories of learning
• Provision of individual support , based on each child ’ s growth and development
• Families ’ understanding of what their children are learning and how they can support them
• Teachers ’ understanding of age-appropriate content and approaches to children ’ s learning ; and
• Communication across sectors , based upon these common goals for children
28 Family Handbook