You are on page 1of 32

Preschool

(3-5 years)
CLASSROOM ASSESSMENT RECORD FORM

PROVIDER:

TRS ASSESSOR:

DATE:

DFPS LICENSING #:

CAREGIVER NAME(S):

Infants Toddlers Preschool


Age Group of Children: School-age All Ages Number of Children in Class ___________

Document Version 8.11.17


CATEGORY 2

CAREGIVER-CHILD Group Size and Staff Ratios


Warm and Responsive Style
Language Facilitation and Support

INTERACTIONS Play-based Interactions and Guidance


Support for Children’s Regulation

Page 2 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 2: Caregiver-Child Interactions
GROUP SIZE / RATIOS

SCORE 1 SCORE 2 SCORE 3

Max Min. Max Min. Max Min.


Age Group Ratio Ratio Ratio
Group Caregivers Group Caregivers Group Caregivers

0–11
n/a n/a n/a 9 9:2 2 8 4:1 2
months
12–17
n/a n/a 12 6:1 2 12 4:1 3
months n/a
18–23
16 8:1 2 18 6:1 3 15 5:1 3
months

2 years 20 10:1 2 21 7:1 3 18 6:1 3

3 years 24 12:1 2 27 9:1 3 24 8:1 3

4 years 32 16:1 2 26 13:1 2 27 9:1 3

5 years 32 16:1 2 33 11:1 3 30 10:1 3

6–8 years 34 17:1 2 32 16:1 2 33 11:1 3

9–13 years 34 17:1 2 32 16:1 2 33 11:1 3

Scoring notes:

• For the 0-11 months and 12-17-month age groups, score of 1 is excluded as an allowable score. These
age groups can only score 0, 2, or 3.
• A score of 0 is given if the classroom maximum group size, ratios and minimum caregivers are below the
score of 1.
• For ratios that fall between the scores provided in the grid, the lower score would apply the classroom.
For example, a 2-year-old group size of 21 with 2 caregivers at a 10.5:1 ratio would be a score of 0.

AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3


Group Size and Score 0 Score 1 Score 2 Score 3
P-GSSR-01

Ratios

NOTES

Note: The above measure, group sizes, and ratios apply to center and school based care only. The above do
not apply to Licensed and Registered Childcare Homes.

Page 3 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 2: Caregiver-Child Interactions
GROUP SIZE / RATIOS
For reference, the center-based licensing standards for group size and ratios are provided below:
§746.1601 How many children may one caregiver supervise?
The classroom ratio is the number of children one caregiver may supervise and is shown in the following chart.
The classroom ratio is based on the specified age of the children in the group, unless otherwise stated in this
subchapter:

If the specified age of the Then the maximum number of children one
children in the group is… caregiver may supervise is…

0 – 11 months 4

12 – 17 months 5

18 – 23 months 9

2 years 11

3 years 15

4 years 18

5 years 22

6-8 years 26

9-13 years 26

§746.1609 What is the maximum group size?


The maximum group size and the number of children two or more caregivers may supervise when 13 or more
children are in care is specified in the following chart and is based on the specified age of the children in the group:

Then the maximum group size and


If the specified age of the children in
number of children two or more
the group is…
caregivers may supervise is…

0 – 11 months 10

12 – 17 months 13
18 – 23 months 18

2 years 22
3 years 30

4 years 35

5 years 35
6-8 years 35

9 – 13 years 35
Page 4 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 2: Caregiver-Child Interactions
WARM AND RESPONSIVE STYLE
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Creates a warm, Score 0 if Score 1 if behavior Score 2 if Score 3 if
safe, and caregiver exhibits can be typically caregiver uses a behavior is
nurturing 1 or more characterized as mix of neutral to characterized as
environment. negative neutral without positive behaviors positive without
P-WRS-01

behaviors negative without negative negative


behaviors; some behaviors. behaviors
moderately
negative behaviors
may be present;
positive behaviors
are infrequent
NOTES

Uses frequent Score of 0 if Score 1 if Score 2 if Score 3 if


positive caregiver rarely caregiver does not caregiver uses caregiver
uses positive non- use negative non- several positive frequently uses
P-WRS-02

nonverbal
behaviors to verbal behavior; verbal behaviors; non-verbal positive non-
Negative non- Caregiver uses a behaviors, but verbal behaviors
increase feelings
verbal behavior is few positive non- multiple missed
of acceptance observed verbal behavior opportunities are
behaviors observed
All Ages

NOTES

Has a patient, Score 0 if Score 1 if Score 2 if Score 3 if


relaxed style that caregiver caregiver behavior caregiver typically caregiver style is
helps maintain behavior is is mixed with maintains calm relaxed and calm,
calmness in the characterized periods of rushed, demeanor, during responds to
P-WRS-03

as rushed, overwhelmed, periods of stress or children’s signs of


classroom
overwhelmed, or impatient behavior, conflict shows signs stress or rising
impatient, which children may not of stress or anxiety tension among
may be appear affected children in a calm
contributing to by this caregiver manner
anxiety or stress in style
the classroom
NOTES

Page 5 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 2: Caregiver-Child Interactions
WARM AND RESPONSIVE STYLE
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Notices and Score 0 if Score 1 if Score 2 if Score 3 if
attends to caregiver is rarely caregiver is caregiver is caregiver is
children’s needs aware of the observed being observed being frequently aware
signals and needs aware of few aware of several of signals and
P-WRS-04

and signals (i.e.,


of the children; 0-1 children’s signals children’s signals needs; 6 or more
very few missed
instances of and needs; 2-3 and needs; 4-5 instances of
signals) awareness and instances of instances of awareness and
response are awareness and awareness and response are
observed response are response are observed
observed observed
NOTES

Responds Score 0 if Score 1 if Score 2 if Score 3 if


promptly and caregiver responds caregiver caregiver response caregiver
sensitively negatively to responses are style is typically response style is
to children’s children’s cognitive generally neutral warm and positive highly supportive
or affective signals, with no negative with no evidence of with children
cognitive and
one or more behaviors, rare negative responses typically receiving
affective signals
P-WRS-05

instances of instances of warm and


(acknowledges negative language sensitive responses sensitive responses
and expands on or non-verbal may be noted to affective and
children’s attempts behavior in cognitive signals
at communication, response to a
play, and child(ren), responses
All Ages

expression of typically
needs.) characterized as
cold or flat
NOTES

Ability to adjust Score 0 if Score 1 if Score 2 if Score 3 if


one’s own caregiver shows caregiver caregiver caregiver
behavior to meet little tolerance for generally shows consistently responds well to
the needs, individual tolerance for demonstrated individual
differences, individual children fairness, differences and
interests, and
P-WRS-06

caregiver exhibits though one or more acceptance, and needs among


abilities of one or more mild instances of ability to adjust children; no
individual/groups behaviors that show rejection/failure to though a few instances of
of children strong rejection of adjust were noted opportunities for rejection or
a particular improvement were unfairness are
child(ren) or an noted noted
inability to adjust to
child(ren) needs
NOTES

Page 6 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 2: Caregiver-Child Interactions
LANGUAGE FACILITATION AND SUPPORT
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Listens to children Score 0 if Score 1 if Score 2 if Score 3 if
attentively caregiver is caregiver is caregiver is caregiver
and responds observed rarely observed on few observed on frequently
appropriately to responding to occasions several occasions responds to
children’s attempts responding responding children’s attempts
P-LFS-01

their language,
at verbal and non- positively to positively to at communication;
vocalizations, and verbal children’s attempts children’s attempts 6 or more
nonverbal communication, 0-1 at communication; at communication; instances of
attempts at instances listening 2-3 instances of 4-5 instances of listening and
communication. and responding listening and listening and responding
observed responding responding observed
observed observed
NOTES

Uses positive Score 0 if Score 1 if Score 2 if Score 3 if


verbal responses caregiver is rarely caregiver is caregiver is caregiver
and observed using observed on few observed on frequently
encouragement to positive language occasions using several occasions provides positive
P-LFS-02

to provide positive positive language using positive verbal responses


provide
reinforcement or to provide positive language to and
reinforcement or encouragement, 0- reinforcement or provide positive encouragement, 6
All Ages

acknowledge 1 instances encouragement, 2- reinforcement or or more instances


positive behavior/ observed 3 instances encouragement, 4- observed
accomplishments observed 5 instances
observed
NOTES

Uses language Score 0 if Score 1 if Score 2 if Score 3 if


to add meaning/ caregiver rarely Caregiver is Caregiver is caregiver
expand on uses language to observed on few observed on frequently uses
child(ren)’s build on child(ren)’s occasions using several occasions positive language
P-LFS-03

interest or agenda, language to build using language to to build/expand


interests or
0-1 instances on child(ren)’s build on child(ren)’s on child(ren)’s
agenda observed interest or agenda, interest or agenda, interest or
2-3 instances 4-5 instances agenda; 6 or
observed observed more instances
observed
NOTES

Page 7 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 2: Caregiver-Child Interactions
LANGUAGE FACILITATION AND SUPPORT
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Communicates Score 0 if Score 1 if Score 2 if Score 3 if
with children caregiver s rarely caregiver is caregiver is caregiver is
throughout the observed providing observed a few observed several frequently
day (in whole language times offering times offering observed offering
P-LFS-04

stimulation; language language language


group activities,
frequent instances stimulation; several stimulation; few stimulation; rare
small groups, of low verbal instances of low instances of low instances of low
mealtimes, engagement/withdr verbal verbal verbal
outdoor play.) awal observed engagement/ engagement/ engagement/
withdrawal withdrawal were withdrawal
observed noted
NOTES

Uses descriptive Score 0 if Score 1 caregiver Score 2 if Score 3 if


language caregiver rarely uses a few specific caregiver uses caregiver
(specific labels uses specific labels labels and several varieties of frequently uses a
such as “It’s time and descriptors descriptors but labels and wide variety of
variety/breadth is descriptors; use of labels and
to drink your
limited specific labels and descriptors
bottle” versus
P-LFS-05

descriptors is not throughout the


“Here, take this”, limited to one or observation
or “Hand me the two contexts during period
blue marker in the observation
that cup” versus period
All Ages

“Give me that”
[points to marker]

NOTES

Provides children Score 0 if Score 1 if Score 2 if Score 3 if


with frequent caregiver rarely caregiver caregiver caregiver
opportunities to encourages children encourages encourages frequently
talk with to communicate; 0- children to children to encourages
P-LFS-06

1 instances communicate; 2-3 communicate children to use


caregivers (small
observed instances observed several times; 4-5 language
group, whole instances observed throughout the
group, outdoor observation
play, mealtimes) period; 6 or more
instances
observed
NOTES

Page 8 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 2: Caregiver-Child Interactions
LANGUAGE FACILITATION AND SUPPORT
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Allows children Score 0 if Score 1 if Score 2 if Score 3 if
time to respond caregiver rarely rushed/too brief caregiver typically caregiver
to questions provides children wait time was provides children frequently
before providing adequate time to sometimes time to respond to provides children
respond to observed, a few questions before time to respond to
the answer or
P-LFS-07

questions before instances of providing the questions before


asking another providing the providing children answer or asking providing the
question. answer or asking time to respond to another question answer or asking
another question questions before several times; very another question
providing the few instances of
answer or asking rushed/too brief
another question wait time observed
were observed
NOTES

Engages children Score 0 if Score 1 if a few Score 2 if Score 3 if


in conversations caregiver rarely or instances of several instances of caregiver
All Ages

(3-5 turns) about never engages caregiver caregiver frequently


a variety of individual children engaging in engaging in engages in
in conversation; 0-1 conversation with conversation with conversation with
topics (their likes,
instances observed individual children; individual children; individual
dislikes, family, 2-3 instances 4-5 instances children; 6 or
books, lessons.); observed observed more instances
P-LFS-08

or provides observed
commentary and
encourages back
and forth
vocalization/
gestures with
infants and
toddlers

NOTES

Page 9 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 2: Caregiver-Child Interactions
LANGUAGE FACILITATION AND SUPPORT
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Expands on Score 0 if Score 1 if a few Score 2 if several Score 3 if
children’s caregiver rarely or instances of instances of caregiver
understanding never follows up following up following up frequently follows
or initiation by children’s children’s initiations children’s initiations up children’s
initiations with more with more specific with more specific initiations with
elaborating on
P-LFS-09

specific information information or information or more specific


what children say or background background background information or
or draw attention knowledge knowledge were knowledge were background
to noted; some missed noted; a few knowledge
opportunities were missed
observed opportunities
may have been
observed
NOTES

Extends children’s Score 0 if Score 1 if a few Score 2 if several Score 3 if


All Ages

language and/or caregivers instances of instances of caregiver


models for rarely or never extending extending frequently
children how to extends children’s children’s language children’s language extends children’s
language or or modeling or modeling language or
express complete
models communicating communicating models
ideas or sentences communicating complete ideas/ complete ideas/ communicating
P-LFS-10

(child gestures complete ideas/ sentences were sentences were complete ideas/
and says ball” and sentences noted noted sentences
adult says “you
see the red ball.”)

NOTES

Page 10 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 2: Caregiver-Child Interactions
PLAY-BASED INTERACTIONS AND GUIDANCE
MODERATELY MODERATELY
AGE MEASURE LOW QUALITY HIGH QUALITY
LOW QUALITY HIGH QUALITY
Supports a Score 0 if Score 1 if Score 2 if Score 3 if
playful attitude caregiver does not caregiver engages caregiver engages caregiver
on an ongoing engage children in children in at least children in at least engages children
basis by creating activities involving 1 song, book, 2 songs, books, in at least 3
songs, books, pretend play, or pretend play, or songs, books,
opportunities
P-PBIG-01

pretend play, or game; these games; these pretend play, or


for children to games; 1 or more opportunities are opportunities are games; these
make believe, instances of caregiver-directed typically child- opportunities are
make choices, and caregiver feedback directed typically child-
adjust activities to that demeans directed
their own interests children’s attempts
at these types of
play
NOTES

Participates and Score 0 if Score 1 if Score 2 if Score 3 if


expands on play caregiver does not caregiver caregiver caregiver
initiated by build on play participates in at participates in at participates in at
children to initiated by the least 1 play least 2 play least 3 play
child(ren); initiated by initiated by initiated by
reinforce
caregiver children though children and some children; frequent
language, ideas,
P-PBIG-02

frequently redirects language support instances of good good language


and social child(ren) rather or expansion is language support support and
development than building on minimal; Caregiver and expansion expansion;
All Ages

their agenda/ may redirect were noted; Caregiver rarely


interest child(ren) a few Caregiver rarely redirects child(ren)
times rather than redirects child(ren) rather than
building on their rather than building on their
interest building on their interest
interest
NOTES

Provides Score 0 if Score 1 caregiver Score 2 caregiver Score 3 if


guidance when caregiver is is overly directive is overly directive caregiver is rarely
children are frequently overly in several instances; in a few instances; overly directive;
working to directive; caregiver caregiver provides Caregiver provides Caregiver
does not model, few instances of several instances of frequently
complete a
P-PBIG-03

demonstrate, or guidance that helps guidance while provides guidance


task/play rather discuss possible children complete a children are while children are
than using overly solutions/ task in a manner working to working to
directive approaches that encourages complete a complete a task/
strategies problem solving/ task/play play rather than
flexibility are using overly
observed directive
strategies
NOTES

Page 11 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 2: Caregiver-Child Interactions
SUPPORT FOR CHILDREN’S REGULATION
MODERATELY MODERATELY
AGE MEASURE LOW QUALITY HIGH QUALITY
LOW QUALITY HIGH QUALITY
Models or Score 0 if Score 1 if a few Score 2 if a few Score 3 if several
encourages caregiver rarely instances of instances of instances of
emotional models or modeling or modeling or modeling
expression encourages encouraging encouraging emotional
emotional emotional emotional expression
(encourages
expression; 0 expression were expression were were noted with
children to express instances of noted; 0 instances noted with at least at least 1
P-SCR-01

feelings, labels engaging children of engaging 1 intentional intentional activity


feelings, thinks in intentional children in an activity aimed aimed at
aloud to model activities aimed at intentional activity at increasing increasing
their own feelings increasing aimed at increasing emotional emotional
and reactions, emotional emotional awareness or awareness or
makes connections awareness or awareness or understanding understanding
between actions understanding understanding
and emotional
reactions.)
NOTES

Providing children Score 0 if Score 1 if Score 2 if Score 3 if


Toddler, Preschool, and School Age

with short caregiver never 1-2 instances of 1-2 instances of caregiver


explanations that provided children caregiver caregiver provides 3
help them short explanations providing providing short or more short
to help them explanations to explanations that explanations that
understand why
understand why help child(ren) are simple are simple and
they are feeling a they were feeling a understand why and clear enough clear enough
P-SCR-02

certain way certain way; 1 or they are feeling a for children to to help children
more instances of certain way, understand; may understand how a
caregiver providing explanations can also have 1-2 child(ren) are
negative be characterized instances of feeling
reinforcement or as too lengthy, weaker
feedback when overly complex, or explanations
children were difficult for children
attempting to to understand
express emotions
NOTES

Explains logical Score 0 if Score 1 if Score 2 if Score 3 if


consequences for caregiver rarely caregiver caregiver explains caregiver
behaviors rather verbalizes explains logical frequently
providing arbitrary consequences for consequences for consequences for verbalizes logical
behavior and these behavior on a few behavior on consequences for
consequences
P-SCR-03

consequences are occasions though several occasions; behavior


typically illogical; those consequences rare instances of
verbalizes 1 or are typically explaining illogical
more punitive or illogical; rare consequences
harsh consequences instances of observed
for behavior explaining logical
consequences
observed
NOTES

Page 12 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 2: Caregiver-Child Interactions
SUPPORT FOR CHILDREN’S REGULATION
MODERATELY MODERATELY
AGE MEASURE LOW QUALITY HIGH QUALITY
LOW QUALITY HIGH QUALITY
Encourages self- Score 0 if Score 1 if Score 2 if Score 3 if
regulation by caregiver does not caregiver refers to caregiver caregiver refers
consistently refer to or or encourages refers to or to or encourages
implementing encourage child(ren) to follow encourages child(ren) to
child(ren) to follow rules and routines child(ren) to follow follow rules and
program rules and
rules and routines that help children rules and routines routines that help
routines (signals that help children learn to regulate that help children children learn to
transitions, learn to regulate their own behavior learn to regulate regulate their own
P-SCR-04

referring to the their own behavior; at least 1 times; 0- their own behavior behavior at least
sequence and 2 or more instances 1 instances of at least 2 times; no 3 times; no
structure of the of referencing/ implementing/ instances of instances of
day, balancing implementing harsh referencing implementing or implementing or
structured and or developmentally developmentally referencing referencing
unstructured inappropriate rules inappropriate rules developmentally developmentally
playing and and routines or routines; no inappropriate or inappropriate or
implementation/ harsh rules or harsh rules or
learning
Toddler, Preschool, and School Age

references to harsh routines routines


opportunities). rules or routines
NOTES

Demonstrates Score 0 if there Score 1 if there Score 2 if there Score 3 if


flexibility and were 3 or more were 2 or more were 1 instance of there were 0
tolerance for instances of instances of intolerant response instances of
minor mishaps intolerant response intolerant response to minor mishaps/ intolerant or
to minor mishaps/ to minor mishaps/ misbehaviors; no negative response
and misbehaviors
P-SCR-05

misbehaviors; 1 or misbehaviors; no negative responses to minor mishaps/


more negative negative responses to such behaviors misbehaviors
responses to such to such behaviors
behaviors

NOTES

Page 13 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 2: Caregiver-Child Interactions
SUPPORT FOR CHILDREN’S REGULATION
MODERATELY MODERATELY
AGE MEASURE LOW QUALITY HIGH QUALITY
LOW QUALITY HIGH QUALITY
Recognizes rising Score 0 if Score 1 if Score 2 if Score 3 if
tensions and helps caregiver rarely caregiver caregiver caregiver
children recognizes rising recognizes rising recognizes rising frequently
understand the tensions in time to tensions in time to tensions in time to recognizes rising
act; unable to help act; typically, act; typically, able tensions in time to
logical
children understand unable to help to help children act; or no
consequences of the logical children understand understand logical instances of rising
P-SCR-06

their actions before consequences of logical consequences of tensions;


problem behaviors their actions before consequences of their actions before frequently able to
occur problem behaviors their actions before problem behaviors help children
occur problem behaviors occur understand logical
occur consequences of
their actions
before problem
behaviors occur

NOTES

N/A
Toddler, Preschool, and School Age

Assists children in Score 0 if Score 1 if Score 2 if Score 3 if


their caregiver rarely caregiver assists caregiver assists caregiver
communications assists children in children in their children in their frequently assists
and their communications and communications children in their
communications and interactions with and interactions communications
interactions with
interactions with peers; assistance is with peers several and interactions
peers
P-SCR-07

peers; 1 or more frequently poor; no times; assistance is with peers;


instances of instances of frequently good; assistance is
assistance in peer assistance that no instances of frequently good;
interactions that encourages assistance that no instances of
encourages negative or hurtful encourages assistance that
negative or hurtful behavior among negative or hurtful encourages
behavior among peers behavior among negative or hurtful
peers peers behavior among
peers
NOTES

N/A

Page 14 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
CATEGORY 3
Lesson Plans and Curriculum

CURRICULUM Planning for Special Needs and


Respecting Diversity
Instructional Formats and Approaches to
Learning

PAGE 15 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 3: Curriculum
LESSON PLANS AND CURRICULUM
Compliance Notes: For each of the following domains the curriculum/lesson plan includes activities linked to an objective.
Note: If weekly rather than monthly lesson plans are used collect the four most recent lessons plans for review.

AGE MEASURE KEY EVIDENCE SCORE 0 SCORE 1 SCORE 2 SCORE 3


Social and Planned daily activities are < 2 per > 2 per 1 per 2 per
Emotional implemented to support social and month month week week
P-LPC-05

emotional development including trust


and emotional security, self-awareness,
self-regulation, and relationships with
others, engaging children’s interests
and active involvement.

NOTES

Language and Planned daily activities are < 3 per 1-2 per 3-4 per daily
Communication implemented to support language month week week
P-LPC-06

and communication development


including listening and understanding,
Preschool

communication and speaking to


engage children’s interests and active
involvement.
NOTES

Emergent Activities for phonological awareness, < 3 per 1-2 per 3-4 per daily
P-LPC-07

Literacy – print knowledge, and letter sound month week week


Reading relations engaging children’s interests
and involvement

NOTES

PAGE 16 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 3: Curriculum
LESSON PLANS AND CURRICULUM
AGE MEASURE KEY EVIDENCE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Emergent Activities for book and print < 3 per 1-2 per 3-4 per daily
Literacy- knowledge and opportunities for early month week week
Writing writing, in line with each child’s level of
P-LPC-08

engaging children’s interests and


involvement

NOTES

Mathematics Activities for mathematics, in line with < 3 per 1-2 per 3-4 per daily
each child’s level of development in month week week
this area, engaging children’s interests
and involvement
P-LPC-09

NOTES
Preschool

Science Activities for science skill development < 2 per 2-3 per 1 per 2 per
in line with each child’s level of month month week week
P-LPC-10

development in this area, engaging


children’s interests and involvement

NOTES

Social Studies Activities for the development of social < 2 per 2-3 per 1 per 2 per
studies knowledge about people, their month month week week
environment, various cultures,
P-LPC-11

community building, and citizenship.

NOTES

PAGE 17 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 3: Curriculum
LESSON PLANS AND CURRICULUM
AGE MEASURE KEY EVIDENCE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Fine Arts Activities for the development of fine < 2 per 2-3 per 1 per 2 per
arts skills that include art, music, and / month month week week
or dramatic expression for engaging
P-LPC-12

children’s interest and involvement

NOTES

Technology Activities for the development of < 2 per 2-3 per 1 per 2 per
technology skills and knowledge are month month week week
well described to support children’s use
and understanding of different forms
of technology. Examples of
appropriate technology may include
Preschool

technology tools encompasses a broad


range of digital devices such as
P-LPC-14

computers, tablets, multi-touch screens,


interactive whiteboards, mobile
devices, cameras, DVD and music
players, audio recorders, electronic
toys, games, e-book readers, and
older analog devices still being used
such as tape recorders, VCRs, VHS
tapes, record and cassette players,
light tables, projectors, and
microscopes.
NOTES
□ N/A if the provider has clearly stated in their parent
handbook that the use of technology goes against center
philosophy

PAGE 18 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 3: Curriculum
LESSON PLANS AND CURRICULUM
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Physical Activity < 2 activities A total of at least A total of at least A total of at least 90-
and Motor scheduled per 30-60 minutes of 60-90 minutes of 120 minutes of
Development, month physical activity physical activity is physical activity is
continued. (structured or scheduled every 8- scheduled every 8-
unstructured) is hour day (30-45 hour day (45-60
Note: Physical scheduled every minutes total per 4- minutes total per 4-
activity can occur in 8-hour day (30 hour day). hour day). At least 30
10 minute intervals minutes total per 4- Both free play and min of this activity is
throughout the day. hour day). Activities structured free play and at least
are balanced /caregiver- led 30 minutes is
between indoor physical activities structured /
Preschool / School Age

and outdoor areas; occur. Activities are caregiver- led.


however, across a balanced between Implementation
week a number indoor and outdoor of the daily schedule
P-LPC-15

of days may be activities the consistently reflects a


unbalanced. majority of the balance of indoor/
week. outdoor activities.
NOTES

PAGE 19 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 3: Curriculum
PLANNING FOR SPECIAL NEEDS AND RESPECTING DIVERSITY
AGE MEASURE KEY EVIDENCE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Consideration Plan includes specific strategies for <2 2-3 1 2
for children in using child’s home language to strategies strategies/ strategy/ strategies/
P-PSNRD-01

a Bilingual support the development of English or activities activities activity activities


program. language skills. This could include per month per month per week per week
supports such as visual and gestural
cues to promote learning.
NOTES

N/A

Consideration Plan includes specifications on how <2 2-3 1 2


for children to make accommodations for strategies strategies/ strategy/ strategies/
with disabilities children with disabilities. or activities activities activity activities
P-PSNRD-02

Accommodations should include, but per month per month per week per week
not be limited to, those that support
learning for children with visual,
motoric, and/or auditory problems.

NOTES
All Ages

N/A

Consideration Activities and caregiver strategies <2 2-3 1 2


for children are included that address the many strategies strategies/ strategy/ strategies/
P-PSNRD-03

from culturally cultures of children’s families that or activities activities activity activities
diverse attend the program (e.g., songs, per month per month per week per week
customs, nursery rhymes, books,
backgrounds
celebrations, foods)
NOTES

N/A

PAGE 20 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 3: Curriculum
INSTRUCTIONAL FORMATS AND APPROACHES TO LEARNING
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Intentional Not Met There is some evidence There is moderate Instructional
instructional of a balance of evidence of a activities are
activities that are instructional activities balance of consistently
both caregiver being either directed instructional activities balanced between
P-IFAL-02

by the caregiver or being either directed caregiver directed


and child
child; however, may be by the caregiver or and child initiated
initiated are many times when child; however, there
balanced caregiver is directing may be sometimes
throughout the or lack of learning when the balance is
planned daily activities being not apparent
activities implemented
NOTES

Routine and No There is some (at least There is moderate (at Routine and
transition times evidence 1) evidence of routine least 2) evidence of transition times are
are used as and transition times routine and transition consistently (at least
opportunities for being used for times being used for 3) used as time for
P-IFAL-03

incidental learning; incidental learning; incidental learning.


incidental
however, caregiver however, caregiver
learning. often misses the may sometimes miss
opportunity to make the opportunity to
effective use of these make effective use of
All Ages

times for learning. these times for


learning.
NOTES

Transition times No Caregiver shows some Caregiver shows Caregiver is


are planned to evidence evidence of moderate evidence consistently well
avoid frequent organization and of organization and organized and
P-IFAL-04

disruption of preparation; however, preparation; prepared resulting


there are frequent however, there are a in rare disruptions
children’s activities
disruptions and long few disruptions and and long waits
and long waits waits between long waits between between children’s
between activities children’s learning children’s learning learning activities.
activities activities.
NOTES

PAGE 21 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 3: Curriculum
INSTRUCTIONAL FORMATS AND APPROACHES TO LEARNING
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Repeated No There is some evidence There is moderate There is consistent
exposure of a evidence that the staff is using evidence that the evidence that the
new concept repeated exposure of staff is using staff is using
(e.g. vocabulary a new concept in repeated exposure repeated exposure
different learning of a new concept in of a new concept in
word) in different
P-IFAL-05

contexts; however, different learning different learning


learning contexts there are many times contexts; however, contexts.
(e.g. lunch, circle throughout the day there are some times
time, outdoors) when learning throughout the day
across the day. opportunities are when learning
missed. opportunities are
missed.

NOTES

Implemented No There is some evidence There is moderate There is strong


learning evidence that the staff evidence that the evidence the staff
implement the activities staff implement the consistently
All Ages

activities are
organized to in ways that build on activities in ways that implements the
the child’s current build on the child’s activities in ways
progressively
developmental level. current that build on the
build skills and There often may be developmental level. child’s current
knowledge by times when staff There are few times developmental
moving the child support is minimal or when staff support is level. Staff is
P-IFAL-06

from current inappropriate for minimal or observed to do this


developmental children to learn inappropriate for by asking children
levels to the because it is not children to learn questions they can
targeted aligned with the child’s because it is not respond to,
developmental level of understanding. aligned with the providing problems
benchmarks child’s level of or tasks (e.g.
understanding. building a block
structure) that the
child can successfully
solve with support.

NOTES

PAGE 22 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
CATEGORY 4

NUTRITION AND Nutrition Points-based Measures


Indoor Learning Environment Required

INDOOR/OUTDOOR Measures
Indoor Learning Environment Points-
based Measures

ENVIRONMENT Outdoor Learning Environment

PAGE 23 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 4: Nutrition and Indoor / Outdoor Environment
NUTRITION (points-based measures)
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Items to Observe: Yes/No 0 items 1-2 items observed 3-4 items 5-6 items
Indicators observed observed observed
-Drinks are offered with food
-Seconds of healthy options are
available
-Children are not hurried to finish
eating
P-N-01

-Children are not viewing


television during mealtime
All ages

-Children are encouraged to


engage in conversation during
meal time
-Children have the opportunity to
feed themselves consistent with
their developmental levels
NOTES

Caregivers model appropriate Never Rarely Sometimes Often


dining etiquette.
P-N-02
Toddler and Older

NOTES

PAGE 24 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 4: Nutrition and Indoor / Outdoor Environment
NUTRITION (points-based measures)
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3
Meals are served to children No Meals are served Meals are served to Caregivers are
seated with their assigned evidence to children in their children in their seated with children,
caregivers when not helping with assigned groups; assigned groups; they engage and
the meal service routine or caregivers join the caregivers join the encourage them.
children, but do children, and interact Meals are served to
P-N-05

providing necessary assistance to


Toddler, Preschool, and School-age

not interact with with the children or children in their


children. Children are the children or encourage the assigned groups.
encouraged to sample a encourage the children to engage
variety of food of different children to engage in conversation.
colors and textures. in conversation.

NOTES

PAGE 25 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 4: Nutrition and Indoor / Outdoor Environment
NUTRITION (points-based measures)
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3
All children assist with mealtime No Minimal Moderate High/ consistent
activities, with staff supervision. evidence evidence evidence evidence
Children are encouraged to
serve themselves as their
abilities permit (ex. set tables, put
out napkins, scoop food using
sturdy serving spoons, pour milk
from child sized pitchers).
Items to observe:
P-N-06

-Children are encouraged to set


tables, put out napkins, clean
place mats etc.
-Children are encouraged to
serve themselves as their abilities
permit ex. scoop food using
sturdy serving spoons, pour milk
Preschool

from child sized pitchers


-An orderly process is in place
for taking turns and varying
tasks.
NOTES

PAGE 26 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 4: Nutrition and Indoor / Outdoor Environment
INDOOR LEARNING ENVIRONMENT (required measures)
MET/NOT
AGE MEASURE NOTES
MET

1. Indoor environment is arranged to facilitate a MET


distinct division of active and quiet spaces
2. Nap/rest space is conducive for children to NOT
relax, rest or sleep as appropriate for the ages MET
and abilities of children
3. Indoor environment includes space where
children can play protected from interference
All Ages

by other children, yet be supervised by the


S-ILE-01

caregiver
4. Equipment/materials are clean and in good
repair. Providers supply a checklist of cleaning
and maintenance tasks they use to ensure a safe
and sanitary environment for children.
5. Equipment/materials are readily available and
adapted to allow for equal participation by all
children

PAGE 27 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 4: Nutrition and Indoor / Outdoor Environment
INDOOR LEARNING ENVIRONMENT (points-based measures)
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3

Indoor environment No evidence of At least three Developmentally At least 5 interest


is arranged to division of play different kinds appropriate areas arranged in
facilitate division space into of interest areas equipment/ the classroom which
of interest areas interest areas or with materials provide for
fewer than three appropriate arranged to Different kinds of
for play (as
areas are equipment/ facilitate play in 4 learning
developmentally arranged. materials and interest areas experiences.
appropriate) and sufficient space materials and Developmentally
allow children to that allows for sufficient space appropriate
P-ILE-01

move easily from active, quiet, that allows for equipment/materials


one area to and messy play active, quiet, and are arranged for
another. For areas. messy play areas. independent use.
infants, a variety of Interest centers are
stimulating routinely changed to
opportunities for add variety.
learning that may
change throughout
the day

NOTES
All Ages

Equipment/ No artifacts/ 1-2 types 3-4 types 5 types artifacts/


materials portray key indicators artifacts/key artifacts/key key indicators visible
people in a manner visible indicators visible indicators visible
that is non-
P-ILE-02

stereotypical and
culturally
sensitive

NOTES

PAGE 28 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 4: Nutrition and Indoor / Outdoor Environment
INDOOR LEARNING ENVIRONMENT (points-based measures)
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3

Developmentally Print materials Colorful realistic Realistic pictures of Realistic pictures of


appropriate visual are not pictures children’s family children’s family
caregiver- and displayed at reflecting members, pets, members, pets, and
children-created child’s eye level nature, people, and other familiar other familiar
and do not and objects are people and places people and places
P-ILE-03

materials are
include realistic displayed but or arts or crafts and arts or crafts
displayed at pictures or child are not at the created by the created by the
children’s eye created work children’s eye children are children are
level level displayed at the displayed at the
children’s eye level children’s eye level

NOTES

Equipment/ Equipment/ Shelving is open Open shelving/ All interest areas,


materials reflect materials are not and available at containers are Shelving/containers
children’s interest, displayed on low a height distributed are labeled with
appear inviting to open shelving accessible to throughout the words and pictures
within children’s children, but classroom at of materials at an
children, and are
reach. Available materials are an appropriate appropriate height
arranged so
P-ILE-04

materials do not limited height for children; that encourages


children know spark children’s all shelves / children to retrieve
where to find things
All Ages

interest in play; containers are materials and place


and may easily may result in labeled; children them back in their
select and return behavior issues. are welcome to correct place.
items retrieve materials

NOTES

Equipment/ No evidence of Minimal Moderate High/consistent


materials real objects evidence of age evidence of age evidence of age
encourage hands accessible to appropriate appropriate real appropriate real
P-ILE-05

on manipulation children for play. real objects objects accessible objects accessible
accessible in the in the classroom. and evident in
of real objects
classroom. various interest
areas in the
classroom.

NOTES

PAGE 29 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 4: Nutrition and Indoor / Outdoor Environment
INDOOR LEARNING ENVIRONMENT (points-based measures)
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3

Equipment/ Lack of variety A variety of Equipment/ High/consistent


materials facilitate of materials materials allows materials provide evidence that
social interaction children to move opportunities for children are allowed
freely so natural children to work to make choices to
Toddler, Preschool, and School Age

and experiencing
groupings and together or alone; work and play in
the environment
P-ILE-06

interactions provides a variety large and small


occur. of experiences and groups or alone;
are rotated to variety of
provide interest equipment/materials
that allow children
to experience the
learning environment
NOTES

PAGE 30 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 4: Nutrition and Indoor / Outdoor Environment
OUTDOOR LEARNING ENVIRONMENT (points-based measures)
AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3

Outdoor Never Rarely Sometimes Often


environment and
P-OLE-01

activities are linked


to and reinforce
indoor learning.

NOTES

The outdoor No evidence of 1–2 3 - 4 living/ 5 or more


environment living/natural living/natural natural elements living/natural
provides children elements present elements present present in elements present in
with the opportunity in the outdoor in the outdoor the outdoor the outdoor
P-OLE-02

environment environment environment environment


to care for living
things and
appreciate nature/
beauty

NOTES
All Ages

Outdoor Outdoor Some outdoor A variety of Many outdoor


environment and environment equipment/ outdoor equipment equipment and
natural and lacks variety and materials are and materials are materials are
manufactured interest. available for all available for all readily accessible
Insufficient children to use children to use for all children to
equipment/
equipment/ without undue without undue use without undue
materials, provides materials result competition or competition or long competition or long
partial shade, in boredom; long delays delays delays. Sufficient
motivates children behavior variety allows
P-OLE-03

to be physically challenges or children to make


active and engage injuries result choices. Equipment/
in active play, such from misuse of materials are
as balancing, equipment rotated to maintain
climbing, crawling, children’s interest
moving,
pushing/pulling,
riding, walking, and
running

NOTES

PAGE 31 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION
Category 4: Nutrition and Indoor / Outdoor Environment
OUTDOOR LEARNING ENVIRONMENT (points-based measures)

AGE MEASURE SCORE 0 SCORE 1 SCORE 2 SCORE 3

Natural outdoor No natural 1 natural design 2 natural design 3 natural design


environment design elements element or elements and elements and
supports social or interest areas; interest area interest areas that interest areas that
emotional OR outdoor that support support social support social
environment social emotional emotional emotional
development
does not support development development development
including but not
P-OLE-04

play in large
limited to areas that and small
invite social groups; OR there
gatherings, tummy
All Ages

is no space for
time, dramatic play, privacy
group games, music
and movement, and
spaces for quiet and
calm activities
NOTES

PAGE 32 TEXAS RISING STAR CLASSROOM ASSESSMENT RECORD FORM © 2017 TEXAS WORKFORCE COMMISSION