CURRICULUM
ONGOING OBSERVATIONS AND ASSESSMENTS​
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At Rising Sun, your child’s teacher will conduct ongoing observations and assessments to track their progress. Their teacher will document objective observations daily within the appropriate developmental domain, in alignment with the Wisconsin Model of Early Learning Standards (WMELS). Every three months, your child’s teacher will complete a formal Redleaf Assessment. This assessment outlines key milestones and provides space for the teacher to record when your child begins progressing toward, achieves, and ultimately masters these milestones. Additionally, families are invited to complete the Ages and Stages Questionnaire upon enrollment and annually thereafter, or sooner if needed. The Ages and Stages Questionnaire screens for developmental delays in children from birth to age 6, focusing on areas such as communication, gross motor skills, fine motor skills, problem-solving, and personal-social development. All data collected from these assessments and observations is used to set individualized goals for your child.
INDIVIDUALIZED GOALS​
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Based on the observations and assessment data collected, your child’s teacher will use this information to develop one individualized goal for your child each month. These goals are aligned with the Wisconsin Model of Early Learning Standards (WMELS) and are created within one specific domain and sub-domain. Throughout the year, the teacher will ensure a balanced focus on all five WMELS domains.
The goals are designed to be observable, measurable, achievable, and centered around your child’s needs and abilities. Families are encouraged to actively participate in the goal-setting process.
The five WMELS domains are:
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Health and Physical Development
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Social and Emotional Development
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Language Development and Communication
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Approaches to Learning
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Cognition and General Knowledge
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INTENTIONAL PLANNING​
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Your child’s teacher will plan a variety of play-based activities to help them achieve their individual goals. These activities, tailored specifically for your child, will be clearly marked on the classroom lesson plan with your child’s initials next to the activities designed for them.
For instance, if your child’s goal focuses on Health and Physical Development, such as learning the proper handwashing procedure, the teacher might include activities like:
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Reading books that explain why hygiene and handwashing are important.
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Using glitter or food coloring to demonstrate how germs spread.
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Playing matching or bingo games to teach the seven steps of handwashing.
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Singing a handwashing song to help your child remember when and how to wash their hands.
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Setting a timer to practice scrubbing hands for 20 seconds.
These play-based activities are intentionally designed to engage your child and help them develop the skills needed to reach their goals.
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Though these activities may feel like play to your child, they are carefully crafted to promote learning and skill development in a fun, interactive way. This is what play-based learning is all about!
IMPLEMENTATION (This is where the learning happens!)​
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Descriptive feedback and open-ended questions are evidence-based practices that are an essential part of the teaching process.
Your child's teacher will implement the activities they've planned, which may include whole-group, small-group, or one-on-one activities. During what your child perceives as free play, the teacher will actively engage with them to facilitate learning. While the children may think they are simply playing, the teacher uses open-ended questions and descriptive feedback to guide their development.
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Open-ended questions are designed to encourage critical thinking and problem-solving. Unlike simple "yes" or "no" questions, open ended questions prompt children to think more deeply and express themselves. Questions that start with "what if," "why," or "how" encourage children to explore ideas, expand their thinking, and engage in meaningful conversations. Open-ended questions don't have right or wrong answers, which fosters discussion and gives children a sense of control over their learning.
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There are three key components our teachers use when asking open-ended questions:
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Asking the question.
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Actively listening to your child’s response.
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Responding thoughtfully to encourage further exploration and learning.
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In addition to open-ended questions, descriptive feedback is used to guide children’s learning. Instead of simply saying "good job," your child's teacher will provide specific feedback about what your child did and why it was important. For example, the teacher might say, "I noticed that you helped your friend tie his shoes. That’s important because you showed kindness and teamwork."
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Together, open-ended questions and descriptive feedback create a learning environment where your child’s thinking is encouraged, and their growth is supported through meaningful interaction.
TRACKING OUTCOMES​
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Your child's teacher will track their progress and document whether your child meets their monthly goals, providing detailed explanations for both successes and areas of growth. This documentation will include a variety of artifacts, such as photographs, work samples, and audio or video recordings, to provide a comprehensive view of your child's development.
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All collected documentation will be organized on Student Goal Development Forms and Portfolio Collection Forms, and placed in your child's portfolio. The portfolio binder will follow your child as they move between classrooms, serving as a continuous record of their progress and growth throughout their time at Rising Sun.
Portfolios are available for parents to view at any time upon request and will be discussed during parent-teacher conferences. Rising Sun creates portfolios for children from birth through age five, provided they are in regular attendance, ensuring a thorough record of their development over time.