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2 comments:
When we were in our group discussing how we gather and use data in kindergarten, we focused mostly on MAP testing. This is something that I feel would be more valuable if it was done more than one time a year. I feel that as a teacher if we took the test twice a year (mid-year and end of the year) I could have a better grasp on where my students were at mid-year and could use the results when planning lessons or finding areas that need more explaining or re-teaching. I feel that by only having it at the end of the year, there is no time to go back and enrich the children in the areas of concern. Since our testing schedule is the way it is, I use many different assessments through out the year to see where my students are at and work from there. Sometimes there is review needed and other times I can be focusing on areas that have already been mastered by many of the students. So through my own assessments I can gain much insight into what my students needs. Along with assessments, I use observations, pretty much daily, to see if my students are grasping what is being taught or if I need to work on it more. These are my major ways of collecting data and it works well when trying to meet all of my students needs. These are what I use to gather data in the classroom and the MAP testing is the way to gather information for the district.
After reading Chapter 6 it got me to thinking about the different strategies I use in the classroom on a daily basis. When reviewing the listings in the book I feel that I do many of them in my classroom already. I acknowledge ability levels of my students and during center activities I group my students at their ability levels and work on tasks that strengthen areas of concern. I used differentiated instruction, assessments as teaching tools, and re-teach information if needed. I have an open line of communication with the families and let them know that if they ever have a question to not hesitate to call. Classroom incentives are a big deal with kindergarteners. I have homework charts with my students and when they fill up their chart, they get to more onto a new chart and get a special prize for completing all of their homework. In our classroom we also have behavior incentives. We use a red light/green light system. The goal is for each child to remain on the green light all week and if they do, they get a trip to the treasure box. If they do not stay in green, we encourage them to work harder next week so they get a trip to the treasure box. I feel the list in chapter 6 covered many things that I already do but there are a few that I might just try.
So the MAPs data for you is not beneficial, however as a transition would it be useful to sit down with the next level teachers and discuss the results with them - allowing your current knowledge from formal and informal assessments to be shared.
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