Frog Street Pre-K - Criterion 3.3

Frog Street Pre-K materials partially meet expectations for providing opportunities to assess student progress (3.3a). 

The Welcome Guide (pp. 87-93) provides detailed information on assessment (observational, criterion-referenced, and portfolio). Observational assessment measures sixty learning progressions indicative of Kindergarten readiness across the year. Teachers collect data using multiple methods, including work samples, anecdotal records, checklists, photos, observations, and documented conversations. Each Teacher Guide includes icons that signal these assessment opportunities. Each week within a given theme includes a range of developmentally appropriate assessment opportunities, with ten opportunities across four domains: social-emotional, language and literacy, cognitive, and physical, embedded throughout each week.

Formative assessments are embedded throughout instruction, including whole-group lessons, small-group activities, practice centers, and play-based experiences. For example, in Theme 4 (pp. 42–43), children respond to questions during a read-aloud while teachers observe a small group and document their findings using Checklist #6. Icons throughout the Teacher Guide (pp. 9, 10, 12, 21) signal opportunities to observe skills such as categorizing living and nonliving items, engaging in gross motor movement, participating in calming strategies, and recognizing letters and sounds. Authentic assessment opportunities are also integrated within centers and daily lessons, where teachers document observations and conversations as evidence of learning.

Summative assessment is supported through the collection of student work in individual portfolios and the use of checklists. The Welcome Guide (pp. 90–93) provides guidance on portfolio collection and checklist use, along with basic procedures for organizing and storing assessment materials to support consistency. The Welcome Guide (p. 88) notes within the summative components section that additional tools are available “with an additional paid license.” 

The materials include guidance on ongoing, frequent assessments to monitor language development for Dual Language Learners and English Language Learners, as well as overall learning progress, to inform planning (Welcome Guide, p. 98). General instructional strategies for supporting diverse learners are also provided (pp. 99–109). Guidance for adapting assessments is included in some instances, and assessment-specific adaptations are referenced more generally. The materials provide color-coded supports for multilingual learners and children with disabilities embedded within the core materials and referenced at the point of instruction, which can be used to support assessment data collection.

Overall, Frog Street Pre-K materials provide multiple and varied assessment opportunities across instructional contexts, including observational, checklist-based, and portfolio methods. Assessment is embedded throughout whole-group, small-group, center-based, and play-based experiences, with weekly opportunities across social-emotional, language and literacy, cognitive, and physical domains. The materials also include guidance for collecting and organizing assessment data, as well as support for monitoring language development for Dual Language Learners and English Language Learners. Strengthening opportunities and guidance for accommodating and adapting assessments to meet diverse student needs and providing more robust summative assessments would further support consistent and meaningful evaluation of student learning.

Frog Street Pre-K materials partially meet expectations for supporting teachers in using and communicating assessment results (3.3b). 

The materials provide some support for teachers in interpreting assessment results. The Welcome Guide (pp. 87–93) outlines assessment practices and describes the types of evidence collected, including work samples, photos, anecdotal records, checklists, and recordings. The Pre-Kindergarten Skills Assessment Summary provides a key to the performance indicators, and the observational checklists and portfolio guidance explain how to record and organize student data. Instructional responses to assessment are supported through lesson-level indicators in the “Getting Started” sections that signal what teachers should observe, while optional assessment materials and learning progressions (available for purchase) provide examples of differentiation aligned with assessment outcomes. The Welcome Guide (pg. 90) provides some information on using Portfolio documentation to guide instruction. Core materials provide some guidance for reteaching, extending, or adjusting instruction based on collected data, with varying levels of specificity. Digital platforms and criterion-referenced reporting tools that support implementation are not included in the core curriculum.

The Welcome Guide (p. 91) suggests organizing portfolios into time-based sections (4-, 6-, or 9-week intervals) to demonstrate growth over time. The materials also include some resources to help families access and understand student progress, including recommendations to use portfolios and skills assessment summaries during conferences.

Assessment implementation is supported through embedded icons that identify opportunities to collect evidence aligned to standards, with teachers gathering data weekly across social-emotional, language and literacy, cognitive, and physical domains. The system primarily relies on manual documentation and portfolio management, and structured family-facing reports and digital reporting tools are not included in the core materials.

Overall, Frog Street Pre-K materials outline assessment practices, types of evidence, and methods for organizing and interpreting student data. The materials provide some support for interpreting assessment results and include suggestions for using documentation to guide instruction. Assessment is embedded throughout instruction, with weekly opportunities across multiple domains and tools such as checklists, portfolios, and performance indicators to support documentation of progress. The materials also include some guidance on using assessment information to inform instruction and on ensuring that families can access and understand student progress through portfolios and summary tools. The assessment-related materials are designed to support ease of use and implementation. The materials could be strengthened by adding more robust support for teachers in responding to assessment results through instructional modifications and by including more comprehensive tools to ensure family access and understanding of assessment information.