WINGS and the NAEYC 11 Indicators of Effective Assessment Practices

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WINGS Curriculum meets NAEYC’s 11 Indicators of Effective Assessment by intertwining its Wonder, Interests, Needs, Goals, and Skills (W-I-N / G-S) framework with authentic, ongoing observation and evaluation. The comprehensive program utilizes developmentally appropriate, strengths-based assessments to inform instruction and partner with families.

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Here is how the WINGS curricular framework directly satisfies each NAEYC indicator:

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1. Ethical principles guide assessment practices: WINGS training and materials emphasize confidentiality, equity, and a strengths-based perspective when evaluating young learners.

2. Assessment instruments are used for their intended purposes: Assessments are strictly used to document developmental milestones and tailor lesson plans, rather than for high-stakes decisions.

3. Assessments are appropriate for ages and characteristics: The system provides specific Developmental Goals & Skills Charts designed distinctly for infants, toddlers, and preschoolers, accommodating diverse learning styles.

4. Assessment instruments are in compliance with professional criteria for quality: WINGS tools are aligned with state, Early/Head Start, and NAEYC early learning standards. ​​

5. What is assessed is developmentally and educationally significant: WINGS evaluates the whole child, covering cognitive, physical, social-emotional, language and approaches to learning domains.

6. Assessment evidence is used to understand and improve learning: Teachers actively use evaluation data to drive short-term instructional planning and create intentional, individualized activities.

7. Assessment evidence is gathered from realistic settings: Children are observed during spontaneous play, daily routines, and center-based investigations to capture authentic performance.

8. Assessments use multiple sources of evidence gathered over time: Rather than relying on one-time testing, teachers compile evidence via portfolios, developmental checklists, and regular anecdotal observations.

9. Screening is always linked to follow-up: WINGS Curriculum guides teachers on how to utilize screening tools and link the results to appropriate follow-up, classroom interventions, or professional referrals.

10. Use of individually administered, norm-referenced tests is limited: WINGS avoids standardized testing, keeping the focus squarely on authentic, performance-oriented classroom assessment.

11. Staff and families are knowledgeable about assessment: The curriculum provides resources to build educators' assessment literacy and encourages two-way communication with families through progress reports, home-school connections forms, and newsletters. 

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WINGS and the Head Start Early Learning Outcomes Framework

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WINGS Curriculum aligns with the Head Start Early Learning Outcomes Framework (ELOF) by mapping our Developmental Goals and Skills across the five central domains:

• Approaches to Learning

• Social-Emotional Development

• Language and Literacy

• Cognitive Development

• Physical Development

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WINGS (Wonder, Interests, Needs, Goals, and Skills) creates alignment through several specific mechanisms: 

• Intentional Planning: WINGS lesson plans translate the developmental goals of the ELOF into actionable, hands-on investigations.

• Play-Based Approach: Like the ELOF, the curriculum uses interactive learning to foster curiosity, imagination, and self-regulation.

• Progress Tracking: WINGS offers crosswalks and alignment tools to document how daily observations and learning experiences meet Early/Head Start school readiness goals.

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