Using PreKindergarten Assessment in Literacy and Math to Strengthen Instruction

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Using Pre-Kindergarten Assessment in Literacy
and Math to Strengthen Instruction

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• Presented by Hilda Franks
• Georgetown Independent School District
• Pre-Kindergarten Coordinator
• franksh_at_georgetownisd.org 512-943-5000
  x6824

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The Purpose of the GISD Pre-K Assessment is

• To ensure the complete alignment of the written,
  taught, and tested curriculum in order to
  continuously improve the academic progress of all
  GISD students.

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Why Pre-K ???

• A recent study (2006) by Clive Belfield and
  Heather Schwartz found that preschool attendance
  resulted in
• Better school retention rates
• Increased math and reading scores
• Fewer behavioral problems
• More order and discipline in kindergarten
• AND

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• A savings of between 2,600 and 4,400 per child
  realized over the childs K-12 school experience.
  (Reduced special education, fewer dropouts, )

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GISD Pre-Kindergarten Class Growth History
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And the growth continues
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Pre-K Today in GISD

• Pre-K on 5 campuses and PPCD class in
  child-development center
• 13 Pre-K Classes
• (6 Bilingual, 7 Pre-K)
• 3 Pre-K/PPCD Combo
• 6 PPCD classes (1 Bilingual PPCD)

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WHERE WE STARTEDIn 1999-2000 we had.

• No team planning
• Rainbow of Learning Readiness Skills
• Each teacher tested in their own way
• No horizontal or vertical alignment
• Pre-K Guidelines were not being used

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AND

• Pre-K and PPCD were viewed as.
• Babysitting!!!

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First Steps 2001-2002

• Pre-K and PPCD were recognized and supported by
  administration as an integral part of the school
  community
• Started Pre-K/PPCD team planning

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• I. My School
• A. Rules
• B. Safety
• C. Personnel
• -VS-
• Bears, Apples,
• Dinosaurs,
• Bubbles

• Met with Kindergarten team and developed
  developmentally-appropriate, FUNCTIONAL thematic
  units.

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• Began study of what and how other districts and
  programs assess Pre-K students and of what
  components to look for
• in
• High-Quality
• Early Childhood Programs

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Effective Components of High-Quality Early
Childhood Education Programs

• Qualified Staff
• Low child-teacher ratios, smaller groups
• Staff stability
• Professional support and development
• Appropriate curriculum aligned with the local
  school districts curriculum

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• A high-quality curriculum is thoughtfully
  planned, comprehensive, cohesive, and integrated
  across domains (Peth-Pierce, 2001 Raber, 2002).

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In 2002-2003, GISD

• Approved Pre-K Coordinator position
• Began in-depth study of the State of Texas Pre-K
  Guidelines http//www.tea.state.tx.us
• Placed guidelines in outline form for easier
  documentation in lesson plans, thematic units and
  on the assessment being developed.

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We also

• Developed first draft of the GISD Pre-K
  Assessment in Language, Literacy and Math
• Test was administered in January-2003 and again
  in May of 2003.
• First district generated data on PK academic
  achievement in GISD!

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Scoring Rubric for GISD Pre-K Assessment

• Please rate each question according to the
  following scale
• 0-No display of skill
• 2-Skill still developing
• 1-Beginning to develop skill
• 3-Has skill competency
• Scores were entered on scantron sheets

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This provided

• Data at the individual student, class and program
  level.

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With this data we were able to

• Target instructional strengths and weaknesses
• Plan appropriate professional development
  activities
• Provide valuable information to kindergarten
  teachers on incoming students

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We also

• Made needed assessment revision recommendations
  as a team for the following year, including the
  addition of a Spanish component for our bilingual
  PK classes.

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Each year brought about

• Growth in the program across the district
• More and more useful data
• Continued team-generated revisions and
  improvement of the assessment
• AND.

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growth in PK student performance on Math,
Language/Literacy and ESL skills
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A big change occurred in 2005-2006

• Our technology department supported the
  assessment by putting data entry online in the
  district for the Pre-K assessment.
• NO MORE BUBBLES TO CHECK!!!

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In 2006-2007

• The assessment was revised mid-year to only
  include Language/Literacy and Math skills.
• We administered the assessment in August in order
  to establish baseline data and address individual
  student needs earlier in the year.

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Tips for making assessment at the Pre-K level
successful.

• Administrative support and validation
• Team buy-in and ownership
• Accountability through ongoing assessment reviews
• Professional development targeting weak
  performance areas

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Next steps for GISD

• Continued yearly team-generated assessment
  revisions as needed
• Continue development of scopes and sequences in
  all disciplines with specificity
• Continued growth across the district and in
  community-based settings

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And dont forget

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• All assessment is a perpetual work in
  progress.
• Linda Suske, Unknown , May 3, 2005

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Thank you, gracias, ??, dank u, sa?
e??a??st??µe, danke, ?????

• Questions
• and/or
• Comments
• Welcome