Writing It Down – The next step in the assessment process is Documentation.

Documentation means putting in writing the facts that have been observed, beginning to come to some conclusions about those facts, and, in most programs, completing a formal Assessment Tool listing each Strength Expectation and noting the child’s progress in meeting those expectations.

Documentation is important.  It is of great assistance in recalling information discovered or noted during the observations.  It is helpful in organizing the data about the child’s behaviors, skills, strengths, and needs.  It is necessary in demonstrating the extensive work done by a teacher to assure that the mission of the curriculum is being accomplished.  It is imperative when questions and concerns arise if a referral for outside therapy or assistance is suggested.  It is comforting for parents who may need emotional support during conferences – especially if all documentation is shared openly and factually and in a timely manner with them.

The Good, the Bad, and the Ugly – I like to note small achievements and quote words on post-it notes as I observe during the day and post them on the walls and call the children’s attention to them. (Thomas built a tower with 25 blocks! Melissa crawled today – 1/26/16. Robert said this today – “Mrs. B. I really like your flabbery arms” – they’re not all gemS). I know a teaching team, Mrs. Grimm and Miss Brittany, who can ‘document’ with 

facial expressions, looking at each other with eyebrows raised and nodding their heads toward kids when a skill is gained so that they have both made mental notes and can transcribe this information on paper when things aren’t so busy. That’s teamwork and great assessment.

Types of Documentation that are important in assessing strength and need are:

– A file on each child, kept in a confidential place that includes:

• All necessary registration and health forms
• Notes taken at any meeting or conference with parents concerning special need
• Copies of Incident Reports that support reasons for further observation or referral
• Referral Forms, if referral for professional assistance is necessary
• Copies of any reports made by referral resources

-A portfolio for each child, retained by his teacher* that includes:

• Teacher notes taken during informal observations (paper scraps, post-its, photos, quotes)
• Samples of the child’s work (artwork, dictation, writing, any academic worksheets)
• Copies of the child’s completed Assessment Tool and the Strength Plan created for him

*Shared with his parents during mid-year and end-of-year conferences or at any parent request

Next Blog: Documentation 2 – More Ways to Doc It