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Kentucky’s Common Kindergarten Entry Screen: Using Screening Results. August 13, 2013. Objectives. Review the purposes for screening children and Kentucky-specific implementation Use screening results to plan instruction Analyze individual reports from the KY Online Management System (OMS)

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Kentucky s common kindergarten entry screen using screening results

Kentucky’s Common Kindergarten Entry Screen:Using Screening Results

August 13, 2013


Objectives

  • Review the purposes for screening children and Kentucky-specific implementation

  • Use screening results to plan instruction

    • Analyze individual reports from the KY Online Management System (OMS)

    • Use the Instructional Planning Sheet (IPS) effectively

    • Access and use the Readiness Activities

  • Beginning the KSI process when applicable

  • Share results with families

    • Access and use Family Connections


Kentucky’s Common Kindergarten Entry Screener

  • What is the Kentucky Readiness initiative?

    • The goal is to screen every child to determine readiness skills

  • The purpose of Kentucky’s Common Kindergarten Entry Screener initiative:

    • To identify children’s readiness in order to plan instruction

    • To identify children who may need a closer look via KSI


Give yourselves a hand!

  • To date, 621 children (out of 27,363) have been screened and had their data entered into the Online Management System!

  • It’s early in the year, and you are already well on your way!


2013-2014 Timeline

  • July 2013—OMS training recordings

  • Mid-July-September—screening windows open

  • August, September—training on using screening results

  • September-October—OMS data entry

  • Start process no earlier than 15 calendar days before start of program—finish no later than 30th day of instruction

  • Enter data into OMS no later than 30 calendar days after the 30th instructional day.


  • Review of BRIGANCE Tools

    • Required tools:

      • Kindergarten Basic Assessments

      • Self-help and Social-Emotional Scales

  • Recommended tools:

    • Supplemental Assessments

    • Readiness for Reading Scale

  • This information in your Implementation Guide


  • Screening: Big Picture

    • Step 1: Get Ready to Screen

    • Step 2: Screen Child

    • Step 3: Complete Data Sheet

    • Step 4: Analyze Results

    • Step 5: Next Steps

      • Red flag?—KSI process

      • Plan instruction

      • Sharing results with families




    Analysis: Core Assessments

    Add notes to the Strengths/Needs section of the Instructional Planning Sheet!


    Lucy Johnson

    8-9-13

    Physical well-being and Language are strong. Lucy is talkative, active and alert. Speech is clear. Math is stronger than literacy. I noticed she seems to really enjoy numbers—that’s a good thing!

    Lucy needs help shoring up her alphabet knowledge (can sing the ABCs further than she can recite), and with reading letters. Also work on naming body parts.


    Analysis: Self-help and Social-Emotional Scales

    Add notes to the Strengths/Needs section of the Instructional Planning Sheet!


    Aidan Davis

    9-12-12

    Physical well-being and Language are strong. Lucy is talkative, active and alert. Speech is clear. Math is stronger than literacy. I noticed she seems to really enjoy numbers—that’s a good thing!

    Lucy needs help shoring up her alphabet knowledge (can sing the ABCs further than she can recite), and with reading letters. Also work on naming body parts.

    Lucy’s self-help skills are strong in the areas of toileting, and she is quickly learning how to get herself dressed independently. She is conscientious about putting things away and keeping his things neat and organized.

    Lucy needs to build her confidence around peers. Because she did not have a lot of other children around before school, she is a little unsure of herself. When she gets frustrated, she will frequently stop trying, so we need to build task persistence.


    Analysis: Supplemental Assessments

    Add notes to the Strengths/Needs section of the Instructional Planning Sheet!


    Because Lucy enjoys math so much, I administered the “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    Seemed confused by the word problems, but she lacks exposure to those, and I think will do better after instruction!


    Analysis: Reading Readiness Scale “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    Add notes to the Strengths/Needs section of the Instructional Planning Sheet!


    Because Lucy enjoys math so much, I administered the “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    Seemed confused by the word problems, but she lacks exposure to those, and I think will do better after instruction!

    Lucy is fascinated by books, especially those with animal characters and themes! She gets frustrated trying to read, but loves to be read to, and will ask for word meanings, and tries to retell stories from memory and using picture cues. Good signs!

    Focus on letter knowledge and phonics skills.


    Screening: Big Picture “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    • Step 1: Get Ready to Screen

    • Step 2: Screen Child

    • Step 3: Complete Data Sheet

    • Step 4: Analyze Results

    • Step 5: Next Steps

      • Red flag?—KSI process

      • Plan instruction

      • Sharing results with families


    Next Steps: Red Flags “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    • The results of screening may show a cause for concern, beyond the child just needing instruction

    • In this case, follow the KSI process in place to get the child additional instruction as needed

    • http://www.education.ky.gov/KDE/Instructional+Resources/Kentucky+System+of+Interventions/


    Next Steps: KSI Process “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    • See A Guide to the Kentucky System of Interventions for more information on KSI

    • “A number of data points to collect for analysis”—the Screen is one data point

    • Remember that communication with families is key


    Using Screening Results to “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.Plan Instruction

    • After screening, identify broad areas of strength and weakness, using the IPS

    • Identify specific skills in need of further assessment

    • Identify prerequisite skills for these areas

    • Identify related tasks in the areas of need

    • Plan instructional activities


    Aidan Davis “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    9-12-12

    Use manipulatives to help Lucy build letter recognition Have her match letters, and copy letters. Download Readiness Activities for Response to and Experience with Books and Reading Uppercase Letters. Send home applicable family letters and learning plans.

    Put alphabet strip at his desk, along with her full name. She will write his name on all work. Help Lucy choose 5 books at appropriate level with strong text-picture match to build confidence. She loves books about animals and nature. Download Readiness Activities for Reads UC and LC Letters and Visual Discrimination. Send home letters and learning plans.

    Physical well-being and Language are strong. Lucy is talkative, active and alert. Speech is clear. Math is stronger than literacy. I noticed she seems to really enjoy numbers—that’s a good thing!

    Lucy needs help shoring up her alphabet knowledge (can sing the ABCs further than she can recite), and with reading letters. Also work on naming body parts.

    To help Lucy build confidence and take responsibility, have her help classmates organize their storage spaces and desk areas.

    She will have a chart that shows how often she has asked tried a task appropriately and will receive tokens.

    Download Readiness Activities : Self-Regulation Skills and Behavior.

    Talk to school counselor about ways to address parents’ concerns of immaturity.

    Lucy’s self-help skills are strong in the areas of toileting, and she is quickly learning how to get herself dressed independently. She is conscientious about putting things away and keeping his things neat and organized.

    Lucy needs to build her confidence around peers. Because she did not have a lot of other children around before school, she is a little unsure of herself. When she gets frustrated, she will frequently stop trying, so we need to build task persistence. Mom says she is “babyish” sometimes, probably for attention.


    Next Steps “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    Look across Instructional Planning Sheets to plan for group work

    Refer to the Group Report in the OMS for broad areas of strength and need

    The Readiness Activities are appropriate for group instruction


    Next Steps “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    Links instruction to Kindergarten Screen

    Provides rich teacher support

    Builds home-school connection with family letters, providing activities for home

    Engages children with easy-to-plan activities


    Next Steps “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    • Discuss results face-to-face

    • Use the Sharing Results with Families form

    • Show a copy of the child’s Data Sheet so that parents can see examples

    • Use resources from Family Connections (OMS)


    Post Screening “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    • Strictly optional

    • Use either the Kindergarten or First Grade Screen to show growth

    • For both individuals and groups

    • Refer to the Screens Technical Report for more information.


    Review “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    • Review the purposes for screening children and Kentucky-specific implementation

    • Use screening results to plan instruction

      • Generate and analyze individual reports from the Online Management System (OMS)

      • Generate and analyze group reports from the OMS

      • Use the instructional planning form effectively

      • Access and use the Readiness Activities

    • Beginning the KSI process when applicable

    • Share results with families


    Questions? “Adds and Subtracts” and “Solves Word Problems” assessments. She got two of the four “Adds and Subtracts’” problems, but was confused by the vertical problems.

    • Refer to your Implementation Guide or to www.brigance.com/Kentucky for contact information


    Thank you

    You are a critical part of this initiative and your participation is valued!

    Lauren Armour

    [email protected]

    Thank You!


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