NAEYC Accreditation of Early Learning Programs

2022 Class Portfolio Template

Program Name:
NAEYC Program ID Number:
Portfolio Age Category:

Template Instructions

1. Download the template to your desktop and save as:

2. In the highlighted section above, input the following information:

3. Full assessment item language, guidance, and age categories can be found in the portfolio
tools on our website at https://www.naeyc.org/accreditation/early-learning/tools. For additional
guidance, review the best practice narratives for each topic area found in the Standards and
Assessment Items on our website here.

4. You can input pictures by selecting Insert from the toolbar, then selecting Pictures, and
selecting the applicable picture for the assessment item.

5. You can input text captions by selecting Insert from the toolbar, then selecting Text Box, and
typing in the applicable caption for the evidence.

6. If your program does not have evidence for an item, please input a text box indicating your
program does not meet the item to be rated No. Blank pages will be rated No automatically

7. It is acceptable for evidence to go on multiple pages, each item is not restricted to one page.
Please include as many pages as needed to provide enough space for all applicable evidence
needed to fully meet the assessment item.

8. When completed, select File, select, Save As, and then select PDF from the drop-down
menu to save your file as a PDF document to submit for assessment.

For portfolio tools and resources, visit our website at

Please Note: Use of this template does not guarantee program success for the assessment.
NAEYC assessors will rate the quality of the individualized evidence input by the programs.

1
 1C.6 Example #1
Show or describe two examples of how you
help make children's play more complex.

2
 1C.6 Example #2
Show or describe two examples of how you
help make children's play more complex.

3
 1D.6
Show two objects, materials, or visual
images within your classroom that depict
men and/or women in work, family, and/or
personal roles.

4
 1D.7
Show or describe one example of how
children have opportunities to participate
in decision making about class plans.

5
 1D.8
Show or describe one example of how you
have anticipated problematic behavior and
taken steps to prevent it.

6
 2A.2: Example #1
Show or describe two examples of how you
change classroom materials or equipment
as children’s skill levels change over time.

7
 2A.2: Example #2
Show or describe two examples of how you
change classroom materials or equipment
as children’s skill levels change over time.

8
 2A.4
Highlight and label two weeks of lesson
plans to show where they include each of
these content areas: literacy,
mathematics, science, technology,
creative expression and the arts, health
and safety, social studies

9
 2A.5: Example #1
Show or describe two examples of play
experiences you have planned which are
related to learning themes in the
curriculum.

10
 2A.5: Example #2
Show or describe two examples of play
experiences you have planned which are
related to learning themes in the
curriculum.

11
 2C.1: Example #1
Show or describe two examples of
activities and materials that give children
the chance to play physical games with
rules and structure.

12
 2C.1: Example #2
Show or describe two examples of
activities and materials that give children
the chance to play physical games with
rules and structure.

13
 2D.3: Example #1
Show or describe two examples of how you
teach children to have discussions with
each other to resolve interpersonal
problems.

14
 2D.3: Example #2
Show or describe two examples of how you
teach children to have discussions with
each other to resolve interpersonal
problems.

15
 2D.4: Example #1
Show or describe two examples of how you
teach children to have discussions with
each other to solve problems related to the
physical world.

16
 2D.4: Example #2
Show or describe two examples of how you
teach children to have discussions with
each other to solve problems related to the
physical world.

17
 2E.15: Example #1
Show or describe two examples of ways
you help children connect print to spoken
word.

18
 2E.15: Example #2
Show or describe two examples of ways
you help children connect print to spoken
word.

19
 2E.16
Show or describe how children have
chances to retell or reenact events in
storybooks.

20
 2E.17: Example #1
Show two examples of lesson plans that
link books to current learning topics,
themes, or activities.

21
 2E.17: Example #2
Show two examples of lesson plans that
link books to current learning topics,
themes, or activities.

22
 2E.18
Show that writing materials or activities are
readily available in three learning centers
other than the writing center.

23
 2E.19
Show through lesson plans or activity
schedules that children have at least one
opportunity daily to write or dictate their
ideas.

24
 2E.20
Show or describe how you help children
write the words and messages they are
trying to communicate.

25
 2E.21
Show that printed words about topics of
current interest are posted in the classroom
at eye level or made available on laminated
cards.

26
 2E.22: Example #1
Show and describe two examples of how
you model the process of print writing.

27
 2E.22: Example #2
Show and describe two examples of how
you model the process of print writing.

28
 2E.23
Show one example of a lesson plan about
how writing is used in daily life.

29
 2F.12
Show examples of toys and other materials
of different shapes, sizes, colors, and
visual patterns (two examples of each).

30
 2F.13: Example #1
Show or describe two examples of
experiences or materials you provide that
help children learn about number concepts.

31
 2F.13: Example #2
Show or describe two examples of
experiences or materials you provide that
help children learn about number concepts.

32
 2F.14: Lesson Plan #1
Show two lesson plans in which children
learn to understand basic concepts of
geometry.

33
 2F.14: Lesson Plan #2
Show two lesson plans in which children
learn to understand basic concepts of
geometry.

34
 2F.15: Lesson Plan #1
Show two lesson plans in which children
learn to understand repeating patterns.

35
 2F.15: Lesson Plan #2
Show two lesson plans in which children
learn to understand repeating patterns.

36
 2G.5
Show six toys or classroom materials that
provide interesting sensory experiences in
sight, sound, and touch (two of each).

37
 2G.8: Lesson Plan #1
Show two lesson plans that teach children
about the structure and properties of
matter.

38
 2G.8: Lesson Plan #2
Show two lesson plans that teach children
about the structure and properties of
matter.

39
 2G.9: Lesson Plan #1
Show two lesson plans in which children
collect data, then represent their findings
(for example, drawing or graphing).

40
 2G.9: Lesson Plan #2
Show two lesson plans in which children
collect data, then represent their findings
(for example, drawing or graphing).

41
 2G.10: Lesson Plan #1
Show two lesson plans in which you
encourage children to ask questions or
make predictions about natural and
physical phenomena.

42
 2G.10: Lesson Plan #2
Show two lesson plans in which you
encourage children to ask questions or
make predictions about natural and
physical phenomena.

43
 2G.11: Example #1
Show or describe two ways you teach
children to learn and use science-related
vocabulary

44
 2G.11: Example #2
Show or describe two ways you teach
children to learn and use science-related
vocabulary

45
 2H.1: Lesson Plan #1
Show two lesson plans in which you use
technology to enrich your curriculum.
.

46
 2H.1: Lesson Plan #2
Show two lesson plans in which you use
technology to enrich your curriculum.
.

47
 2J.6: Lesson Plan #1
Show two lessons plans that help children
appreciate visual arts from different
cultures.

48
 2J.6: Lesson Plan #2
Show two lessons plans that help children
appreciate visual arts from different
cultures.

49
 2J.7: Lesson Plan #1
Show two lessons plans that help children
appreciate dramatic arts from different
cultures.

50
 2J.7: Lesson Plan #2
Show two lessons plans that help children
appreciate dramatic arts from different
cultures.

51
 2J.9: Example #1
Provide two examples showing or
describing how you teach vocabulary
and/or concepts related to visual arts.

52
 2J.9: Example #2
Provide two examples showing or
describing how you teach vocabulary
and/or concepts related to visual arts.

53
 2J.10: Example #1
Provide two examples showing or
describing how you teach vocabulary
and/or concepts related to music.

54
 2J.10: Example #2
Provide two examples showing or
describing how you teach vocabulary
and/or concepts related to music.

55
 2J.11: Example #1
Provide two examples showing or
describing how you teach vocabulary
and/or concepts related to drama.

56
 2J.11: Example #2
Provide two examples showing or
describing how you teach vocabulary
and/or concepts related to drama.

57
 2J.12: Example #1
Provide two examples showing or
describing how you teach vocabulary
and/or concepts related to dance.

58
 2J.12: Example #2
Provide two examples showing or
describing how you teach vocabulary
and/or concepts related to dance.

59
 2J.13: Example #1
Show three examples of opportunities and
materials you provide for children to create
three-dimensional art.

60
 2J.13: Example #2
Show three examples of opportunities and
materials you provide for children to create
three-dimensional art.

61
 2J.13: Example #3
Show three examples of opportunities and
materials you provide for children to create
three-dimensional art.

62
 2L.5: Example #1
Show or describe two ways you help
children learn about the diversity of family
structure in society.

63
 2L.5: Example #2
Show or describe two ways you help
children learn about the diversity of family
structure in society.

64
 2L.6: Example #1
Show or describe two ways you help
children learn about people with differing
abilities.

65
 2L.6: Example #2
Show or describe two ways you help
children learn about people with differing
abilities.

66
 2L.7: Example #1
Show or describe two ways you help
children learn about people of various ages
(very young to elders) doing a wide range
of jobs and/or activities.

67
 2L.7: Example #2
Show or describe two ways you help
children learn about people of various ages
(very young to elders) doing a wide range
of jobs and/or activities.

68
 2L.8: Example #1
Show or describe two ways you help
children learn specific details about the
actual community in which they live

69
 2L.8: Example #2
Show or describe two ways you help
children learn specific details about the
actual community in which they live

70
 2L.9: Example #1
Show or describe two ways you help
children learn about the physical and
geographic characteristics of their local
environment

71
 2L.9: Example #2
Show or describe two ways you help
children learn about the physical and
geographic characteristics of their local
environment

72
 2L.10: Example #1
Show two examples of how you provide
children with opportunities or materials that
help them build a basic understanding of
economic concepts.

73
 2L.10: Example #2
Show two examples of how you provide
children with opportunities or materials that
help them build a basic understanding of
economic concepts.

74
 3A.3: Example #1
Show or describe two ways in which
teaching staff, program staff, and/or
consultants work as a team to implement
individualized plans for children. Such
plans may include any Individualized
Family Service Plans (IFSPs) and
Individualized Education Programs (IEPs).

75
 3A.3: Example #2
Show or describe two ways in which
teaching staff, program staff, and/or
consultants work as a team to implement
individualized plans for children. Such
plans may include any Individualized
Family Service Plans (IFSPs) and
Individualized Education Programs (IEPs).

76
 3A.4: Display #1
Show two classroom displays that have
been created to help children reflect on and
extend their learning.

77
 3A.4: Display #2
Show two classroom displays that have
been created to help children reflect on and
extend their learning.

78
 3B.1: Activity/Lesson Plan #1
Show or describe two activities or lesson
plans that encourage children to share their
ideas or experiences.

79
 3B.1: Activity/Lesson Plan #2
Show or describe two activities or lesson
plans that encourage children to share their
ideas or experiences.

80
 3D.3: Lesson Plan #1
Show two examples of lesson plans in
which children learn how the passage of
time across several days can create
changes in living or nonliving things.

81
 3D.3: Lesson Plan #2
Show two examples of lesson plans in
which children learn how the passage of
time across several days can create
changes in living or nonliving things.

82
 3D.4: Example #1
Show or describe two examples of how you
organize time or space so children can play
or work alone.

83
 3D.4: Example #2
Show or describe two examples of how you
organize time or space so children can play
or work alone.

84
 3D.5: Lesson Plan #1
Show two lesson plans that provide
children with opportunities to engage in
group projects.

85
 3D.5: Lesson Plan #2
Show two lesson plans that provide
children with opportunities to engage in
group projects.

86
 3D.6: Lesson Plan #1
Show two lesson plans that provide
children with opportunities to learn from
one another.

87
 3D.6: Lesson Plan #2
Show two lesson plans that provide
children with opportunities to learn from
one another.

88
 3D.7: Lesson Plan #1
Show two examples of lesson plans in
which children learn how the passage of
time across several weeks can create
changes in living or nonliving things.

89
 3D.7: Lesson Plan #2
Show two examples of lesson plans in
which children learn how the passage of
time across several weeks can create
changes in living or nonliving things.

90
 3D.8: Lesson Plan #1
Show two examples of lesson plans in
which children learn how the passage of
time across months can create changes in
living or non-living things.

91
 3D.8: Lesson Plan #2
Show two examples of lesson plans in
which children learn how the passage of
time across months can create changes in
living or non-living things.

92
 3E.8
Show or describe one example of a time
you modified the class schedule, when
necessary, to scaffold children’s learning

93
 3E.9
Show or describe one example of how you
intentionally rearranged classroom
equipment, when necessary, to scaffold
children’s learning.

94
 3E.10
Show or describe one example of how you
changed a planned activity or lesson if
children showed interest in a different topic
or activity.

95
 3E.13
Show or describe one example of how you
have customized a learning experience
based on your knowledge of a child’s ideas
and interests.

96
 3E.14
Show or describe one example of how you
have customized a learning experience,
based on your knowledge of a child’s skills.

97
 3F.2: Example #1
Show two examples of classroom
experiences you have created that involve
members of children’s families.

98
 3F.2: Example #2
Show two examples of classroom
experiences you have created that involve
members of children’s families.

99
 3G.7
Show one example of how you have made
activities a little more difficult, as children
refine skills or gain new skills, to advance
each child’s further learning (scaffolding).

100
 3G.8
Show one lesson plan that extends and
challenges children’s current
understanding of the world.

101
 3G.9: Example #1
Show or describe two examples of how you
engage in collaborative inquiry with
individual children and/or with small
groups of children

102
 3G.9: Example #2
Show or describe two examples of how you
engage in collaborative inquiry with
individual children and/or with small
groups of children

103
 3G.10
Show or describe one lesson plan of a skill
you taught by breaking it down into
meaningful and achievable parts.

104
 4B.1
If child portfolios are used as an
assessment method, show or describe how
you make it meaningful and relevant for
dual language learners.

105
 4B.2
If child portfolios are used as an
assessment method, show or describe how
the results are used to create activities or
lesson plans.

106
 4B.3
If child portfolios are used as an
assessment method, show or explain how
you make it meaningful and relevant for
children with disabilities.

107
 4C.1
Show one example of how you refer to
curriculum goals when interpreting
assessment data.

108
 4D.1: Example #1
Show two examples of how information
from an observational assessment you
conducted was used to create an
individualized activity.

109
 4D.1: Example #2
Show two examples of how information
from an observational assessment you
conducted was used to create an
individualized activity.

110
 4D.7: Example #1
Show two examples of observational
assessments you conducted, in which you
noted a child’s strengths, interests, and
needs.

111
 4D.7: Example #2
Show two examples of observational
assessments you conducted, in which you
noted a child’s strengths, interests, and
needs.

112
 4E.1: Example #1
Show or describe two examples of how you
provide ongoing opportunities for families
to contribute their observations from home
to the child assessment process.

113
 4E.1: Example #2
Show or describe two examples of how you
provide ongoing opportunities for families
to contribute their observations from home
to the child assessment process.

114
 7B.2: Example #1
Show or describe two examples of how you
communicate at least weekly with the
families of preschoolers, kindergartners,
and school-agers about each child’s
developmental milestones, individual
activities, and shared caregiving issues.

115
 7B.2: Example #2
Show or describe two examples of how you
communicate at least weekly with the
families of preschoolers, kindergartners,
and school-agers about each child’s
developmental milestones, individual
activities, and shared caregiving issues.

116