Laserfiche WebLink
Students are to: <br /> • Stop all talking. <br /> • Quickly and quietly move to designated area in the classroom. <br /> • Remain in designated area until CODE RED is over. <br /> • Maintain silence until the announcement is heard that CODE RED is over. <br /> STUDENT ASSESSMENT/PROGRESS MONITORING <br /> Educational organizations, including the National Association for the Education of Young Children, <br /> place great emphasis on assessment of child progress. Educators must know how children are <br /> progressing and also what challenges they are encountering. Teachers have always observed <br /> children, talked with them about what they are doing, noted interesting things they said and did, <br /> recorded accomplishments and shared information with families. <br /> However, the new approach today is organizing and systematizing the information to improve <br /> services for individual children and to improve programs overall. Assessment helps with monitoring <br /> children's development and teaming. <br /> It guides planning and decision making. It identifies children who might benefit from special <br /> services. Assessment aids in reporting to and communicating with others. Also, it helps educators <br /> know what areas of the program need improvement. <br /> Assessment is part of instruction. All students are progress monitored regularly. In preschool <br /> through grade two some common assessments are used at the Coombs School. For literacy, the <br /> Reading Street Assessments are used which include the baseline assessment at the beginning of the <br /> school year, unit benchmark assessments throughout the year and an end-of-the-book literacy <br /> assessment. <br /> Along with that, DIBELS (Dynamic Indicators of Basic Early Literacy Skills—University of Oregon) <br /> is used in the fall, winter and spring. DIBELS assesses literacy fluency in areas such as letter <br /> naming, initial sounds, phoneme segmentation, nonsense words and oral reading. Teachers may also <br /> use observation checklists and anecdotal notes. DRAB (Developmental Reading Assessments) are <br /> also done with kindergarten children at the end of the year and with all children twice yearly in <br /> grades one and two. DRAs are used for comprehension evaluation. Running Records (a part of <br /> DRA,or done independently) are also used which pinpoint precisely a child's reading skill and <br /> miscues in reading. These assessment tools allow staff to specifically design instruction to meet <br /> each child's needs. <br /> Student portfolios are also maintained for all children preschool through grade two. This is an <br /> assessment portfolio which contains information of student progress. <br /> Work sampling online (in preschool), math samples, writing samples, and literacy assessments are <br /> collected which profile or give a snapshot of student progress, growth and development. Grade two <br /> portfolios are then sent to the Quashnet School for children transitioning to grade three. These <br /> portfolios are maintained right through to grade six. <br /> There will be a parent meeting scheduled at the beginning of each year to discuss assessment that <br /> goes along with our instruction. Parents/guardians will be updated regarding student progress at <br /> parent/teacher conferences in November and at other reasonable times requested by a <br /> parent/guardian. <br /> 18 <br /> L <br />