To better understand of the data produced within the pre-K and kindergarten assessment tools on CLI Engage, let us take a look at what the reports reveal.
In the classrooms, you have likely completed wave one for beginning of the year
for pre-K or the
Texas Kindergarten Entry Assessment (TX-KEA
), which is essentially wave one of kindergarten progress monitoring. These
assessment systems are designed as user-friendly, online tools that allows the teacher to assess a child’s progress in a particular skill area almost instantly. It is a valid and reliable instrument that is fair, and is age and developmentally appropriate.
The assessment itself should take the least amount of time. More importantly is how to look at the results and determine next steps. The results among other outcomes can identify two things. One, it can determine whether the instructional plans or curriculum were effective for most of the students. Two, it identifies students that are not proficient in the assessed skill areas and need more targeted intervention.
Children identified as at-risk may receive more frequent, more intensive, and/or different types of instruction, often in small groups. This involves:
identifying each student’s current progress, creating goals for their learning that include targeted strategies in areas that are indicated below benchmark, continual monitoring, and providing individual responsive scaffolding.
Both informal assessment and ongoing progress monitoring determine whether the interventions and increased instructional support is working.
The C-PM and KEA assessments provide small group results with direct links to targeted strategies in the digital online
CIRCLE Activity Collection
. These activities include exemplar videos demonstrating the activity with annotations directing the viewer to why and how to use, as well as scripted modeled lessons with guided practice and scaffolding suggestions.
Reports can be generated at the district, campus, class, and individual student levels. District and campus leadership can view reports to: set goals for meeting benchmarks over time; monitor progress by skill area; compare across students, classes, and schools to determine what differentiates gains; and use to target district-level professional learning goals.
Teachers can look at patterns to guide their instructional planning to: identify broad-based instructional needs, identify students that need small group instruction or tiered intervention supports, and check progress at each wave to evaluate the approach.
This collaborative analysis, monitoring, and planning then directly supports the teacher’s increased understanding of child skill development and responsiveness. It further increases efficacy and satisfaction with teaching by changing expectations and beliefs about student needs and abilities.
Creating a culture where continuous professional learning is highly valued is the key to improving child outcomes.