circle assessment system circle. the teaching and learning cycle in the cycle of effective teaching...

CIRCLE ASSESSMENT SYSTEM

CIRCLE

The Teaching and Learning Cycle

In the cycle of effective teaching and learning, assessment is key.

• Assessment: assessing the concepts or skills to determine each individual child’s level of understanding.

• Evaluation: analysis of the assessment results to determine the next step in the instruction.

• Planning: plan the next step and decide which approach to use and the resources needed.

• Teaching: implement the plan by introducing a concept to the children or reteaching, guiding their understanding through practice and feedback.

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ASSESSMENT Collect Data.

EVALUATION Determine next learning step.

PLANNING Choose resources

and approach.

TEACHING Supports students

learning

WHY DO TEACHERS ASSESS?AD

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CIRCLE ASSESSMENTAD

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The CIRCLE Assessment System are divided into 6 measurement sections:

1. Rapid Letter Naming

2. Rapid Vocabulary Naming

3. Phonological Awareness

4. Math Screener

5. Book and Print

6. Observables:

Early Writing

Social Emotional

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DO’S AND DON’S OF ASSESSMENT ADMINISTRATION

Do’s• Praise efforts, not success.

• Read all instructions exactly as written.

• Read the instructions again if a child is uncertain about them.

• Be comfortable about the pace. Some assessments are timed.

• Maintain and regain the child’s focus. Say things like, “Listen carefully.”

• Remain calm and steady for children; especially with those who are emotional.

• Minimize distractions. Try to assess during a time when other students are not around, and limit distractions.

• Model the practice activity for the students.

Don’t• Do not give hints (i.e. nodding, clapping,

tapping, yes/no responses) when administering the assessment.

• Do not try to give additional information (i.e. we covered this last week, this letter makes this sound, this number comes after).

• Do not change the instructions.

• Do not assess while a child is sick, distraught, or in a fowl mood.

• Do not try to delete the assessment and change the answers. True results are more effective.

• Do not continuously click the keys when administering a timed test.

• Do not model a skill for a child once you have begun the assessment. The practice time is the only time.

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HOW OFTEN IS THE ASSESSMENT GIVEN?

The assessment is given three times a year.

• BOY – Beginning of the Year

• MOY – Middle of the Year

• EOY – End of the Year

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ADMINISTERING THE ASSESSMENT

It is a good idea to not give the entire assessment at one time.

Break the assessment into parts:

• Week One: Phonological Awareness

• Week Two: Rapid Letter Naming/Rapid Vocabulary

• Week Three: Math Screener

• Week Four: Observable

By administering the assessment this way you are able to complete an entire class within a month’s time.

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Math Screener

Observable: Social and Emotional Development

Observable: Early Writing Checklist

Book and Print

Book and Print

Phonological Awareness

Rapid Vocabulary

Rapid Letter Naming

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CIRCLE ASSESSMENTS

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INSTRUCTIONSRa

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These assessments are given to evaluate a students ability to identify the alphabet.

• The Rapid Letter Naming assessments are timed assessments.

– The students will be given a total of 60 seconds to respond to the letters and pictures that appear on the screen.

– Students must respond within 3 seconds. If 3 seconds elapse without a response it is automatically scored as incorrect.

– When to Record the Response: If the child correctly names the letter If the child says “I don’t know” If the child provides an incorrect response

ASSESS THE STUDENT

We are going to look at some letters and see if you know them. Don’t worry if you don’t know the letters; it is okay to guess. Some of theseletters are uppercase and some are lowercase. Are you ready?Okay, let’s begin.

The teacher prompts are given on the screen and will guide the teacher through the assessment.Child views assessment item on the screen.

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SEE A TEACHER GIVE THIS ASSESSMENTRa

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Rapid-Letter-Naming

http://content.cliengage.org/players/S8bRwSXa-upZaQlQy.html

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INSTRUCTIONSThese assessments are given to evaluate a students ability to identify vocabulary.

• The Rapid Vocabulary assessments are timed assessments.

– The students will be given a total of 60 seconds to respond to the letters and pictures that appear on the screen.

– Students must respond within 3 seconds. If 3 seconds elapse without a response it is automatically scored as incorrect.

– When to Record the Response: If the child correctly names the picture If the child says “I don’t know” If the child provides an incorrect response

Rapi

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Math Screener



Book and Print

Book and Print


Rapid Vocabulary

Rapid Letter Naming

CIRC

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CIRCLE ASSESSMENTS

PRACTICEWe are going to look at some pages with pictures on them. I want you to tell me the name of the pictures as quickly as you can. Let’s look at the first one. What is the name of this picture?

NOTE: Even if the child is unable to label the sample pictures, proceed to administer the measure.

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Conduct a practice session and give feedback for both practice items:

Correct response: “Good job.” Incorrect response: “That was a good try,

but this is a ball. Let’s try some more. You say ‘ball.’

ASSESS THE CHILD

We are going to look at some pages with pictures on them. I want you to tell me the name of the pictures as quickly as you can. Let’s look at the first one. What is the name of this picture?

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The teacher prompts are given on the screen and will guide the teacher through the assessment. Child views assessment item on the screen.

• Rapid-Vocab-Naming

SEE A TEACHER GIVE THIS ASSESSMENTRa

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http://content.cliengage.org/players/MPMdyOOL-upZaQlQy.html

Math Screener



Book and Print

Book and Print


Rapid Vocabulary

Rapid Letter Naming

CIRC

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CIRCLE ASSESSMENTS

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INSTRUCTIONSPhonological Awareness screener is evaluating the student’s ability to detect and produce sounds.

• The Phonological Awareness assessments are not timed assessments.

• The child does not look at the screen. This is an auditory only assessment.

• There are seven subtests

Note:

It’s very important when scoring that the teacher be aware of what the correct answer from the child is. Sometimes the correct answer will be “no” and sometimes the correct answer will be “yes”.

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• Listening: Ability to screen out other noises and selectively focus attention on a specific sound

• Rhyming – Part 1: Ability to distinguish if two words rhyme when spoken

• Rhyming – Part 2: Ability to independently give a word that rhymes with the word given

• Alliteration: Ability to give two or more words that have the same sound(s) at the beginning of the words

• Words in a Sentence: Ability to move counters to show how many words are in a sentence

• Syllabication: Ability to separate a word into its parts

• Onset-Rime: Ability to blend two parts of a word together when segmented between the beginning consonant(s) and the rest of the word

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THE SEVEN SUBTESTSPh

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Have the child repeat each word pair prior to indicating if the words are the same or not.

Record the response.

SUBTEST: LISTENINGASSESS THE CHILD I am going to say two words. Tell me if they are the same words

or not.

If you hear ‘car…car,’ you say ‘yes;’ they are the same word.

If you hear ‘car…toy,’ you say ‘no;’ they are not the same.

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The teacher prompts are given on the screen and will guide the teacher through the assessment.

• Listening

SEE A TEACHER GIVE THIS ASSESSMENTPh

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http://content.cliengage.org/players/D48hFbnM-upZaQlQy.html


Correct response: “Good job, _____ rhymes with can.”

Incorrect response: “That was a good try, but man is a word that rhymes with can. Let’s try some more.”

SUBTEST: RHYMING PT. 1PRACTICE

Note: Nonsense words that rhyme with the target word are acceptable. For each item, have the child repeat the word and then provide the answer.

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I am going to say two words, then I would like for you to say the words and tell me if they rhyme. Are you ready? Let’s practice.

Teacher: “cat… mat”. Child repeats: “cat… mat”. Teacher: “Do these words rhyme?” Child responds with yes or no.

I am going to say two words, then I would like for you to say the words and tell me if they rhyme. Are you ready?

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Have the child repeat each word pair prior to indicating if the words rhyme or not.


SUBTEST: RHYMING PT. 1ASSESS THE CHILD

The teacher prompts are given on the screen and will guide the teacher through the assessment.

• Rhyming 1


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http://content.cliengage.org/players/UtqL0tty-upZaQlQy.html


Correct response: “Good job, _____ rhymes with can.”

Incorrect response: “That was a good try, but man is a word that rhymes with can. Let’s try some more.”

SECTION: RHYMING PT. 2PRACTICE

Note: Nonsense words that rhyme with the target word are acceptable.

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Now, let’s play another rhyming game. I am going to say a word like frog. Ask the child to repeat the word. You say ‘frog’. Wait for child’s response. “Now I would like for you to name a word that rhymes with ‘frog’”.

SECTION: RHYMING PT. 2ASSESS THE CHILD

Now I would like for you to name a word that rhymes with ‘_____________.’

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Note: Nonsense words that rhyme with the target word are acceptable.

Have the child repeat each word then provide the answer.


• Rhyming 2


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http://content.cliengage.org/players/P9rHmshP-upZaQlQy.html


Correct response: “Good job, silly and sun begin with the same sound. Let’s try some more. Incorrect response: “That was a good try, but silly and sun begin with the same sound.”

SUBTEST: ALLITERATIONPRACTICE

Note: Emphasize the /s/ sound only on the practice items.

For each item, have the child repeat the word and then provide the answer.

Phon

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I am going to say two words. Then, I would like for you to say the words and tell me if they begin with the same sound. Are you ready? “Silly, sun. You say silly, sun.” Child repeats the pair, “silly, sun”

Do they begin with the same sound?

INSTRUCTIONSSECTION: ALLITERATIONADMINISTER I am going to say two words. Then, I would like for you to say

the words and tell me if they begin with the same sound. Are you ready? Teacher says wordsDo they begin with the same sound?

Phon

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Have the child repeat each word pair prior to indicating if the words begin with the same sound or not.


• Alliteration


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http://content.cliengage.org/players/TZ7GOT9x-upZaQlQy.html



but there are three words so you need to move 3 counters.”

SUBTEST: WORDS IN ASENTENCEPRACTICE

Phon

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I am going to say a sentence and I am going to move my counters to show how many words are in the sentence.Teacher moves 3counters while saying: “I like soup.” Child repeats sentenceand moves counters with assistance from teacher.

Note: Teachers need to use counters for this subtest. It is acceptable to have the child repeat the task one additional time to reinforce the concept. Sit across from the child and exaggerate the counter movement during practice. For each item, have the child repeat the sentence prior to moving the counters.

SUBTEST: WORDS IN A SENTENCEASSESS THE CHILD

Now you are going to try the next one. Listen to this sentence and repeat it With me, “My books are new.” You say it.” Child repeats the sentence. Now move a block for each different word you hear in “My books are new”.

Phon

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Have the child repeat each sentence prior to moving the blocks.


• Words in Sentence


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http://content.cliengage.org/players/Msc2wgsU-upZaQlQy.html



but there are two parts in “cowboy.” Let’s try some other words.

SUBTEST: SYLLABICATIONPRACTICE

Phon

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We are going to play a clapping game. You can clap the word parts. I will say a word and you will say the word again while clapping it. I will play first while you watch. How many parts do you hear in /cow/ / boy/?” Teacher claps twice. You say ‘cowboy.’ How many parts do you hear in /cow/ / boy/?”

Note: Do not clap the word parts during the assessment task.

Have the child repeat the word prior to responding.

SUBTEST: SYLLABICATIONASSESS THE CHILD

Phon

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I will say a word and you will say the word again while clapping it. Ready?

Have the child repeat each word prior to clapping the syllables.


• Syllabication


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http://content.cliengage.org/players/EjRhzH5E-upZaQlQy.html


Correct response: “Good job. /m/ /om/ makes mom. ”

Incorrect response: “That was a good try, but /m/ /om/ makes mom .” Let’s try some other words.

SUBTEST: ONSET-RIMEPRACTICE

Phon

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“I am going to break up a word into sounds. Repeat these parts and then say the word I am making.” “/m/ /om/”.

Note: Make sure that there is a clean break between word sounds, approximately one second.

Have the child repeat the word prior to responding.

SUBTEST: ONSET-RIMEASSESS THE CHILD

Phon

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“I am going to break up a word into sounds. Repeat these parts and then say the word I am making.”

Have the child repeat each word part prior to saying the whole word.


• Onset-Rime


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http://content.cliengage.org/players/y9QwhY0K-upZaQlQy.html

Math Screener



Book and Print

Book and Print


Rapid Vocabulary

Rapid Letter Naming

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CIRCLE ASSESSMENTS

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INSTRUCTIONSThe Math Screener is designed to diagnose strengths and weaknesses and to help focus instruction on specific areas of the child’s needs.

• This assessment is not a timed assessment. The test are linked for continuation.

• This assessment covers seven task to assess a child’s understanding of math skills.

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1. Rote Counting: student successfully counts to the highest number in consecutive order.

2. Shape Naming: students will identify photos of shapes.

3. Number Recognition: students will identify photos of numbers.

1. Shape Discrimination: student will identify shapes from a group of other shapes. Counting: students will count the number of items displayed on screen, and provide a verbal response.4. Addition and Subtraction: the students will apply operation

skills to respond to the photos displayed on

screen.

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THE SEVEN MATH TASKSM

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Give the directions to the child Record highest response (up to 99)

TASK: ROTE COUNTING

Let’s play a counting game. When I say “Go,” I want you to start from 1 and count as high as you can. Are you ready?

“Go!”

Note: Repeat item up to 2x if needed Prompt once if needed:

“OK, I will help you get started. 1, 2… what comes next?”“What comes after ____?

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Give the directions to the child Ask the question Click correct or incorrect button

TASK: SHAPE NAMING

I am going to show you some shapes and ask you to name them.

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TASK: NUMBER NAMING

Look at these pictures.Which one is a number?

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TASK: NUMBER NAMING

Now I am going to show you some numbers and see if you know their names. What number isthis?

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TASK: SHAPE DISCRIMINATION

Now I am going to show you some shapes.

Point to all of the ________

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Note: If the child points to 1 or 2 _______, teachers can use the following prompt one time: “Is that all of them?”


TASK: SET COUNTING

Now I am going to show you some pictures.

Count these ________ andtell me how many there are.

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Note: If the child just counts (e.g., 1, 2, 3), prompt for the cardinal value by saying, “How many are there?”


TASK: OPERATIONS

Now I am going to show you some more pictures.

If you took away one drink how many would be left?

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Note: during any of the items, allow the child to touch the page or screen.

• Math

SEE A TEACHER GIVE THIS ASSESSMENTM

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http://content.cliengage.org/players/EMfAywe7-upZaQlQy.html

Math Screener



Book and Print

Book and Print


Rapid Vocabulary

Rapid Letter Naming

CIRC

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CIRCLE ASSESSMENTS

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INSTRUCTIONS

Select a book that preferably has these features: • Print on every page• At least one page with multiple lines of print• No more than three lines of print on each page• Print that moves from left to right

ASSESSMENT MATERIALS:

Book

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The Book and Print Assessment was designed to evaluate a child’s understanding of books and print.

ASSESS THE CHILD

Mark each item as correct or incorrect as you observe the student.

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Topic Directive to Child

Author Role Tell me what the author does.

Illustrator Role Tell me what an illustrator does.

Book Facing Up/Forward Show me the right way to hold this book.

Front Cover Show me the front of this book.

Etc.

• Book & Print Awareness

SEE A TEACHER GIVE THIS ASSESSMENTBo

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http://content.cliengage.org/players/p5cRhvYz-upZaQlQy.html

Math Screener



Book and Print

Book and Print


Rapid Vocabulary

Rapid Letter Naming

CIRC

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CIRCLE ASSESSMENTS

COMPLETE THE CHECKLIST

Mark each item as you observe the behaviors using the following criteria:

Emerging: The child never or rarely demonstrates the behavior Developing: The child sometimes demonstrates the behaviorProficient: The child consistently demonstrates the behavior

Observables

Understands that what you say can be written down

Draws pictures and people

Makes letter-like symbols

Writes recognizable, age-appropriate letters

Etc.

Early

Writi

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Math Screener



Book and Print

Book and Print


Rapid Vocabulary

Rapid Letter Naming

CIRC

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CIRCLE ASSESSMENTS

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INSTRUCTIONS

Use ongoing, systematic observations of a child’s behavior to complete the social and emotional development checklist.

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The Social and Emotional Development Assessment was designed to evaluate a child’s ability to interact with others in the environment and produce behaviors that indicate age-appropriate social and emotional development.

COMPLETE THE CHECKLIST

Mark each item as you observe the behaviors using the following criteria:

Emerging: The child never or rarely demonstrates the behavior Developing: The child sometimes demonstrates the behaviorProficient: The child consistently demonstrates the behavior

Observables

Talks to and interacts positively with adults

Talks to and interacts positively with peers

Initiates conversation and activities with peers

Participates cooperatively in group activities

Etc.

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circle assessment system circle. the teaching and learning cycle in the cycle of effective teaching...

Documents

entire assessment

assessment results

year administration

rapid vocabulary naming

phonological awareness

math screener week

practice time

learning step