Markers are not good to use as lipstick'

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(No Transcript)
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Markers are not good to use as lipstick. Ashley
age 5
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Providing Appropriate Kindergarten Assessment

• We are in an age of accountability.
• We must recognize that implementing the Optional
  Extended-day Kindergarten program is an integral
  part of a quality comprehensive school program.
• Providing todays children, of diverse abilities,
  with their first school experience is a demanding
  responsibility.

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• We need to focus on not only the cognitive areas
  of learning, but also on the social and physical,
  areas of learning for kindergarten students.
• We must identify and provide targeted, customized
  instruction to address students early learning
  needs.
• Todays instruction must provide not only more
  instructional time, but more appropriate and
  targeted use of time. We must also provide
  better assessment tools than what we have
  traditional used in our usual half-day
  kindergarten programs.

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Definition of High Stakes

• Teacher and school accountability is closely
  connected with student performance on
  assessments. The outcomes of such testing have
  implication on whether a state, district or
  school receives monetary support, whether a
  student graduates and etc. Such scores are also
  reported by the media and have direct economic
  impact on a community.
• Because of the tremendous relationship these
  assessment scores have to access and resources
  and because such scores have direct impact on the
  developmental trajectory of students, these tests
  are termed High Stakes.

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K Assessment

• The Utah Legislature is asking for accountability
  regarding the results of the Optional
  Extended-Day Kindergarten Programs. Also, they
  continue to ask for documentation regarding the
  success of the
• K-3 Reading Improvement Program.
• Assessments for these two programs have become
  high stakes for young children.
• The two programs should be aligned with district
  plans and assessment tools.

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The Utah Code and K Assessment Days

• R277-419-7 Variances
• 4) LEAs may designate no more than 12
  instructional days at the beginning of the school
  year or at the end of the school year or both for
  the assessment of students entering or completing
  kindergarten. If instruction days are designated
  for kindergarten assessment
• (a) the days shall be designated by the LEA board
  in an open meeting
• (b) adequate notice and explanation shall be
  provided to kindergarten parents well in advance
  of the assessment period
• (c) assessment shall be conducted by qualified
  school employees consistent with Section
  53A-3-410 and
• (d) assessment time per student shall be adequate
  to justify the forfeited instruction time.

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Assessment for Young Children

• Assessment can be defined as a procedure that is
  used to measure the degree to which an individual
  child possesses a particular attribute (Gullo,
  2005).

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Looking at the Quality of Assessments

• Kindergarten assessments should
• Increase the quality of classroom programs.
• Be reliable, valid, and appropriate for the
  purpose in which they are used.
• Recognize the developmental limitations of young
  children/be age appropriate.

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4 Reasons We Assess
in Utahs Kindergarten Classes

• To have a better understanding of students
  overall development.
  
• To identify those children who are at-risk for
  academic failure or potentially in need of
  support or additional service.
• Determine how a child is progressing through the
  curriculum.
• Determine a students year-end success.

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Districts and Charter Schools shall

• Provide a Readiness Kindergarten Assessment for
  incoming Kindergarten students prior to the
  beginning of the school year to ensure that
• A majority of students enrolled in an
  extended-day kindergarten class are students who
  have the greatest need for additional
  instruction, as determined by the kindergarten
  readiness assessment.

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Readiness/Screening Assessments

• What are the readiness skills entering
  kindergarten students should possess?

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Kindergarten Readiness Skills
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• Is the State Kindergarten test developed in 1998
  an appropriate measure for assessing
  kindergarten readiness?

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Get It, Got It, Go
http//ggg.umn.edu/
Is this test an appropriate readiness assessment?
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DIAL-3

• For preschool and kindergarten students
• Motor Skills
• Language name, age gender, articulation, naming
  (expressive) or identifying (receptive) objects
  and action, rhyming
• Self Help Development
• Social Development
• 20-30 minutes or Speed Dial 15-20 minutes per
  child to administer
• AGS Publisher

Is this test an appropriate readiness assessment?
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What is the legislative purpose of
readiness/screening tests?

• To determine who will be eligible for your
  district Optional Extended-Day Kindergarten
  Program.
• What about the child that scored very low on your
  readiness instrument and obviously is in need of
  full-day K? However, the child does not reside
  in the area where your full-day k program has
  been established.
• Your plan must establish how you will use your
  screening measure to establish and govern
  enrollment for your Optional Extended-Day
  Kindergarten program.

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Pre and Post Assessments

• Legislation also establishes the use of post
  assessments for Utahs Kindergarten Programs.
• You will need a pre assessment to support your
  post test in measuring growth or gain.

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The value of a pre-test is to determine a
starting point to measure student achievement and
inform instruction.What are the essential
skills all kindergarten students should master?

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Essential Kindergarten Language Arts Core Outcomes
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Essential Kindergarten Core Math Outcomes
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ERSI-Early Reading Screening Instrument

• Alphabet Recognition (Upper Lower Case)
• Alphabet Production (26 letters)
• Concept of Word (Teacher points to a word in a
  sentence as they read and then asks the child to
  point as the teacher reads.)
• Word Recognition (10 words)
• Phoneme Awareness (spelling e.g., mat-6 words)
• NSSI (Next Steps Screening Instrument) Passages
  with reading level beginning at 1.25-8.9

Kathleen Brown-University of Utah Reading Clinic
Is this test an appropriate pre/post or screening
assessment?
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Local Created Assessments

• Are locally developed tests appropriate
  assessments?

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DIBELS
Recording for pre/post test results 50 at
benchmark in fall with a target of 80 at
benchmark in spring.
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Other Pre/Post Assessments

• Local District Tests DIBELS
• Fountas Pinnell Heinemann Publishing DRA 2,
  Pearson Publishing
• GRADE used more as a diagnostic measure,
  Pearson Publishing TPRI used more as a diagnostic
  measure
• WRAP primary www.nelsoned.com
• State Kindergarten Pre/Post Test
• Bader, used more as a diagnostic tool Pearson
  Publishing
• Brigance, used more as a diagnostic tool,
  Curriculum Associates
• CTOPP, Comprehensive Test of Phonological
  Processing, ProEd
• Indiana Reading Diagnostic Assessment for K, PA -
  blending, segmentation, rhyming, beginning
  sounds, ending sounds (25pts.) Comprehension -
  sentence comprehension, passage comprehension (10
  pts.) Phonics - letter recognition, letter-sound
  identification, beginning sound of letters (15
  pts.) Vocabulary word concepts, and word
  recognition (10 Pts.) Total Test (60 pts.)
• CORE Multiple Assessment Measures,
  www.AcademicTherapy.com

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Progress MonitoringNot required by legislation,
but is it needed?

• Are you required to provide a progress monitoring
  tool?
• How can a progress monitoring tool differ from a
  pre/post assessment.
• What is the value of a progress monitoring tool?
• DIBELS
• Classroom Formative Assessments

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Value of Progress-Monitoring

• Being able to determine how a child is
  progressing through the curriculum is critical.
• What about formative assessments? What is the
  value and misuse of formative assessments.
  

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The Rule

• Post assessments shall be completed by school
  districts and charter schools prior to the ending
  of the school year and reported to the Board.
• Post assessment results for all kindergarten
  students shall provide evidence of student
  learning matched to the programs pre-assessment
  used for program placement.
• Readiness/Screening Assessment vs Pre Test/Post
  Test.

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The Post Test helps to determine a Students
Year-end Success

• Post-Tests determine a childs progress with the
  years targeted curriculum.
• Should Screening, Pre Post test measures be the
  same?
• Should you measure student growth or gain with
  different pre/post assessment measures?
• Post tests should evaluate student success of
  mastering desired learning outcomes.
• How should pre/post-test results be reported?
• (80 reached benchmark or _____ of
  students with 90 of items correct, )

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USOEReviewed Assessment Measures

• http//www.schools.utah.gov/curr/lang_art/elem/cor
  e/ASSESSMENTS.pdf

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Your Plan

• Districts should use their assessments to tell
  the success of their Optional Extended-day
  Kindergarten Program.
• What was the gain or growth of students
  participating in the program, as compared to
  students that did not receive the treatment.
• What was the lasting effects of the program over
  time. Be prepared to tell your story to your
  board and your public, as well as to the USOE and
  legislature.

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Districts should

• Provide on-going program monitoring to
  documented treatments that provide predictive
  outcomes.
• Use periodic walk-throughs to determine your
  instruction was

Monitored Professional Development
10 key indicators of quality instruction
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Questions.

• Who do we test with readiness/screening and
  pre/post assessments?
• When do we test?
• What tools do we use?
• Do we all have to use the same assessments?
• Should we align our assessment practices to our
  K-3 Reading Improvement Program?
• Is there funding?
• To whom will you communicate your program results?

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Remember

• We must recognize that implementing the Optional
  Extended-day Kindergarten program is an integral
  part of a quality comprehensive school program.
• The ultimate legislative target is that all
  students will be reading on grade level by the
  end of the third grade as measure by the Iowa
  Reading Test beginning the spring of 08.
• Is your Optional Extended-day Kindergarten
  program making a difference in student
  achievement?
• Long Term, did your Optional Extended-day
  Kindergarten program make a difference in
  reaching the target of all student reading on
  grade level by the end of the third grade?
• All claims to achievement are just hype and
  educator exaggeration without evidence.

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Make the Kindergarten Experience for All Children

• appropriate, worthwhile, and enjoyable!

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• Make a positive impact on a childs future.
  Provide each child with a great kindergarten
  experience!