Early Learning Screenings and Assessments

Early Screening Inventory (ESI-3 /ESI-R)

The Rahway Public Schools Early Childhood Department utilizes the Early Screening Inventory (ESI) as part of its comprehensive approach to supporting each child's development and school readiness. The ESI is a brief, developmentally appropriate screening tool designed to provide educators with an early snapshot of a child's skills across key developmental areas.

 

Screening helps teachers identify children's strengths and recognize areas where additional support or further evaluation may be beneficial. The information gathered through the ESI helps educators plan responsive learning experiences, individualize instruction, and partner with families to support each child's unique needs.

The ESI is a screening tool, not a diagnostic assessment. Its purpose is to help educators determine whether a child may benefit from additional observation, classroom support, or referral for further evaluation. By identifying potential concerns early, Rahway Public Schools can connect children and families with appropriate resources and supports while continuing to nurture each child's strengths.

Through early screening, ongoing observation, and collaboration with families and support professionals, the Early Childhood Department is committed to ensuring that every child has the opportunity to thrive and enter kindergarten ready to learn.

Teaching Pyramid Model Observation Tool (TPOT)

 

The Rahway Public Schools Early Childhood Department utilizes the Teaching Pyramid Observation Tool (TPOT) to support high-quality teaching practices and promote positive social-emotional development in preschool classrooms. The TPOT is an observation-based tool that helps educators reflect on and strengthen the practices they use to create nurturing, supportive, and inclusive learning environments.

Through the TPOT, educators examine classroom practices that promote positive relationships, children's social-emotional skills, effective classroom management, and supportive learning environments. The information gathered through the observation process helps teachers identify areas of strength and opportunities for continued professional growth.

The TPOT complements the Teaching Pyramid Model, a framework that emphasizes building strong relationships with children and families, creating engaging and predictable environments, explicitly teaching social-emotional skills, and providing individualized support when children need additional assistance.

Using the TPOT supports Rahway Public Schools' commitment to creating preschool classrooms where children feel safe, connected, valued, and ready to learn. By reflecting on classroom practices and using data to guide professional development and instruction, educators continuously work to ensure that every child has the social-emotional foundation needed for success in preschool, kindergarten, and beyond.

Early Childhood Environmental Rating Scale, Third Edition

 

The Rahway Public Schools Early Childhood Department utilizes the Early Childhood Environment Rating Scale, Third Edition (ECERS-3) as a tool for examining and strengthening the quality of preschool classroom environments. ECERS-3 provides educators with a comprehensive framework for looking at the experiences, interactions, materials, and learning opportunities available to young children throughout the school day.

The ECERS-3 focuses on key aspects of a high-quality early childhood environment, including space and furnishings, personal care routines, language and literacy, learning activities, interaction, and program structure. Through this process, educators are able to reflect on classroom practices, identify strengths, and recognize opportunities for continued improvement.

The information gathered through ECERS-3 supports ongoing program quality improvement and professional development. It encourages educators to consider how classroom environments and teaching practices can best promote children's learning, independence, positive relationships, engagement, and overall development.

ECERS-3 aligns with Rahway Public Schools' commitment to providing safe, nurturing, inclusive, and developmentally appropriate preschool experiences. By thoughtfully examining the quality of our learning environments, our Early Childhood Department continues to create classrooms where every child is supported, encouraged to explore, and given meaningful opportunities to learn and grow.

 

Rapid Automatized Naming (Assessment)

 

The Rahway Public Schools Early Childhood Department utilizes Rapid Automatized Naming (RAN) as one component of its early literacy assessment practices. RAN provides educators with information about how efficiently children can quickly name familiar items, such as colors, objects, letters, or numbers.

RAN is an important indicator of early literacy development because the ability to quickly and accurately retrieve familiar information is associated with later reading development. By gathering this information at an early age, educators can better understand each child's developing skills and identify areas that may benefit from additional practice and support.

RAN results are considered alongside classroom observations, student work, and other assessment information to provide a more complete picture of each child's development. This information helps teachers individualize instruction, plan targeted learning experiences, and monitor children's progress over time.

Through the use of developmentally appropriate assessment practices, Rahway Public Schools is committed to identifying and nurturing each child's strengths while providing the support needed to build a strong foundation for language, literacy, and future reading success.  This assessment will be administered to only our 4 year olds.