2011+Goal+1

**__ GOAL #1 __** (Assessment)
===** Goal Statement: **** Discuss with the Kindergarten Team and implement developmentally appropriate assessments that meet the needs of the students and aids in the planning of a differential learning program based on the SAS standards and benchmarks. **===

B2.1, B2.2 B3.1, B3.2, B3.3, B3.4 B4.1, B4.2, B4.3, B4.4, B4.5, B4.6, B4.7 B6.2 C5.2 || Use team planning time to discuss assessments. Observe how other people in Kindergarten assess their students and then apply it to their planning and teaching of lessons. Participate in professional development that develops my skills in application of assessments as well as understanding the results of the assessment. Discuss with team members how I am implementing the data obtained from assessments to plan and teach differentiated lessons. || Assessments are aligned with the standards and benchmarks.
 * ** Standard Addressed ** ||  ** Strategies for Implementation **  ||  ** Success Criteria - Evidence **  ||
 * A1.3, A2.2, A2.3, A3.1, A3.4

Assessments help with planning a differentiated program – there are a variety of groups/individual teaching points that have been derived from assessments.

Completed observations of other teacher’s classrooms.

Frequent discussions with team members about assessment and planning. ||

__ Assessments are aligned with the standards and benchmarks. __
Unit: Launching the readers workshop Standards and benchmarks: ** Language Arts Kindergarten V. Reading Process **1. Understand concepts of print ** Language Arts Kindergarten V. Reading Process **2. Demonstrate phonemic awareness (this should be one of the selected benchmarks, I will raise it at our next review of Atlas) Assessment: Concepts about Print Assessment: DIBELS

Unit: Talking and learning about books Standards and benchmarks: ** Language Arts Kindergarten VI. Interpret Literature **4. Apply comprehension monitoring strategies before, during, and after reading with guidance to further understanding of the text. Assessment: DRA



__ Assessments help with planning a differentiated program – there are a variety of groups/individual teaching points that have been derived from assessments. __
I used the results from the assessments to help plan a differentiated program for my students. Attached is the evidence that shows the assessment and planning for some of my students. Names have been removed and original is in pencil so the copies are not as clear as the originals.

p.1 & p.2 Is a copy of my planning sheet, information derived from DRA. p.3 Example of DRA observation guide - focus for instruction - this was used to help with planning & implementation. p.4 Example of observations made on student reading. p.5 Example of different reading groups with plans on what will be involved in the lessons.
 * DRA: example of applying assessment with differentiated planning**

p.1. Concepts about print score sheet. This year Mrs Erni did a favor for me and gave the assessment. p.2 Planning sheet on reviewing concepts about print with the students. Students in leveled reading groups.
 * Concepts about Print: example of applying assessment with differentiated planning**

DIBELS was used as an assessment to find out student's knowledge of letters and sounds. The information derived told me which students needed special attention, however it did not tell me which letters and sounds were missing from the student's toolbox. So I also used the Letter Identification assessment to obtain more specific information about letters and sounds. In order to implement and understand the results of this assessment, Sue Erni gave the Kindergarten team two workshops on DIBELS and presented the results to us as a grade level. One such trainiing session was recorded on Atlas: @http://saschina.rubiconatlas.org/c/pi/v.php/Atlas/Develop/UnitMap/View/Default?UnitID=38305&TeacherID=606& p.1 Copy of DIBELS score sheet p.2 Copy of Letter Identification scoresheet p.3 Example of different activities planned and implemented for different students.
 * DIBELS: example of applying assessment with differentiated planning**

The following attachment was given to me from Sue Erni to help with planning additional one on one letter and sound lessons for two students who need additional attention. The same attachment has been provided to the student's parents for them to help at home.



__ Completed observations of other teacher’s classrooms. __
Not yet complete

__ Frequent discussions with team members about assessment and planning. __
The Kindergarten team meets on every day 6 for our grade level meetings and on several occasions we have discussed the implementation of our grade level assessments. We have also discussed how to implement different strategies and activities for the different types of readers in our classes.

Meeting notes: Jan 10, 2011: @http://saschina.rubiconatlas.org/c/pi/v.php/Atlas/Develop/UnitMap/View/Default?UnitID=38283&TeacherID=606& Feb 7 - 10, 2011: http://saschina.rubiconatlas.org/c/pi/v.php/Atlas/Develop/UnitMap/View/Default?UnitID=38751&TeacherID=606& Feb 17, 2011: @http://saschina.rubiconatlas.org/c/pi/v.php/Atlas/Develop/UnitMap/View/Default?UnitID=38797&TeacherID=606& March 1, 2011: @http://saschina.rubiconatlas.org/c/pi/v.php/Atlas/Develop/UnitMap/View/Default?UnitID=38832&TeacherID=606&

In addition to the regular discussions in our grade level meetings, I frequently approach Janet Claasen to have discussions on how to best plan and implement my reading program. Our discussions include whole class lesson planning, individual student guided reading planning and small group lesson planning. //Thank you Janet for always being willing to stop what you are doing to help me with my repeated inquires//.

I have also been involved in regular professional development regarding the implementation of reading and writing workshop model. During these sessions we have also discussed what we would like to do as a grade level for teaching reading and assessing reading. This can be seen in Atlas, with all of the thorough units of work that have been completed as a team; @http://saschina.rubiconatlas.org/c/pi/v.php/Atlas/Develop/View/UnitCalendar?TeacherID=606&CurriculumMapID=285&

We have also spent time talking about planning and assessment with our Pre K team and the Pudong lower elementary team during our EC retreat days. http://sas-esleadership.wikispaces.com/RW_WW