InfantToddler Classroom Pre-Coaching.docx

Infant/Toddler Classroom Pre-Coaching
Quality Checklist
Program: ________________________Classroom:
______________ Teachers’ Names:
_______________________________________ Date:
_______________
The Agenda for Children Preschool/Infant/Toddler Pre-
Coaching Quality Checklist adapted from Early Childhood
Environment Rating Scale (ITERS), Teaching
Strategies GOLD, CLASS, Louisiana Birth to Five Early
Learning Standards and NAEYC Standards.
Criteria
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1. SPACE and FURNISHINGS
A.) Space is clean, in good repair with adequate ventilation,
some natural lighting, temperature
control sound absorbing materials, and accessible to children
and adults with disabilities
B.) Quiet spaces and active learning centers are not next to each
other (cozy area not close to
active physical play)
C.) Toys and materials available daily and well organized
(similar toys stored together; sets of toys
in separate containers labeled with pictures and words) to
encourage independent use and

problem solving.
D.) Toys are clean, in good working order and complete (e.g.
no missing pieces or broken parts)
E.) Spaces are available for privacy (more than one area where
one or two children can play
protected from intrusion of others)
F.) Most displays (60% or more) are at child-level, age
appropriate, and are done individually by
children and/or child-related Please only count displays that are
NOT purchased or
professionally made.
G.) The classroom includes many colorful pictures and
photographs representing diversity, the
children in the classroom, their families, as well as mobiles and
colorful hanging objects for
children to reach for and touch
H.) Children have access to appropriate space and appropriate
equipment for large motor activities
I.) Eating spaces and food prep areas are not close to diaper
changing area
J.) Highchairs (used only for eating) rather than group feeding
tables are used
K.) Diapers/diapering supplies are located near diaper changing
table – within arm’s reach and

close to warm running water source. Interest-stimulating item
at the table is rotated
periodically (mirror, mobile, pictures etc.)
L.) Cozy area with soft furnishings, protected from active play
with other areas of soft furnishings
and many washable soft toys
M.) Comfortable adult seating for working with children
Infants – glider or safe rocking chair
N.) Furniture that promotes self-help skills (convenient
cubbies for individual children’s
possessions, child-sized tables and chairs, low open shelves,
steps near sink and changing table)
O.) Room arrangement makes it possible to see all children at
once.
Quality Checklist
_______________________________________ Date:
_______________

Criteria
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P.) Traffic patterns do not interfere with or disrupt activities
Q.) Infants: given freedom to move around, spend most of their
waking time on the floor and not
restricted to cribs, swings, infant seats or high chairs. Walkers
are not appropriate.
R.) Infants – unbreakable mirror placed horizontally, located at
infant’s eye level
2. DAILY ROUTINES
A.) Every child and parent is greeted warmly by name and
information about the child is shared
B.) The room is free of heavy odors, including room fresheners,
perfumes, soiled clothing, strong
cleaning agents (e.g. bleach or Pine-Sol)
C.) Food allergies/dietary restrictions posted in room
D.) Cots, mats and cribs placed 3 feet apart or solid barrier;
bedding stored so it does not come in
contact with other bedding
E.) Individually assigned and labeled bedding (each child has
his/her own crib, mat, cot); Sheet and
blanket available for each child for nap (children may not sleep

directly on vinyl)
F.) Staff do not consume any drinks or foods in the classroom
that is not also provided to all
children
G.) Children are given opportunities to feed themselves with
small sized finger foods and
appropriate utensils .
H.) Infants are fed individually and on demand when hungry.
I.) Staff clean and disinfect table surfaces and high chair trays
before snacks & lunch (use paper
towels; new paper towel for each table)
J.) Children and staff wash hands upon arrival, after toileting,
after dealing with bodily fluids,
before and after meals, after outdoor play, before and after
sand/water and messy play, after
animal handling or handling of contaminated objects (Note:
Staff should also wash hands prior
to putting on gloves)
K.) Staff use positive techniques (i.e. do not humiliate, tease,
shame, etc.) in assisting children to
develop self-toileting skills and/or following appropriate
diapering procedures
L.) Diapers are changed following recommended procedure and

each change is documented on a
diaper changing chart located c lose to the diaper changing table
Quality Checklist
_______________________________________ Date:
_______________
Criteria
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M.) Infants are placed to sleep on their backs until they can turn
themselves from back to tummy
and tummy to back. Crib is free of everything except baby and
well fitted sheet
3. Safety practices
A.) Protective covers on electrical outlets, including power
strips; electrical cords out of reach of
children
B.) Heavy furniture or objects placed and secured so that

children cannot pull them down
C.) Medicines, cleaning materials, pesticides, aerosols, and
substances labeled keep out of reach of
children are locked away
D.) Bleach solution correctly mixed (1T bleach to 1Qt. water)
and used only when children cannot
inhale the spray or mist
E.) Thumbtacks and staples not used
F.) Cribs meet the National crib safety standards, mattresses
placed at least 20 inches from the top
of the mattress to the top of the crib rail, mattress fits snugly
with less than 1” between it and
crib side.
G.) No toys are hung across the crib
H.) Rugs and mats do not slide or present tripping hazards
I.) Open stairwells or steps are not accessible
J.) No small parts that can be choking hazards accessible –(less
than 1 ¼ “ diameter, 2 ½ long or
spheres less than 1 ¾” diameter. )
K.) Diaper changing table has 6” raised edge.
L.) No access to Styrofoam , plastic bags or balloons, tools,
hammers, sharp or dangerous objects

M.) No unsupervised access to containers of water (toilets, 5
gallon buckets, wading pool,
fountains)
N.) Outdoor play area is contained by fence that prevents
children from leaving the designated safe
area.
O.) Play equipment is age appropriate with no threat of head
entrapment, finger entrapment,
injury from pinch points or projections and has sufficient
cushioning underneath it.
P.) All items labeled “Keep Out of Reach of Children” MUST
BE locked; bleach & water solution
(diluted) must be “out of reach” but does not have to be locked
(Note: Staff also must lock all
Quality Checklist
_______________________________________ Date:
_______________

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personal items (e.g. purses, backpacks, etc.))
Q.) Cords from blinds are out of reach of child or are safety
cords (i.e. not looped)
R.) Toys are washed and sanitized daily. Mouthed toys are
picked up and put aside for sanitizing
S.) Bean bag chairs not used for infants
T.) Infant bottles and/or pacifiers are labeled with the infant’s
name.
U.) Infants are never allowed to recline in cribs or on the floor
with a bottle (or sippy cup) to avoid
ear infections, tooth decay, choking, and thrush.
4. PHYSICAL DEVELOPMENT GROSS AND FINE MOTOR
A.) Many appropriate fine motor materials with different levels
of difficulty in accessible for infants
and toddlers (please note how many of each are available):
Infants: Grasping toys__; textured toys__; busy boxes__;
containers to fill and dump__;
cradle gyms__; nested cups__
Toddlers: Stacking rings__; shape sorting games__; large
stringing beads__; big pegs with peg
boards__; simple puzzles__; interlocking blocks__; nesting

toys__, pop beads__; crayons__
B.) Open space provided indoors for active physical play much
of the day that is not crowded or
cluttered
C.) Easily accessible outdoor area (don’t have to go through
other classrooms to go outside) that is
not crowded or cluttered where infants/toddlers are separated
from older children and used at
least 1 hour daily by both infants and toddlers.
D.) Outdoor space has 2 or more types of surfaces (grass,
decking etc.) and some protection from
the elements (shade)
E.) Ample materials and equipment for physical activity so
children have access without long
periods of waiting and stimulate a variety of gross motor skills
for infants and toddlers:
(please note how many of each are available
Infants: Outdoor pad or blanket__; crib gym__, small push
toys__, balls__; sturdy things to
pull up on__; ramps for crawling__
Toddlers: Riding toys without pedals__; balls__; push pull
wheel toys__; cushions or rugs for
tumbling__; large cardboard boxes__

Quality Checklist
_______________________________________ Date:
_______________
Criteria
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5. Staff interaction, LANGUAGE MODELING
A.) Staff interactions (physical and verbal) with children are
warm, tender, soothing, respectful,
positive and at eye level. No harsh tones are used.
B.) Staff shows enjoyment in being with children (e.g.
demonstration of lots of smiling and
laughing, etc.)
C.) Staff uses non-punitive discipline methods (e.g. re-
direction, attention to positive behavior,
problem solving, conflict resolution techniques, etc.)
D.) Staff encourages children to solve problems, initiate
activities, brainstorm, explore, experiment,

question, learn by doing, etc.
E.) One to one staff/child interaction occurs more often than
speaking to the whole group
F.) Teachers help children label and talk about their emotions
and feelings; model empathy and
encourage children to notice when their peers are expressing
emotions.
G.) Teachers share genuine conversation with children
encouraging them to express themselves
verbally
H.) The room shows evidence of clear, consistent rules and
expectations that are explained in
positive terms
I.) Children are given specific positive encouragement and
recognition for appropriate behavior
J.) Teachers use open ended questions spontaneously of
individual children continuously and
throughout the day including routines regarding the subject or
activity the child has chosen.
K.) Teachers show respect for young children by giving them
time to respond by actively listening
to what they have to say.

L.) Teachers use children’s names frequently when talking with
them throughout the day.
M.) Teachers use joint attention with children during normally
occurring routines and activities to
demonstrate responsiveness to the child’s interests
N.) Teachers narrate what is happening to children during
routines and activities, describing actions
and engaging in meaningful conversations.
O.) Actual names of objects are used frequently such as “foot”
and “ball” instead of “this” and
“that”
P.) Teachers speak with infants individually acknowledging and
repeating the infants vocalizations
Quality Checklist
_______________________________________ Date:
_______________

Criteria
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and sounds, encouraging them to express themselves
Q.) Teachers respond quickly to children’s individual needs by
comforting them and never ignore
or leave crying children.
6 Facilitation of Learning
A.) A wide selection of books (at least 12 appropriate
infant/toddler books) accessible for
independent use by toddlers and infants, in good repair, rotated
to maintain interest, and
including these topics:
__People of varying races, ages and abilities; __Animals; __
Familiar objects and routines
A.) B.) C.)
B.) Books read to toddlers and infants individually or two at a
time throughout the day, daily. D.) E.) F.)
C.) Many communication activities occur between and among
staff and children through dialogue,
songs, finger plays, stories, etc.
G.) H.) I.)
D.) All art materials used with toddlers 12 months and older
are non-toxic, safe and appropriate
(no art materials used with infants under 12 months)
J.) K.) L.)

E.) A variety of materials are introduced as children are ready:
(please note how many of each are available)
Brush and finger paints; __play dough; __Washable markers
(marker caps are not accessible to
children); __Jumbo crayons; __collage materials of different
textures
M.) N.) O.)
F.) At least 10 pleasant sounding musical toys and/or
instruments accessible daily for much of the
day
P.) Q.) R.)
G.) 3 different types of blocks (10 or more per set) used with
toddlers 12 months and older are
accessible for much of the day.
S.) T.) U.)
H.) Blocks are stored by type, include a variety of accessories
(e.g. transportation, people and
animals) and space for block play is out of traffic and has a
steady surface
V.) W.) X.)
I.) Many and varied dramatic play materials accessible daily for
much of the day:
(please note how many of each are available)
Infants and Toddlers __dolls of 3 different skin tones and
races; __soft washable
animals; __pots and pans; __toy telephones

Toddlers: __dress up clothes; __ child sized house furniture; __
dishes, spoons, play
foods; __ doll furnishings
Y.) Z.) AA.)
Quality Checklist
_______________________________________ Date:
_______________
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Toddlers 18 months and older: Sand or water play provided
daily with a variety of toys:
Kitchen utensils; __floating toys and sinking toys; __shovel and
bucket for digging and
scooping; __small cars & trucks; __ plastic containers to fill
and dump
BB.) CC.) DD.)
J.) Developmentally appropriate pictures, books or toys that
represent nature realistically EE.) FF.) GG.)
K.) Outdoor experiences with nature provided 2 times a week or

more HH.) II.) JJ.)
L.) Daily experiences with living plants or animals indoors
KK.) LL.) MM.)
M.) Video, television, computer screens are not used with
children under 36 months of age NN.) OO.) PP.)
7.PARENT INVOLVEMENT
A.) Provide parents with information and ideas on activities and
strategies to use at home relative
to the child’s goals
B.) Daily communication (formal and/or informal) with parents
about their child’s development,
unique individual needs; daily eating sleeping and toileting
routines.
C.) Parent teacher conferences held at least twice per year
8. PROGRAM STRUCTURE
A.) Written schedule posted in room for parents
B.) Schedule & actual observation shows 1 hour of outdoor play
daily
C.) Schedule (written and actually observed) shows much of the
day available for free play
D.) Wait time is minimized for young children during play
activities and routines

E.) Staff plan smooth educational transitions between activities,
give advance notice so children
can prepare for change and ensure wait time is minimized;
children move individually or in
small groups whenever possible
F.) Learning activities are planned and prepared in advance so
the materials are ready for use when
the children arrive at the activity
G.) Lesson plans are current and visible, being followed and
appropriate for the children in the
class, and based on their interests
H.) Evidence of current concepts being studied are visible in the
classroom environment
I.) Staff provide a print rich environment and allow children to
see their own words in print
through a variety of dictation experiences (Two’s)
Quality Checklist
_______________________________________ Date:
_______________

Criteria
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9. TS GOLD-RELATED
A.) Teachers record daily observations/documentation of
children during play and routines
throughout the day
B.) Teachers are given time each week to assess preliminary
levels in each child’s portfolio in TS
GOLD and to plan based on their assessments of children’s
development
C.) Teachers finalize the preliminary scores in a timely manner
for each checkpoint
D.) Teachers use documentation report to determine and/or
modify individual goals for each child
E.) Teachers use the Class Profile and Child Profile Reports to
create lesson plans based on the
strengths and needs of children in the classroom
F.) Teachers use the Development and Learning report to
develop parent teacher conference
information

Assignment: Creating a Unit Plan: Template Guide
Introduction
· A brief description of your current (or fictional classroom)
· Grade Level & Content Area
· Total number of students – ability levels, gender, students
with special needs, English language learners (ELLs)
· Other relevant information (such as socioeconomic status,
family background, recurring behavior issues, etc.)
Stage 1: This FIRST stage is to determine the “Big Picture”;
what you want students to learn, conceptually, at the unit’s
conclusion. (For the purpose of this class, consider a unit to be
three days)
· What is the content area? (e.g.: math, science, social studies,
English…)
· Common Core State Standard: The state’s required standard
of mastery
· Measurable Unit Objective: What you want the students to
master at the end of the unit
1. The students will (measurable verb) by (activity) with (___%
of accuracy)
2. The students will (measurable verb) by (activity) with (___%
of accuracy)
Online Resources: o http://www.corestandards.org/the-standards
o http://teachonline.asu.edu/2012/07/writing-measurable-
learning-objectives/ o
http://www.p21.org/storage/documents/P21CommonCoreToolkit
.pdf
Stage 2: The second stage outlines evidence of Learning

including pre-assessments, formative assessments, and a
summative assessment
· Pre-assessment: explain how you will measure student’s level
of readiness and preexisting knowledge specific to the content
chosen. Include how you will take into account student
strengths, interests, and learning needs
· Formative Assessment: Explain how you will use formative
assessments to drive differentiated instruction throughout the
unit specific to the content you’ve chosen. Be sure to include
how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that
will measure the student’s level of unit mastery. You must
include how this assessment addresses UDL principals, DI
theory, and takes into account your diverse student population.
Stage 3:The final stage of the unit plan involves developing the
activities and experiences.
Unit Goal: The final demonstration of mastery driven by the
CCSS.
Day 1: Learning Objective
At the conclusion of this lesson, students will (measurable
action verb) by (activity) with ____% accuracy.
Activity: A brief description the activity students will complete
to master the lesson objective that incorporates differentiation
and UDL techniques.
Formative Assessment: How will the lesson objective be
assessed? (e.g.: worksheet, journal, project, etc…)

Technology
How will this technology tool be incorporated and how does it
address differentiated instruction with supporting evidence from
at least one scholarly citation, how it will be used to aid
instruction, and how it is an example of universal design.
What self-regulation strategies have been built into the lesson,
how they are reinforced, and differentiated depending on the
student’s level of need.
and UDL techniques.
Technology

and UDL techniques.
Technology
PrintField Observation Scoring Guide
Due Date: End of Unit 7.
Percentage of
Course Grade: 10%.
Field Observation Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Uses a checklist to assess
developmentally appropriate practices and materials and

explains how the checklist is appropriate for the environment
being assessed.
25%
Does not use a checklist to assess
developmentally appropriate practices and materials.
developmentally appropriate practices and materials.
developmentally appropriate practices and materials, and
being assessed.
developmentally appropriate practices and materials, and
being assessed, providing support from course or outside
readings.
Evaluates how practices and the
environment should be adjusted to improve student growth.
25%
Does not describe how practices and
the environment should be adjusted to improve student growth.

Describes how practices and the
environment should be adjusted to improve student growth, and
ties suggestions to readings and developmentally appropriate
practices.
environment should be adjusted to improve teacher growth,
including professional development opportunities.
25%
Does not describe how practices and
the environment should be adjusted to improve teacher growth.
Describes how practices and the
environment should be adjusted to improve teacher growth.
including professional development opportunities.
including professional development opportunities, and ties
suggestions to readings and developmentally appropriate

practices.
Identifies questions raised that
require further study and identifies their importance.
25%
Does not identify questions raised that
require further study.
Identifies questions raised that require
further study.
further study and identifies their importance.
further study and analyzes their implications.

InfantToddler Classroom Pre-Coaching.docx

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