Assessment in Kindergarten Teachers are one of the first people students go through for knowledge. As a kindergarten teacher you want to make your students understand what they are doing, to do so, teachers need to assess for understanding. Teachers test students in a variety of ways. As a kindergarten teacher you want to assess students by making observations of what you see and also by saving paper works such as a portfolio to keep track of how they are progressing. There are three different methods used to assess student knowledge: diagnostic, formative, and summative.
Baseline data helps the teacher decide how far the child is from where he or she should be. It also helps the teacher to develop objectives and instructional plans. Determining Effectiveness of Instruction Another critical aspect of monitoring behavior is to assess the effectiveness of the program. Keeping track of the student's behavior helps the teacher make decisions about when instructional changes are needed to help the child make progress on his or her individualized objectives. Communicating About a Child's Progress Monitoring student's progress on objectives facilitates communication in the classroom, with parents, and with students.
() Child Study Teams are important to the education process because they help determine if a student is struggling due to an issue outside of a learning or behavioral deficit or if a least restrictive modification can be incorporated into the child’s education plan. CST’s help to establish If a child needs modification to regular education instruction or if another solution is viable before the student is referred to special education services. If a student can be heoped in RTI Tier 1 or 2, he/she can avoid further assessment. According to Pierangelo and Giuliani, before a formal assessment for placement in special education occurs, the student’s teacher meets with the pre-referral team to discuss the nature of the problem and what possible modifications to instruction or the classroom might be made. () The pre-referral team may consist of regular class teacher, Principal, psychologist, special education teacher, nurse, social worker speech therapist or guidance counselor.
Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context. Collecting and reviewing data before implementing specific interventions is extremely important because it prevents overreactions and personal bias of the teacher. An intervention needs to be grounded on enough evidence that there is a behavioral problem and that it is not a singularity. Then the teacher can use the records to support his intervention. Common Behaviors in Young Children Three of the most common behaviors in young children that the teacher might consider for modification or replacement include: Talking to friends or doing activities when the teacher is asking to pay attention.
Next, review any data on the child from classroom-based assessments and recent state and district-wide assessments to determine where the child is functioning in relation to those standards, benchmarks, and grade-level indicators. This may be formal or informal data. Also, review the child’s most recent ETR and their progress or lack of progress on the IEP being replaced. Finally, it is important to decide how the child’s characteristics of their disability affect their progress in the general education curriculum. Step 3: Develop the Present Level of Performance (PLOP) for academic achievement and functional performance.
Family system theory it explains why family act the way that they do in different situations. This theory is typically used in family counseling and therapy; much can be learned from examining it in the context of early childhood settings. Family systems theory has been used in trying to understand problems of students in school settings (Sawatzky, Eckert, & Ryan 1993; Widerman & Widerman 1995; Kraus 1998; Van Velsor & Cox 2000). The need to understand early childhood setting is indicates by professional organization so they can prepare early childhood and elementary professional. The concept of family theory is to help each member of the family by influencing and encouraging each other.
The observer will either mimic or avoid the actions based on the consequences that the person who initially performed the action received. This can be a very useful tool in the development of child rearing. Through observational learning, children learn valuable life-skills at a very young age. Child rearing, otherwise known as parenting, is teaching and nurturing of a child from birth until adulthood. Children learn a lot during this time from watching others, especially their parents.
It is important when working with young children or adults, that you identify the communication and language needs, wishes and preferences of the children and adults in the setting. Finding out about each individual’s language needs, wishes and preferences is an important part of your role. When a child first enters your setting there are ways of finding out if the child has communication and language needs, wishes and preferences: * Talk to their parents to find out if there are any needs their child/children has * Observe the child/children * Find out from your line manager or boss if there are any records of the child/children having communication needs * Talk to your special educational needs co-ordinator if you need any
School counselors must demonstrate the effectiveness of the school counseling program by analyzing the school counseling program data to determine have changed as a result of the school counseling program. School counselors use data to show the impact of the school counseling program on student achievement, attendance and behavior and analyze school counseling program assessments to guide future action and improve future results for all students. The performance of the school counselor is evaluated on basic standards of practice expected of school counselors implementing a comprehensive school counseling program (“American School Counselor
Garrison, C. & Ehringhaus, M. (2009, June). Formative and summative assessments in the classroom. Middle School Journal, 40(5). Retrieved June 18, 2009, from http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx The authors begin this article by discussing what a broad term assessment is and how educators should view their own classroom tests as assessments which provide essential information about students’ achievement and where any gaps in learning may occur. Summative assessments are administered to students at certain times to find out what skills students already know and to find out those skills that they do not know.