Policy

The portfolio is a purposeful collection of the child's process of learning: what the child has learned and how he/ she has gone about learning. It reflects how the child thinks, questions, analyzes, synthesizes, produces, creates; and how he/ she interacts–intellectually, emotionally and socially–with others. Portfolios are a way of keeping track of individual children's progress and provides a basis for evaluating the quality of individual children's overall performance. Portfolios are also a way for children to participate in assessing their own work and to communicate about the children's work, especially to parents.

Procedure

  1. A. Assign a binder for each child. Binders will be reused so do not put stickers or permanent marks on the binder.

     

  2. A. Use dividers to mark the following sections:

    1. Family Partnership Agreement

    2. Summary of TS Gold Results. Most recent placed on top. Transition summary when the child leaves the program.

    3. Work Samples (Social-Emotional, Physical, Language, Cognitive, Literacy, mathematics, Science & Technology, Social Studies, The Arts, and English Language Acquisition.)

       

  3. A. Select work samples, pictures, etc. to include in the portfolios.

    1. Whenever possible, involve the children in choosing items to preserve.

    2. Add explanatory notes containing the date, what goal the child is exhibiting and/ or the child's comments.

       

  4. Timelines:

    1. Ensure each child has a binder with the dividers as soon he/ she enters your class.

    2. Insert Family Partnership Agreement as soon as it is completed (see current year's Checkpoint Dates)

    3. Print TS Gold Child Progress Record after Initial Assessment.

    4. Update the Child Progress Record after each TS Gold update. (See current year's Checkpoint Dates) The teacher may choose to print a new Child Progress Record or manually make the changes using a marker.

    5. Insert work samples as they are completed. There must be at least 1 work sample from each area of development per quarter. (See current year's Checkpoint Dates)

    6. If a child is transitioning out of your classroom, ensure that all sections are up to date before giving the contents to the family/ new site.

       

  5. For children moving out of your class (also see the Transition Policy):

    1. At the end of the year or when a child withdraws from the program, take all the contents of the binder and give it to the family.

    2. If the child is moving from your class to another EHS class, update the portfolio, remove the contents, and send the contents to the next direct service staff.

    3. If the child does not get placed in a new site by the end of the year, mail the portfolio contents to the family.

    4. The dividers and binder always stay at your site.

       

  6. A. Parent Contacts

    1. 1. Use the portfolio to show evidence of the child's progress .

    2. 1. Ask if there's anything that the family wants to add to the portfolio.

    3. 1. The Child Progress Record can be used to elicit information about the child's skill acquisition.

 

This policy meets Performance Standard

Policy Council approved October 2012