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Serving as Advocates for Families Engaging Families in the Assessment Process

This article explores the importance of involving families in the assessment process at kindergarten. It discusses ways to communicate assessment results to families, supporting diversity and multiculturalism, and the benefits of family engagement. References provided.

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Serving as Advocates for Families Engaging Families in the Assessment Process

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  1. Serving as Advocates for FamiliesEngaging Families in the Assessment Process Misty Kelman Walden University

  2. Welcome Kindergarten • Overview • Assessment Importance at Kindergarten • How to involve families in assessment • What families can tell us about their child • How to communicate results of assessments to families • Supporting diversity and multiculturalism

  3. Assessments and Their Importance in Kindergarten • Why do we assess our early childhood students? • Standards based accountability • Appropriate assessments identify student strengths and needs

  4. Assessments and Their Importance in Kindergarten • Assessments should be ongoing • Assessments give teachers power in the classroom • Assessments are for goals, planning, and instruction

  5. Families and the Assessment Process • Appropriate assessment involves families • Communication with families is important • Families have information to share

  6. Families and the Assessment Process • So how do we get the families to be a part of the assessment process? • Interactions • Integrating • Providing access • Promote understanding • Create opportunities

  7. Families • Stable families equal stable students • Foundational support starts at home • Sometimes families need support at home and not just at school

  8. Families and Their Children • Families know when they are in need of help • Families know information that can help teachers and schools • Communication skills and trust are needed for these families

  9. How to Communicate Assessment Data to Families • Create communication openings • Help families make the connections between assessments and the standards • Create a family/school journal • Invite families to meetings about assessments and their results

  10. Diversity and Multiculturalism • Get to know the families in your classroom • Promote positive relationships • Create activities for families to complete together using their customs • Supply instructions in a language understood by the family

  11. References • Caspe, M., Seltzer, A., Kennedy, J. L., Capplo, M., & DeLorenzo, C. (2013). Engaging families in the child assessment process. Young Children, 68(3), 8-14. Retrieved from http://eds.a.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=1&sid=dc36250d-177d-4863-8605-c412609c13cb%40sessionmgr4007&hid=4102 • Dewey, E., & Mitchell, E. (2014). Engaging with schools: National family resource centers. Reclaiming Children and Youth, 23(2), 31-34. Retrieved from http://eds.a.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=2&sid=95037dae-beec-4e64-8297-1f4355425964%40sessionmgr4008&hid=4102 • Elicker, J., & McMullen, M. B. (2013). Appropriate and meaningful assessment in family-centered programs. Young Children, 68(3), 8-14. Retrieved from http://eds.b.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=1&sid=23812fbf-127b-4c4f-967c-da6c5777212f%40sessionmgr120&hid=117

  12. References • Gullo, D. F. (2013). Improving instructional practices, policies, and student outcomes for early childhood language and literacy through data-driven decision making. Early Childhood Education, 41, 413-421. http://dx.doi.org/10.1007/s10643-013-0581-x • Hammack, B. G., Foote, M. M., Garretson, S., & Thompson, J. (2012). Family literacy packs: Engaging teachers, families, and young children in quality activities to promote partnerships for learning. Young Children, 67(3), 104-110. Retrieved from http://eds.a.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=1&sid=30bd1735-0cd4-4906-b052-e8dfbd3a7eb3%40sessionmgr4007&hid=4102 • Seefeldt, C. (2002). Assessment: Partnering with parents. Early Childhood Today, 17(1), 15-17. Retrieved from http://eds.a.ebscohost.com.ezp.waldenulibrary.org/eds/detail/detail?vid=1&sid=f7283e46-fefa-4897-9f28-b8ff182ba03f%40sessionmgr4010&hid=4113&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=9219633&db=a9h

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