Kindergarten communication tools

Remind is a more limited communication platform where the teacher can send out text messages with information. It is free and easy to use. Best yet, almost every family has a phone so sending text messages is ideal for so many. When setting up Remind, you generally have to set up a class and get a code. Parents have to text the code to get on board.

If you are already on board for Remind, I suggest setting up plans on a file you can share like a Google Doc and sending it out via Remind. Because this app was created to be reminding tool, it tends to be one sided.

Although you can set up Remind to be two way texting, most do not have it set up that way. You can give things to students but you may not get to see your students.

I wanted to mention another communication tool, that has helped this year. Talking Points app—- positives, the parents choose a language, so my messages are translated. IT has a great communication tool. YOu post announcements to your class. You can send messages to individual parents, select parents, or Whole class.

One of the best features is the Parent teacher conference feature. YOu set up your conference schedule days times duration. It creates time slots and then parents sign up. It sends email reminders. Check it out. I just listened to your session in the virtual GYTO. You were so helpful. Do you know anything about using Canvas in kindergarten? We have been told by our district that we will be using that if we need to be home next year.

I would like to know about Boom Cards. I am not sure about using the boom learning site. It says I have to give my kids email addresses. Is this safe? Is it possible to download boom cards to google classroom without using boom learning? Your email address will not be published. Save my name, email, and website in this browser for the next time I comment. Notify me of follow-up comments by email. Notify me of new posts by email. Currently you have JavaScript disabled. In order to post comments, please make sure JavaScript and Cookies are enabled, and reload the page.

Click here for instructions on how to enable JavaScript in your browser. Shop My Account Checkout Cart. Comments Your tutorial for Google Classroom is not working. I do not have a tutorial to Google Classroom. My kids sign in through Boom and do NOT use email addresses. Leave a Reply Cancel reply Your email address will not be published.

Latest on Facebook. Latest on Pinterest. Keep your eyes out for this February sweet treat.. Here are 9 Parent Teacher Communication Apps :. COR Advantage — This is one of the newest communication apps available, and it has all the bells and whistles! Make professional newsletters, send messages, and even translate messages for families in their home language. They make it super easy to share photos, images, reports, and portfolios.

But the icing on the cake? They also have a built-in early childhood assessment tool! Their assessment tool blew me away when I saw that it met all state standards and even works with Head Start programs. SeeSaw — This app helps students, families, and teachers. Students can document and share their learning activities.

And teachers can stay organized and easily communicate with parents with SeeSaw. Tadpoles — With this app, you can record information on daily reports, prepare lesson plans up to four weeks in advance, view medical and emergency information, and much more.

Parents can download or share photos and videos of their children, mark their child absent or on vacation, and receive emergency alerts. Brightwheel — With Brightweheel, you can provide a summary of your day and call parents right from within the app.

Send photos easily as well. You can also record student progress with text or voice and share assessments privately with other teachers. Storypark — With this app, you can share pictures, videos, and observations. It is not an intelligence test and its evaluation is computer-based. The first evalu- ates, the Verbal Skill, e. As it is well known that learning ability is a complex function involving many in- dividual competencies the test should include individual scales that will assess these many different abilities.

All together determine the child's ability to join the school program successfully. Each of the individual scales of school readiness is graded with a specific numeric index. From the statistical and cumulative processing of the individ- ual specific numerical indices, a numerical set of units is expressed, which expresses the school's overall readiness for the child as a whole.

All units correspond to a spe- cific developmental cognitive age. The ability to evaluate the test on a scale but at the same time as a whole is important because it allows to identify areas of child devel- opment that require particular attention. Moreover, the ability to evaluate the test on a scale but at the same time as a whole is important because it allows to identify areas of child development that require par- ticular attention. A 'TEST is a screening test that provides high level information with significant predictive validity in terms of the child's future learning ability.

Its biggest advantage is that it can be applied as a preventative - detection tool, easily, quickly, reliably in large child populations. The structure of the test offers the examiner the ability to evaluate the findings both overall and individually, on a scale, as depicted in the child's internal diagram. By granting TEST, the examiner can, within a short peri- od of time, "detect" objective information about the child's developmental abilities and attempt a proposal for full developmental control where it is deemed necessary.

Finally, A 'TEST can also help educators to properly inform and advise parents to deal with difficulties with special handling or special treatment programs speech therapy, occupational therapy, special treatment, etc. More specifically, the main principles followed in designing and implementing the test, and determined to a significant extent both its diagnostic and prognostic role, indicate that the test of Early identification of Dyslexia seeks to highlight those fac- tors likely to be involved in an early stage of dyslexia in preschool age despite the fact we can not be confident about the type of dyslexia.

An important element is that through this test educators may determine whether a child shows difficulties and pe- culiarities, offering him the appropriate support according to the areas he faces diffi- culties. Also, this test can be used to prevent labeling and formulating absolute and permanent characteristics, and to outline the areas where a dyslexic child may en- counter difficulties in the preschool age.

The themes that are included in the test were selected from a fairly large number of themes, evaluated and processed, through a process of piloting their content and form.

Finally, eight items were selected, which their features are related to the main factors of dyslexia. The items that are examined through this test are the following eight 8 test subclasses: Test 1. Image Recognition. Ten different picture cards are presented to the child and is asked to recognize the object-type illustrated. Test 2. We present to the child three kinds of objects and we ask him to paint them.

Test 3. Copying geometric shapes. The child copies shapes that are given to him Test 4. Visual distinction. The child is required to distinguish and identify specific geometric shapes. Test 5. Laterality test. We investigate the level of the child's lateral structure through some specific activities that we call it to carry out. Test 6. Name Script. We ask from the child to write or copy his name.

Test 7. Distinction of sounds. We call the child to repeat pairs of words that have sound similarities to each other. Test 8. Optical Tolerance. We present the child with specific geometric shapes on specific cards and we call it to map the common features between these shapes.

Moreover, it is important to note that this test must be administrated by nursery teachers and teachers in order to observe the child's learning behavior, to highlight the importance of acquiring writing as the main form of communication and acquisition of new knowledge, to demonstrate the possibility of timely and valid diagnosis and proper re-education and finally offer the appropriate psycho-emotional support to children with dyslexic symptoms in preschool age.

The delivery of the test by nursery teachers and teachers is also important because the educator will propose forms of individualized teaching and applications of special teaching programs in preschool age.

In addition, by providing the test, the educator will be able to help the child more effectively to overcome the difficulties early in order to smoothly integrate into the normal classroom and school success.

The Early identification of Dyslexia Test should be performed by someone who knows and strictly adheres to the instructions for giving it, so as not to create anxiety and insecurity from the subject, to understand the infor- mation requested so that the child to respond exactly to what is being asked, and not to distort the aim and content of the measuring tool.

The test is given individually, with an average completion time of twenty minutes and without the intervention of third parties or the use of materials other than those provided by the test package [20]. The Scale provides a focused basis for assessing the linguistic, mathematical, social, mo- tor skills of children as well as their learning autonomy skills. The individual profile that results from the assessment describes the potential and the difficulties of each child in the above development areas, which can be correlated with his performance in the classroom.

In this way, it is possible to locate the cognitive areas in which each child presents difficulties or deficits and facilitates the individualized or group inter- vention for the benefit of the children and the learning process at this school level.

Finally, educators with the traditional way can use the scale for kindergarten children [22]. The Work Sampling System consists of three complementary elements: 1 De- velopmental Guidelines that cover seven major curriculum areas: personal and social development; language and literacy; mathematical thinking; scientific thinking; social studies; the arts; and physical development, health and safety.

Using information from the Develop- mental Checklists, you can complete a Summary Report three times a year. The Work Sampling System calls for ongoing assessment that is summarized three times per year. School and clinical psychologists have depended on BASC for more than 20 years as it is a test that helps children thrive in their school and home environments with effective behavior as- sessment.

BASC-3 provides the most comprehensive set of rating scales that are both important for IDEA and DSM-5 classifications offering also the most extensive view of adaptive and maladaptive behavior.

More specifically, BASC-3 applies a triangulation method for gathering information by analyzing the child's behavior from three per- spectives—Self, Teacher, and Parent—giving as a result a more complete and bal- anced picture.

The Teacher Rating Scales measure adaptive and problem behaviors in the preschool or school setting.