Serving as Advocates for Families/Engaging Families in the Assessment Process

Serving as Advocates for Kindergarten Families/Engaging Families in the Assessment ProcessTemeka ThatchWalden University

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The importance of assessment in KindergartenAssessment is imperative because of all the decisions educators must make about their students when teaching them (Allen, 2007). Conducting an assessment can establish suitable placement and aid in selecting appropriate curriculum to meet student's individual needs. Results from the assessment can allow one to refer students and, as the case may be appropriate, their families for additional resources to agencies and programs (Gorski, 2017).

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According to NAEYC (2003), assessment helps early childhood professionals understand the learning of a specific child or group of children; enhance overall knowledge of child development; improve educational programs for young children while supporting continuity across grades and settings; and access resources and supports for children with specific needs. (p.3) Importance continued

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According to The Access Center: Improving Outcomes for All Students K-8 (2005), assessments demonstrate the effectiveness of instruction andprovide teachers with information on how instruction can be. Importance continued

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How teachers can involve families in the assessment processFor the maximum learning opportunity to take place families and teachers must work as a team. Families can be a part of some assessments by taking notes or recordings of their children at home. For example, a parent may record their child counting with manipulatives and send it to the teacher. Families can also work with their child in their area of weakness. For example, if the child has difficulty taking turns the family could play games that require taking turns.

How teachers can involve families in the assessment processFamilies can also work with their child in their area of weakness. For example, when kindergarteners go on winter break teacher can put together activities for them to do in preparation for the DiBels and TRC test which would begin as soon as students return from break.

Communicating results to families Teachers should share the following information when meeting with families:Developmental and educational information about the child based on observation and assessment (OHS National Center on Parent, Family and Community Engagement, 2011).Information about the childs performance in the class.Information about the curriculum and learning goals for the child(OHS National Center on Parent, Family and Community Engagement, 2011). Knowledge about the childs next educational environment. Respectfully sharing these different perspectives is an essential step toward healthy learning environments for children.

STRATEGIES FOR INFORMATION SHARINGStart with parents perspectives: Before sharing data about a child, consider why this information is important to you(OHS National Center on Parent, Family and Community Engagement, 2011).

Be descriptive and share interpretations: Simple, clear descriptions of a childs behavior without interpretations or judgments help identify common ground and differences. Be positive and specific: Positive comments about specific behaviors or characteristics ones the parents are bound to see too make these conversations real

Supporting diversity and multiculturalism According to Long (2014), culturally responsive teaching directly fosters cultural affirmation, academic achievement, competence social consciousness, as well as community building and personal connections.Kindergarteners can make strong correlations to a curriculum when teachers employ the multicultural experiences of all the students in the classroom. As a result, culturally responsive teaching has numerous advantages.

Supporting diversity and multiculturalism Culturally responsive practices also drive students to work collaboratively as experts while teaching one another and developing a community of students who are willing to learn (Long, 2014).

References Allen, S. F. (2007). Assessing the Development of Young Children in Child Care: A Survey of Formal Assessment Practices in One State. Early Childhood Education Journal, 34(6), 455-465. doi:10.1007/s10643-007-0153-zGorski, D. (2017). Assessment in Early Childhood. Getreadytoread.org. Retrieved from http://www.getreadytoread.org/screening-tools/supportive-materials-for-elors/assessment-in-early-childhoodLong, P. A. (2014). The effects of teachers' attitudes, behaviors, and skills on culturally responsive teaching and the multicultural curriculum: An action research study of a culturally responsive teaching professional development guide in an elementary classroom (Order No. 3636143). Available from ProQuest Dissertations & Theses Global. (1614209120). Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/1614209120?accountid=14872National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation. Retrieved from https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdfOHS National Center on Parent, Family and Community Engagement. (2011). Family Engagement and Ongoing Child Assessment series. Retrieved from the Office of Head Start Early Childhood Learning Knowledge Center.The Access Center: Improving Outcomes for All Students K-8. (2005). Early Reading Assessment: A Guiding Tool for Instruction. The Access Center: Washington DC.