Serving as Advocates for Families Engaging Families in

Serving as Advocates for Families Engaging Families in the Assessment Process Misty Kelman Walden University

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

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

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

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

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

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

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

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

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

References O Caspe, M. , Seltzer, A. , Kennedy, J. L. , Capplo, M. , & De. Lorenzo, 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/pd fviewer? vid=1&sid=dc 36250 d-177 d-4863 -8605 c 412609 c 13 cb%40 sessionmgr 4007&hid=4102 O Dewey, E. , & Mitchell, E. (2014). Engaging with schools: National family resource centers. Reclaiming Children and Youth, 23(2), 3134. Retrieved from http: //eds. a. ebscohost. com. ezp. waldenulibrary. org/eds/pdfviewer/pd fviewer? vid=2&sid=95037 dae-beec-4 e 64 -82971 f 4355425964%40 sessionmgr 4008&hid=4102 O Elicker, J. , & Mc. Mullen, M. B. (2013). Appropriate and meaningful assessment in family-centered programs. Young Children, 68(3), 814. Retrieved from http: //eds. b. ebscohost. com. ezp. waldenulibrary. org/eds/pdfviewer/pd fviewer? vid=1&sid=23812 fbf-127 b-4 c 4 f-967 cda 6 c 5777212 f%40 sessionmgr 120&hid=117

References O 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, 413421. http: //dx. doi. org/10. 1007/s 10643 -013 -0581 -x O 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/pd fviewer? vid=1&sid=30 bd 1735 -0 cd 4 -4906 -b 052 e 8 dfbd 3 a 7 eb 3%40 sessionmgr 4007&hid=4102 O 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? vid=1&sid=f 7283 e 46 -fefa-4897 -9 f 28 b 8 ff 182 ba 03 f%40 sessionmgr 4010&hid=4113&bdata=Jn. Npd. GU 9 Z WRz. LWxpdm. Umc 2 Nvc. GU 9 c 2 l 0 ZQ%3 d%3 d#AN=9219633&db=a 9 h