1a. Individualization Policy and Guidelines

Reviewed 06/25

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Policy

The program will provide a classroom environment and curriculum that promotes and supports each
individual child’s pattern of development and learning.

Guidelines

1. Individualization through Assessment and Family Collaboration
   1. Education services are tailored based on each child’s development, temperament, learning style, and strengths.
   2. Staff use ongoing developmental assessments, classroom observations, and family input to guide individualization.
   3. Staff gather information during intake, home visits, conference, and informal conversations using tools such as:
      • ASQ-3 and ASQ:SE-2
      • Preschool Home Language Survey
      • TS Gold Assessment
      • Parents as Teachers Milestones
2. School Readiness Individualized Learning Plan (SRILP)
   1. Initiated at the first home visit and updated regularly.
   2. Includes goals in all developmental domains.
   3. Goals are informed by screening tools and parent input.
   4. For children with IFSP/IEP, those goals are incorporated.
3. Parent Engagement
   1. Parents are encouraged to contribute to goal setting, strategies, and updates.
   2. Staff share TSG GOLD reports, observations, and child portfolios during visits and conferences.
   3. Parents are offered a copy of the completed SRILP at Parent/Teacher Conferences/2nd Home Visits and instructions for completing the Home Learning In-Kind Form.
4. Documentation and Portfolio
   1. TS GOLD documentation is ongoing and shared quarterly.
   2. Observations are completed and documented weekly.
      • 3-5 observations required for each child weekly.
   3. Preschool portfolios include labeled and dated work samples and are presented to families at year-end.
      • Examples:
        1. Children’s drawings, paintings, and collages
        2. Children writing and language samples
        3. Pictures
   4. All observations and parent feedback are documented in TS GOLD.
5. Classroom and Home Visit Planning
   1. Daily classroom activities or home visit activities reflect individual child goals and interests.
   2. Use initials on TS GOLD lesson plans or the name on PAT Home Visit Planning Forms.
   3. Instructional modifications include support through environment, materials, peers, or adults.
   4. Activity Matrixes track goals and modifications, for children with IEPs/IFSPs, children being monitored for delays or support plans in classrooms.
6. TS GOLD Assessment Process
   1. Staff analyze child data using TS GOLD Analysis Summary.
   2. Identify areas needing additional support to inform planning and individualization.
7. Case Management and Ongoing Monitoring
   
   1. Progress is reviewed monthly and documented and/or whenever goals are revised.
      • Center-Bases will follow the staffing procedure.
   2. Action plans and parent communications are documented in ChildPlus.
   3. All meetings related to progress in the IFSP/IEP, behavior, or health are documented with notes and action plans to support individualization.
8. Home-Based Services (Additional Information)
   1. Goals developed in all domains collaboratively with families within 90 days of enrollment
   2. Strategies are updated throughout the year to reflect progress.