Assessment and Instruction

Assessment

Assessment tools used to meet the kindergarten school readiness (KSR) assessment requirements are to be administered within the first 60 calendar days of the school year (C.R.S. 22-7-1014 2(a)). Districts may choose to continue to administer the assessment tools multiple times over the school year. This flexibility may include continuing to assess specific standards-based content or as part of progress monitoring within individualized learning plans. An additional overview of observational assessments is available for those new to this type of assessment.

Data-driven Decision Making

Using the kindergarten assessment data to drive instruction is achieved through data-based decision-making. Data-based problem-solving and decision-making is a consistent process of analyzing and evaluating relevant information to plan and implement strategies that improve student outcomes. This process is documented in the required individual learning plans for each kindergartner.

One identified process for data-based decision-making is the Outcomes-Driven Model. Download a PowerPoint presentation that provides an overview of the step-by-step process of the Outcomes-Driven Model that guides educators in analyzing data and planning for changes in systems and instruction.

Individual Learning Plans in Kindergarten

KSR assessments, combined with other local assessment data, inform an individualized plan outlining targeted goals and instruction for every student in kindergarten. The individualized learning plan addresses the kindergarten standards and documents the knowledge and skill areas in which a student needs assistance to make progress toward school readiness and end-of-year expectations (C.R.S.22-7-1014 (1)).

The purpose of continuing assessment is to inform individualized, targeted instruction and support (C.R.S. 22-7-1014 (1)(b). To support monitoring student growth in knowledge and skills, an individual learning plan might include:

• Goal(s) with specific targets which are created based on identified needs
• Identified intervention or layered instructional support
• Specific tool(s) to monitor progress toward the identified target(s)
• Fidelity check to ensure the strategies were implemented as intended
• Length of time and frequency by which to monitor progress toward each target
• Record of family communication and strategies for family involvement

All data used to inform the individualized learning plan is to be from research-based, valid, and reliable assessments (C.R.S. 22-7-1014 (1)(b)).

If a kindergarten student is identified as having a significant reading deficiency, a student’s READ plan is to be a component of the student’s individualized learning plan in kindergarten (C.R.S. 22-7-1205; C.R.S. 22-7-1206).

Local education providers have flexibility in the format of these individualized learning plans, which may include district or vendor-designed templates. The following resources are provided as a support.

• A sample individual learning plan integrating the requirements of both READ plans and school readiness plans.
• Example individual learning plan (docx)
• 2020 READ and School Readiness webinar
• READ Plan checklist

Informing Local Planning

School and district leadership's review of individual plans can inform the allocation of resources to ensure necessary materials, personnel, and supports are available to teachers and staff to meet each child where they are at and ensure progress toward school readiness and end-of-year expectations. Additionally, identifying trends year over year and within kindergarten cohorts may help inform local collaboration to continue to strengthen both the preparedness of the school to meet the individual needs of each child entering kindergarten and the preparedness of each child to engage within a kindergarten classroom and access grade level content in kindergarten curricula.