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Wisconsin Infant Toddler Professional Credential

Capstone Checklist Self Evaluation

Student Name Mikayla Gottfredsen

The NAEYC criteria for National Accreditation is the basis of the Capstone Checklist criteria to demonstrate alignment with the Standards and to familiarize the
student with this national accreditation process.
Complete the self-evaluation, including descriptions of behaviors and/or situations that illustrate how you meet the criteria. Give examples of
situations that illustrate you are applying each criterion, giving a thorough description of the situation and how your response meets the criterion. The
spaces will expand as you type in them. Attach documents as needed.

COMPETENCY 4. Establish ongoing relationships with families.

Establishes and maintains regular, ongoing two-way communication with families with evidence of multiple methods to:
1. Give examples of what you do to gather information from families through use of:
intake forms
We have an intake under 2 form that is the standard form that we use to gather information about children. We also have a form that is used for
permission for diaper cream, bug spray and sunscreen, and to remove splinters with a tweezers.
intake meetings and conferences
There is a meeting with the director when a child starts at the center so that they can get an idea of what the childs life and needs are like at
home, and how to best adjust for daycare.
informal conversations, emails, texts or phone calls
We have informal conversations with parents at drop off and pick up. Because of my hours, I can usually only talk with the parents during pick
up. There are emails and phone calls, used by the office staff, if there are any concerns about the child that need to be addressed that either
need prompt attention, or cannot be addressed by a teacher and require director intervention.
2. Give examples of what you do to provide information to families through use of:
daily care sheets
We have daily sheets for each child under three. They detail what the child ate and when, when the child was changed and what the soiled
diapers were like, when the child slept, the childs general mood, what the child did that day, anything the child might need from home, and any
other comments from the teacher.
parent information boards
There are white boards for the teachers to post information and leave notes for parents by each room. There is a bulletin board with a calendar,
weekly themes, daily schedule, a lesson plan, and an emergency escape plan in each room.
newsletters or other print
There are generally monthly newsletters, created by the office for each family at the daycare. These detail news, center events, and other
center-wide details instead of individual classroom ones.
informal conversations, emails, texts or phone calls
Informal conversations occur primarily between the parents and teachers, and at drop off or pick up times. Emails and phone calls are used by
office staff if there are any concerns about the child that need to be addressed promptly, or anything that cannot be addressed by the teacher
and require director intervention.

regular parent-teacher conferences

We do not have parent teacher conferences until the children are four years old.
3. Give examples of what you do to promote family involvement through:
opportunities for participating in events or classroom activities during the day
We have a holiday event that is on a Friday in December where the parents come during the day and can do crafts with their children, and they
eat a meal and get to see Santa.
opportunities to participate in family social events during evenings or weekends
An evening event we have is the 4K graduation in the spring. There is a ceremony and a meal for parents, graduates, and other close family
members such as siblings and grandparents.
requests for assistance with preparations, events or donations of materials
There are requests for donations of Kleenex. The director handles event preparation for the most part. The office personnel help, but generally
there is little to no parent involvement in these two main events.
participate in parent advisory council or input into program operation
There is no parent advisory council or parent input into program operation. The only way a parent could gain input into program operation would
be to speak privately to the director.
4. Give examples of what you do to work with families on shared caregiving issues such as special needs, foods being served and
consumed, daily care issues, separation issues, etc.
A childs parents used cloth wipes on her because of her extremely sensitive skin. When they became concerned that her disposable diapers
were lending to the problem, I assured them that it was not an inconvenience to us to switch her to cloth. The mother in particular was very
concerned with how it would be a perceived inconvenience, and I had to assure her otherwise multiple times. Some parents do not want their
child to have certain foods because it can give them an upset stomach. For example, when a child got an upset stomach every time she would
have pork and beans, I made sure that the parent knew when we were having beans and could bring in an alternate source of protein for her
child. Another such food was raisins. I made sure the parent knew when raisins were being served as part of a snack so they could bring in
another fruit for their sensitive-stomached child.