Kentucky’s Common Kindergarten Entry Screen: Using Screening Results

PowerPoint Presentation

Kentuckys Common Kindergarten Entry Screen:Using Screening Results

August 13, 2013

1www.BRIGANCE.comBRIGANCE KY Screen III TrainingReview the purposes for screening children and Kentucky-specific implementationUse screening results to plan instructionAnalyze individual reports from the KY Online Management System (OMS)Use the Instructional Planning Sheet (IPS) effectivelyAccess and use the Readiness ActivitiesBeginning the KSI process when applicableShare results with familiesAccess and use Family Connections

2Objectives

Objectives (1 min.)

At-a-Glance: Review webinar objectives.Step-by-Step:

[[click through to show each of the objectives]] Objectives - tell participants the objectives of the webinar using the bullets on the slide. This helps them understand what they are responsible for learning.

www.BRIGANCE.com2V10.06.30.12What is the Kentucky Readiness initiative?The goal is to screen every child to determine readiness skills

The purpose of Kentuckys Common Kindergarten Entry Screener initiative:To identify childrens readiness in order to plan instructionTo identify children who may need a closer look via KSI3

Kentuckys Common Kindergarten Entry ScreenerReview of the Kentucky readiness initiative (1 min.)

At-a-Glance: discuss the purpose of the initiative, reminder and todays webinar will follow up with using results to plan instruction.Step-by-Step:

[[click]] The purpose of Kentuckys Common Kindergarten Entry Screener initiative is to ensure that every child entering Kindergarten in the state has been assessed using a common tool to determine his or her readiness skills.

[[click]] Having this information helps educators plan meaningful instruction, and also [[click]] helps you identify those children who may need a closer look via the KSI process.

www.BRIGANCE.com3V10.06.30.12To date, 621 children (out of 27,363) have been screened and had their data entered into the Online Management System!

Its early in the year, and you are already well on your way!

4

Give yourselves a hand!

Thank you for al the work you have done to make this pilot a success!

At-a-Glance: the children have been screened and the information is being inputted to the OMS, Readiness scale for KY, numbers so farStep-by-Step:

[[click]] As you know, this is the first year of full implementation. This year is critical in gathering baseline data, so its very important that you have all been involved in helping us collect that data.

[[click]] The data that we collect this year will be used to determine whether or not there should be KY-specific cutoff scores. www.BRIGANCE.com4V10.06.30.12July 2013OMS training recordingsMid-July-Septemberscreening windows openAugust, Septembertraining on using screening resultsSeptember-OctoberOMS data entryStart process no earlier than 15 calendar days before start of programfinish no later than 30th day of instructionEnter data into OMS no later than 30 calendar days after the 30th instructional day.5

2013-2014 TimelineTimeline (3 min.)

At-a-Glance: Review the remaining timeline for this yearwww.BRIGANCE.com5040713.v7BRIGANCE KY Screen III TrainingRequired tools:Kindergarten Basic AssessmentsSelf-help and Social-Emotional Scales

Recommended tools:Supplemental AssessmentsReadiness for Reading Scale

This information in your Implementation Guide6

Review of BRIGANCE Tools

Reminder of the tools KY uses, and that we will look at today as we discuss planning instruction.

At-a-glance: walk participants through the required and optional tools within the Kindergarten Screen

Step-by-Step:

As you know, there are two assessments in the Kindergarten Screen you were required to use with children, and two that were optional but recommended:The two required tools are the Kindergarten Basic Assessments and the Self-help and Social-Emotional Scales.The two optional, but recommended, tools are the Supplemental Assessments and the Readiness for Reading ScaleOf course, your district could also decide to use other tools in the K Screen, but these are strictly optional, and not a part of this training.www.BRIGANCE.com6V10.06.30.12Step 1: Get Ready to Screen

Step 2: Screen Child

Step 3: Complete Data Sheet

Step 4: Analyze Results

Step 5: Next StepsRed flag?KSI processPlan instructionSharing results with families7Screening: Big Picture

This webinar will focus on Steps 4 and 5: Analyzing Results and Identifying Next Steps

At-a-glance: Analyzing results and planning next steps, which include what to do if screening raises a red flag, planning instruction, and sharing results with families

www.BRIGANCE.com7V10.06.30.12

Download the IPS at www.BRIGANCE.com/KentuckyInstructional Planning Sheet

At-a-glance: remind everyone this form can be downloaded at www.brigance.com/Kentucky

Step-by-Step:

Remember this handout? This will help us as we analyze results from the reports in the OMS. Well make those notes on strengths and needs in the left column for each tool that we used. The first page lists the two required tools, the K Core Assessments and the SHSE Scales, and the second page the two optional tools, the Supplemental Assessments and readiness for Reading Scale.

Lets do a quick analysis now, then we will look at planning instruction using these results.www.BRIGANCE.com8V10.06.30.129Analysis: Core Assessments

Step 4: Analyze results of K Core Assessments

At-a-glance: show the Screening Summary Reports for the K Core Assessments

Step-by-Step:

Lets take a look at a childs results. This is not an actual child, as we wouldnt ever share confidential data!


10Analysis: Core Assessments Add notes to the Strengths/Needs section of the Instructional Planning Sheet!

Step 4: Analyze results of K Core Assessments

At-a-glance: show the Screening Summary Reports for the K Core Assessmentscontinuation of previous slide

Step-by-Step:

[[click]]how did this child perform in Physical Well Being [[average]]? Language and Communication Development [[average]]? How about the Cognitive and General Knowledge Domain [[below average]]? Ah-ha, so that is the area that brought down the child's score. So, we have some good information about this child that will help inform the KSI process. Also Consider information you have from the family, your observations of that child, plus of course, the other assessments. That will help ensure this student gets the intervention he/she needs as soon as possible.

[[click]] No matter what the results, remember to add notes to the Strengths/Needs section of the Instructional Planning Sheet! (dont do this now we will do a case study in a few minutes)

Well move on now to the other assessments.


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 numbersthats 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 Johnson8-9-13Instructional Planning Sheet

At-a-glance: remind everyone this is in the Implementation Guide, can be downloaded at www.brigance.com/Kentucky

Step-by-Step:

After looking at the Screening Summary Report, write up a summary of the students strengths and needs on his IPS. www.BRIGANCE.com11V10.06.30.12

You may also want to refer back to the students Data Sheet. You have a copy of the paper DS, but remember that you can always view the Data Sheet from the OMS, too. [[show people how to access Data Sheet from OMS]]www.BRIGANCE.com12V10.06.30.12

13Analysis: Self-help and Social-Emotional Scales Add notes to the Strengths/Needs section of the Instructional Planning Sheet!

Step 4: Analyze results of Self-Help and Social-Emotional Scales, contd.

At-a-glance: show the Screening Summary Report for the SHSE Scales

Step-by-Step:

Just like for the Basic Assessments, the results for the SHSE Scales are shown in easy-to-read graphs.

Also consider additional information you have from the family, as well as any observations you made during screening.

Consider the results of this tool as you plan instruction. What skills does this child need to develop or strengthen to be successful? What skills can parents help teach or reinforce at home?

Remember to add notes to the Strengths/Needs section of the Instructional Planning Sheet! www.BRIGANCE.com13V10.06.30.12

Lucys 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. Aidan Davis9-12-12Physical 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 numbersthats 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.Instructional Planning Sheet


Step-by-Step:

Refer to the graphs and the specific items on the SHSE Scales to write a summary on the IPS.www.BRIGANCE.com14V10.06.30.1215Analysis: Supplemental Assessments

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

Case study, contd.

At-a-glance: use the brief case study to discuss next steps in planning instruction

Step-by-Step:

Remember that if you do use the Supplemental Assessments, add notes to the Strengths/Needs and Instructional Plan section of the Instructional Planning Sheet!

As you know, there is no specific place in the OMS to record results of the SAs, but you can summarize in the Observations Log.www.BRIGANCE.com15V10.06.30.12

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!Instructional Planning Sheet


Step-by-Step:

Just to give you the idea, though, I did add some information here on the IPS.www.BRIGANCE.com16V10.06.30.1217Analysis: Reading Readiness Scale

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

Case study, contd.

Lets also say that we administered to Readiness for Reading Scale and that Aidan scored 4 points, which puts him where? [[click-Below Average for Beginning of Kindergarten Year]]

What does the addition of this information tell us? What else might we want to know? [[which items on the Scale did he get credit for and which not?]]. Add notes to the IPS.

Just as with the SAs, make any notes from the Readiness for Reading Scales in the Observations Log of the OMS.www.BRIGANCE.com17V10.06.30.12

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. 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!Instructional Planning Sheet

www.BRIGANCE.com18V10.06.30.12Step 1: Get Ready to Screen

Step 2: Screen Child

Step 3: Complete Data Sheet

Step 4: Analyze Results

Step 5: Next StepsRed flag?KSI processPlan instructionSharing results with families19Screening: Big PictureStep 5: Identifying Next Steps (30 min. including case study)slides 53-61

At-a-glance: Discuss next steps, which include what to do if screening raises a red flag, planning instruction, and sharing results with families

Step-by-Step:

OK, so we have administered all the tools and analyzed the results. The next and final step, Step 5, is determine what happens next as a result of all we have done. Well examine three areas: What we do if the tools have raised a red flagHow to plan instruction based on the results and our analysisAnd sharing results with families

[[next slide]]

www.BRIGANCE.com19V10.06.30.12The 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: Red FlagsStep 5, contd. - What to do if screening results raise concern

[[[[Training facilitator: update the text of the slide and the script below to reflect your districts KSI process]]]]

At-a-glance: Discuss the specific next steps as required by Kentucky.

Step-by-Step:

[[click]] The results of the tools you have administered, particularly the required Kindergarten basic Assessments and the Self-Help and Social-Emotional Scales, may show a cause for concern. For example, the child whose results we looked at earlier showed below average ability in the Cognitive and General Knowledge domain. Putting that child in a class without extra support may not be enough to help that child make the gains he needs to in order to catch up. Conversely, if a child had scored in the Readiness with Enrichment level, that student might also not realize her full potential without additional support.

[[click]] In cases like this, you will follow the KSI process in your program to get the child the additional support he needs.www.BRIGANCE.com20V10.06.30.12See A Guide to the Kentucky System of Interventions for more information on KSI

A number of data points to collect for analysisthe Screen is one data point

Remember that communication with families is key21Next Steps: KSI ProcessStep 5, contd. - What to do if screening results raise concern

[[[[Training facilitator: update the text of the slide and the script below to reflect your districts KSI process]]]]

At-a-glance: Discuss the specific next steps as required by Kentucky.

Step-by-Step:

[[click]] The results of the tools you have administered, particularly the required Kindergarten basic Assessments and the Self-Help and Social-Emotional Scales, may show a cause for concern. For example, the child whose results we looked at earlier showed below average ability in the Cognitive and General Knowledge domain. Putting that child in a class without extra support may not be enough to help that child make the gains he needs to in order to catch up. Conversely, if a child had scored in the Readiness with Enrichment level, that student might also not realize her full potential without additional support.

[[click]] In cases like this, you will follow the KSI process in your program to get the child the additional support he needs.www.BRIGANCE.com21V10.06.30.12 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

Using Screening Results toPlan Instruction

Using Screening Results to Plan Instruction

Since youve spent a lot of time, money , and effort on your screening process, do whatever you can to make it work harder for you!

Lets walk through the process for planning instruction based on screening results. [[click]] Weve looked at identifying broad areas of both strength and weakness by looking at the Domain areas on a childs Data Sheet.

You may want to keep a chart of the Domain areas, and a list of the children who need reinforcement in those areas. This will help you create learning groups in the classroom.

[[click]] From these broad areas, you can determine specific skills that may require further assessment. For example, if a child does not fare well in naming colors, I need to look at the prerequisite skills [[click]] that child needs in order to work up to that. On the other hand, if they did really well in naming colors, I need to know what they can do beyond that to accurate identify their present level of performance.

Teaching prerequisite skills is critical to get children to advance to that next level. For instruction to be successful, It has to be focused on that gap between what children already know, and what they are being taught. This is where a more comprehensive assessment comes into the picture. For example, those of you using the Early Childhood or Head Start Developmental Inventory can refer to the chart in the back of the Screens that lists the Screens assessments, and then correlates those to prerequisite and higher-level skills.

[[click]] Its also important to assess the child across a range of skills, particularly in weak areas. For example, if the Screen reflects a weakness in the Academic Domain generally, and in Number Concepts particularly, your ongoing assessment should cover a wide range of math skills, such as math vocabulary, measurement, and so on, depending of course upon the childs developmental levels.. This ensures that your instruction has enough breadth and will help the child advance through instruction.

[[click]] Knowing the areas of need and further assessing those through a more comprehensive assessment will allow you to write meaningful IEPs or IFSPs.

Finally, armed with all this information based upon data, you can plan your instructional activities, keeping in mind that the most effective instruction begins with what a child knows, but advances them to higher-level skills. For example, you can take advantage of the correlations between the Screens and the Head Start or Early Childhood Developmental Inventories as well as the correlations to instructional activities in the BRIGANCE Readiness Activities. This binder has a lot of great background information about the skills as well as the activities, and provides the school-home connect through parent letters and lists of Read-to-Me Books


Aidan Davis9-12-12Use 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.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.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 numbersthats 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.Lucys 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.Now that the left is completed based on those reports, lets focus on the right

Refer to your curriculum for appropriate materials and lesson plans. Also consult with any other personnel who can help you make instructional decisions for the child. And dont forget to access the Readiness Activities from the Online Management System. Along with the activities, you can send home family letters that explain the significance of the skills youre working on, and activities that families can do at home that require no additional cost or materials. [[go to Readiness Library in OMS]]

Also consider if additional probes or assessments in some areas are warranted to see what prerequisite skills a student has. For example, if Aidan cant read letters, can he identify them by pointing or match. What are his visual discrimination skills? Im certain you have access to all kinds of related materials.

www.BRIGANCE.com23V10.06.30.12Look 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 StepsStep 5: Planning Instruction: Readiness Activities

At-a-glance: discuss using results for group instruction

Step-by-Step:

Once you have the IPS completed for individual students, look across these for your class to identify skills applicable to groups of children. This can help you plan your centers or groups.

And look at the Group Reports in the OMS as well [[go to OMS Group Reports]]

www.BRIGANCE.comV10.06.30.12

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 StepsStep 5: Planning Instruction: Readiness Activities

At-a-glance: introduce teachers to the Readiness Activities; tell them they will receive more details during the OMS training webinar.

Step-by-Step:

Of course, you are going to look to your regular classroom instructional materials in order to implement your instructional plan. In addition, BRIGANCE has a collection of activities called the Readiness Activities. The Readiness Activities provides lesson plans for activities and support for the skills in the Kindergarten Basic Assessments and beyond. In addition to the Activities themselves, there are recommendations for teaching the skills, family letters in English and Spanish, and reproducible Learning Plans for students to take home or display in class.

You will have access to all the tools in the Readiness Activities through the Online Management System, so I wanted you to know that this resource will be available and that youll receive more information about it during the training webinar for the OMS.www.BRIGANCE.comV10.06.30.12Discuss results face-to-faceUse the Sharing Results with Families formShow a copy of the childs Data Sheet so that parents can see examplesUse resources from Family Connections (OMS)

Next Steps

Sharing Results with Families

At-a-glance: Discus the importance of sharing results with families and best practices.

Step-by-Step:The last big next step is to share results with families.**Remember that if the child scored below the Readiness with Support cutoff, the child should be referred to the KSI process, and you should follow the guidelines of that process when communicating with families. For children who dont score below the Readiness with Support cutoff:Share results with the parents face-to-face. We realize this isn't always possible, but every attempt should be made. Use the Sharing Results with Families form. Use this document to make notes of a childs strengths and needs, parent concerns, and to write recommendations and resources.IMPORTANT! On the Sharing Results sheet, do not just list the of domains in strengths and weakness, but specific skills/areas. Be sure to report the childs readiness level, from the Online Management System. Elaborate with examples and observations.You can also show the parents a copy of the childs Data Sheet so that they can easily see what the child answered correctly/incorrectly. Remember that the screen is just a brief sampling of skills, and that it is used with other data points (such as your observations, your discussions with parents, etc.) to help understand a childs specific strengths and needs in order to provide effective support and instruction.


Sharing Results Form

At-a-glance: Share screening information and appropriate resources with parents.

Step-by-Step:After looking at a students reports online and completing the IPS, fill out the Sharing Results form accordingly. On the form, do not just list the of domains in strengths and weakness, but specific skills/areas. Be sure to report the childs readiness level, from the Online Management System. Elaborate with examples and observations.

You can also show the parents a copy of the childs Data Sheet so that they can easily see what the child answered correctly/incorrectly. Remember that the screen is just a brief sampling of skills, and that it is used with other data points (such as your observations, your discussions with parents, etc.) to help understand a childs specific strengths and needs in order to provide effective support and instruction.

Share additional information, such as the Family Letters and Learning Plans from the Readiness Activities, along with local resources.

www.BRIGANCE.com27V10.06.30.12Strictly optionalUse either the Kindergarten or First Grade Screen to show growthFor both individuals and groupsRefer to the Screens Technical Report for more information.28Post ScreeningPost Screening

At-a-Glance: strictly optional.Step-by-Step:

OptionalReasons why they might want towww.BRIGANCE.com28V10.06.30.12Review the purposes for screening children and Kentucky-specific implementationUse screening results to plan instructionGenerate and analyze individual reports from the Online Management System (OMS)Generate and analyze group reports from the OMSUse the instructional planning form effectivelyAccess and use the Readiness ActivitiesBeginning the KSI process when applicableShare results with families

29Review

Objectives (1 min.)

At-a-Glance: Review webinar objectives.

www.BRIGANCE.com29V10.06.30.12Refer to your Implementation Guide or to www.brigance.com/Kentucky for contact information

Questions?Questions? Local Contact Info (3 min.)

At-a-glance: Share contact information for appropriate personnel.

Step-by-Step:

Enter the appropriate contact information into this slide.Refer participants to the contact page of the Implementation Guide.www.BRIGANCE.com30V10.06.30.12Thank You!You are a critical part of this initiative and your participation is valued!

Lauren [email protected]

Thank You! (3 min.)

Thank everyone for coming, wrap up any questions, and distribute and collect evaluations.

31www.BRIGANCE.comBRIGANCE KY Screen III Training

Kentucky’s Common Kindergarten Entry Screen: Using Screening Results

Documents

Transcript of Kentucky’s Common Kindergarten Entry Screen: Using Screening Results