kentucky s common kindergarten entry screen using screening results
Download
Skip this Video
Download Presentation
Kentucky’s Common Kindergarten Entry Screen: Using Screening Results

Loading in 2 Seconds...

play fullscreen
1 / 31

Kentucky’s Common Kindergarten Entry Screen: Using Screening Results - PowerPoint PPT Presentation


  • 85 Views
  • Uploaded on

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)

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Kentucky’s Common Kindergarten Entry Screen: Using Screening Results' - jalia


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide2

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
slide3

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
slide4

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!
slide5

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.
slide6

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
slide7

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
slide10

Analysis: Core Assessments

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

slide11

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.

slide13

Analysis: Self-help and Social-Emotional Scales

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

slide14

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.

slide15

Analysis: Supplemental Assessments

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

slide16

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!

slide17

Analysis: Reading Readiness Scale

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

slide18

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.

slide19

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
slide20

Next Steps: Red Flags

  • 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/
slide21

Next Steps: KSI Process

  • 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
slide22

Using Screening Results toPlan 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
slide23

Aidan Davis

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.

slide24

Next Steps

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

slide25

Next Steps

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

slide26

Next Steps

  • 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)
slide28

Post Screening

  • 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.
slide29

Review

  • 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
slide30

Questions?

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