Preschool Assessments, Guidelines, and Development Standards

It is the desire of the Dublin City Schools Board of Education to rectify any misunderstandings between the public and the early childhood program by direct discussions of an informal type between the interested parties.  If such meetings fail to resolve the difference, more formal procedures may be employed.  The district does maintain policies regarding public concerns/complaints for those problems not resolvable at the school building level and requiring Central Office or Board of Education involvement.  Copies of Policy and Administrative Guideline 9130 may be obtained from your building, our website, or from the Superintendent’s office.  Please follow the communication contacts flow chart on page 3 for further information on complaint procedures, or if you have a problem to solve.

All complaints and reports concerning the operation of the Dublin City Schools Preschool Program may be reported to the Department Ombudsman at the Office of Early Childhood Education at 614-466-0224.  Parents may also receive copies of inspection reports of the program from their child’s classroom teacher or from Dublin City Schools Executive Director of Student Services.

The Ohio Department of Education requires that several assessments are administered for students in all publicly funded early childhood programs, and the results of those assessments are reported to their department. These assessments include: 

The ASQ-3 - a developmental screening of all children within 60 days of their enrollment. The screening addresses development of children in the areas of physical, adaptive behavior, social-emotional, cognitive, and communication skills. Results are used to determine if further interventions are needed.

The Early Learning Assessment - this will be administered to all preschool students twice a year.  This assessment addresses several learning progressions that are outlined by the Ohio Department of Education.  

The Childhood Outcomes Summary assessment - This is required for Preschool children with disabilities.  It ensures that these students will reach or maintain a level commensurate with same-age peers and/or improve functioning level in the following areas: 

• Acquisition and use of knowledge and skills (including early language/communication and early literacy) .

• Positive social-emotional skills (including social relationships). 

• Use of appropriate behaviors to meet their needs. 

The classroom staff will also complete the district’s curriculum based assessment.   This is an ongoing formative assessment that helps guide our classroom planning in the areas of Fine Motor, Gross Motor, Adaptive/Self Help, Cognitive, Communication and Social Skills.  All team members participate in this assessment (teachers, assistants, Sp/L, OT, PT, APE, and parents).  All parents are notified of their child’s performance on these assessments through a notification form and at parent/teacher conferences.

Ohio’s Early Learning Program Guidelines serve as the foundation for all programs funded or administered by the Ohio Department of Education, Office of Early Learning and School Readiness. The guidelines address the outcomes and goals considered essential for the healthy development and intellectual, social and emotional success of children.  These guidelines are constructed with the following beliefs:

• All children are competent and resourceful learners;

• All children can and do make meaning of complex ideas and concepts;

• All children want to and do contribute to their own learning;

• All learning takes place through social interaction;

• All learning experiences can be tailored for different periods in a child’s life;

• All learning experiences can contribute to the intellectual and social foundation considered essential for success in school and life;

• All learning experiences can take place in the context of play as well as through structured activities in the hands of competent teachers;

• All families have the right to participate in their children’s educational journeys;

• All families desire to be competent;

• All families have a right to educational experiences that recognize cultural, linguistic and racial identity;

• All teachers hold a position of power and by sharing that power contribute to the learning of all;

• All teachers grow in confidence and competence through relationships and connections with children, families and their peers; and

• All teachers, by virtue of their positions, have an obligation to do the very best for children within their care.

Ohio’s Early Learning and Development Standards describe key concepts and skills that young children develop during the birth-to-five-year period.  Their purpose is to support the development and well-being of young children and to foster their learning.  The standards promote the understanding of early learning and development, provide a comprehensive and coherent set of expectations for children’s development and learning, and guide the design and implementation of curriculum, assessment and instructional practices with young children.  You may access these standards through the Dublin Schools web page at www.dublinschools.net/Preschool.aspx (click the link) or through the Ohio Department of Education website at https://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards, keyword “Early Learning and Development Standards.”

The Early Learning and Development Standards in all Essential Domains of School Readiness, Birth to Age 5 include five domains:

• Social and Emotional Development

• Physical Well-being and Motor Development

• Approaches Toward Learning

• Language and Literacy Development

• Cognition and General Knowledge