[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-535280-105":59,"doc-detail-535280-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","criteria-for-primary-assessments-for-early-childhood-outcome-progress-ratings","Criteria for Primary Assessments for Early Childhood Outcome Progress Ratings","","This document outlines the formal criteria established by the Illinois State Board of Education Early Childhood Department for selecting primary assessment tools utilized to track early childhood outcome progress. It details essential requirements, including alignment with the Illinois Early Learning Standards, research-based methodology, breadth of coverage, and the implementation of authentic, play-based assessment strategies. Furthermore, the criteria emphasize inclusivity, requiring that tools be suitable for all children, and mandate that selected instruments address all three primary early childhood outcomes: social-emotional skills, the acquisition of knowledge, and the utilization of appropriate behaviors to meet individual needs. The guidelines also distinguish between primary and secondary assessment tools, clarify that these evaluations do not determine student eligibility, and highlight the necessity of applying a cultural lens to ensure the appropriateness of assessments for diverse student populations. This framework serves as a vital resource for educators and administrators ensuring consistent and reliable progress monitoring within early childhood educational settings.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/criteria-for-primary-assessments-for-early-childhood-outcome-progress-ratings/535280/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/criteria-for-primary-assessments-for-early-childhood-outcome-progress-ratings/535280.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What are the core requirements for a primary assessment tool?","Question",{"text":112,"@type":113},"Primary assessment tools must be aligned with Illinois Early Learning Standards, research-based, broad-based, play-based, and inclusive of all children while covering all three mandatory early childhood outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Can non-approved assessments still be utilized?",{"text":117,"@type":113},"Yes, assessments that are not approved for primary use can still serve as secondary assessment tools to supplement the progress rating process.",{"name":119,"@type":110,"acceptedAnswer":120},"Do these progress ratings determine a child's eligibility for services?",{"text":121,"@type":113},"No, these assessment tools are exclusively for use with progress ratings and have no impact on determining a child's eligibility.",{"name":123,"@type":110,"acceptedAnswer":124},"Why must assessment tools be viewed through a cultural lens?",{"text":125,"@type":113},"A cultural lens is required to ensure that the chosen assessment tool is appropriate and unbiased for each individual student within the diverse early childhood population.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},535280,1792187795,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":81,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Criteria for Primary Assessments for Early Childhood Outcome Progress Ratings  \nThe Illinois State Board of Education Early Childhood Department has adopted criteria for determining allowable primary assessment tools that can be used to compile early childhood outcome progress ratings.  \nThe following questions will be considered when reviewing assessment tools:  \n• Is the assessment tool aligned with the Illinois Early Learning Standards?  \n• Is the tool research-based?  \n• Is the tool broad-based and does it cover multiple areas?  \n• Is the tool an authentic, play-based assessment?  \n• Does the tool align with all three early childhood outcomes (positive social emotional skills, acquisition and use of knowledge and skills, use of appropriate behaviors to meet needs)?  \n• Is the tool intended for use with all children (not just a specific population)?  \n• Has the tool been cross-walked by the Early Childhood Technical Assistance project?  \nOther Considerations:  \n• An assessment that is not approved for primary use with early childhood outcome progress ratings can be used as a secondary assessment tool.  \n• These assessments are for use with progress ratings only and have no impact on determining eligibility.  \n• Any assessment tool that is used should be examined through a cultural lens to determine if it is appropriate for each student.","cbCaibCaLkMfvW8G","https://ap.wps.com/l/cbCaibCaLkMfvW8G","pdf",119938,"English","# Criteria for Primary Assessments\n## Core Evaluation Questions\n## Additional Considerations and Implementation Guidelines","[{\"question\":\"What are the core requirements for a primary assessment tool?\",\"answer\":\"Primary assessment tools must be aligned with Illinois Early Learning Standards, research-based, broad-based, play-based, and inclusive of all children while covering all three mandatory early childhood outcomes.\"},{\"question\":\"Can non-approved assessments still be utilized?\",\"answer\":\"Yes, assessments that are not approved for primary use can still serve as secondary assessment tools to supplement the progress rating process.\"},{\"question\":\"Do these progress ratings determine a child's eligibility for services?\",\"answer\":\"No, these assessment tools are exclusively for use with progress ratings and have no impact on determining a child's eligibility.\"},{\"question\":\"Why must assessment tools be viewed through a cultural lens?\",\"answer\":\"A cultural lens is required to ensure that the chosen assessment tool is appropriate and unbiased for each individual student within the diverse early childhood population.\"}]","Criteria for Primary Assessments for Early Childhood Outcome Progress Ratings | PDF",1791600103]