Section 071-124-4 - CURRICULUM AND COMPREHENSIVE ASSESSMENT SYSTEM4.01 Each school administrative unit shall have an evidence-based written curriculum aligned with the Early Learning and Development Standards. The school administrative unit shall inform parents and students of the curriculum, instructional expectations, and assessment system. 4.02 Public preschool programs must demonstrate curriculum practice that aligns with the Maine Early Learning and Development Standards and is appropriate for the age and developmental level of the students. Teachers must organize space and select materials in all content and developmental areas to stimulate exploration, experimentation, discovery and conceptual learning. A. A variety of activity areas are offered every session including, but not limited to: block building, dramatic play, writing, art, music, science, math, literacy, sand/water play, manipulatives, gross motor activities and mealtime routines , which allows teachers to eat with children.B. Equipment, materials and furnishings are available and are accessible to all children, including children with disabilities. C. A daily schedule is posted that includes:(1) Opportunities for individual, small group and whole group activities. The amount of time spent in large group, teacher-directed activity is limited to short periods of time - 10-20 minutes depending on the time of the year.(2) Opportunities for physical movement, fresh air and access to drinking water are provided to the children. (3) Opportunity for rest in a full-day program (more than 5 hours) is provided for the children. Cots or mats are provided for each child.(4) The schedule and program activities minimize the transitions that children make from one classroom space to another, including school "specials" especially during the first half of the school year. Most special supports or therapies are provided in-class to minimize transitions for children with disabilities.(5) Program development and services to any and all English learners are overseen by an English as a Second Language-endorsed teacher.4.03 Screening and Assessment A. Screening (1) All children must receive a valid and reliable research-based screening tool within the first 30 days of the school year (or prior to school entry) which includes: early language and literacy/numeracy/cognitive; gross and fine motor; personal/social; social/emotional development- to identify those who may be in need of additional assessment or to determine eligibility for special education services unless the child has an existing Individualized Education Program-IEP). All children must receive a hearing, vision, and health screening upon entry to the public preschool program. The health screening must include information pertaining to oral health and lead poisoning awareness. If hearing, vision, and health screening has been done in the public preschool, the screenings do not have to be redone in kindergarten, unless there is a concern.(2) Each preschool program shall develop a written Child Find referral policy consistent with the State of Maine Unified Special Education Rules 05-071 C hapter 101 Section IV.2(D)(E). (3) Administration of a home language survey is undertaken to identify possible English learners. B. Assessment Programs provide periodic and ongoing research based assessment of children's learning and development that:
(1) Documents each child's interests, needs and progress to help plan instruction, relying mostly on demonstrated performance of authentic activities.(2) Includes: children's work samples, observations, anecdotal notes, checklists and inventories, parent conference notes, photographs, video, health screening reports and referral records for support services. (3) Communicates with families regularly to ensure connection between home and school, including providing interpreters and translators, as needed.(4) Aligns with the Early Learning and Development Standards and are used to inform curriculum and instruction.(5) Is informed by family culture, experiences, children's abilities and disabilities, and home language.(6) Is used in settings familiar to the children. (7) Informs activities to support planning for individual children.4.04 Child Development Reporting Parents shall have the opportunity to meet individually with their child's teacher about their child's development at least twice during each school year using the research based assessment (providing interpreters and translators as needed).
05- 071 C.M.R. ch. 124, § 4