Kindergarten Entry AssessmentMay 1, 2015

District KEA Team• Kim Bowie, Trinity Principal• Ana Floyd, Math/Science Lead Teacher• Dr. Lynette Graves, K-5 Director• Angela Harris, ELA/SS Lead Teacher• Sarah Wilson, Franklinville Kindergarten

Teacher

Formative Assessment

• What is formative assessment?• Describe the ways formative assessment

is used at your school.• How do teachers gather evidence of

student learning?

K-3 Formative Assessment Process

Formative Assessment:

A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes.

AERA/APA/NCME, 2014

CCSSO, 2006

Formative Assessment Article• Read “Formative Assessment: An Enabler

of Learning”• Use the note-taking guide to record key

words and phrases• Discuss your notes with another school

– What were the most important “take-aways” from the article?

Adapted from: Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousands Oaks, CA: Corwin Press.

Formative Assessment Process• Review the cycle and discuss each

component.• Describe one example of how this cycle

could be implemented in a Kindergarten classroom.– Record examples

Background• Office of Early Learning• Race to the Top Early Learning Challenge

Grant• First component of the K-3 Formative

Assessment Process was to create the KEA (Kindergarten Entry Assessment)

What does KEA stand for?

Kindergarten Entry Assessment

KEA Process• Kindergarten teachers collect information

about children to guide teaching and learning.

• Data collected during the first 60 days• Begins 2015-2016 school year

What is KEA?It is:

• An on-going way to examine the whole child

• Formative in nature• Embedded in and a part of

daily instruction• A guide for teaching and

learning• Data collection in multiple ways

It is not:• High-stakes

accountability• A one-time assessment• Something to mark off

your to-do list

Kindergarten Formative Assessment Process

4 Key Points

KEY POINT 1K-3 Formative Assessment Process focuses

on the whole child: 5 Domains of Learning and Development.

KEY POINT 2 This K-3 formative

assessment process occurs during

instruction rather than as an isolated

event apart from instruction.

KEY POINT 2There are a variety of ways to learn about students during instruction

– observe students working– ask probing questions– listen to student thinking– review student work

KEY POINT 2Teachers can learn about students throughout the day in a variety of settings

– whole group– small group– centers/stations– individual

KEY POINT 3A teacher can collect evidence about students using a variety of strategies:

– talk with families– take photos– record student conversations– write anecdotal notes– collect work samples– incorporate evidence from other

school educators

KEY POINT 4Evidence is used to guide instruction:

– identifies what students know and are able to do and where to head next

– helps to plan and adjust instruction in an ongoing manner

– helps to meet the needs of all students

Educating the Whole Child:5 Domains of Learning and Development

K-3 Formative Assessment Process

Domain ConstructsApproaches to Learning Engagement in Self-Selected

Activities

Cognitive Development Object Counting

Emotional-Social Development

Emotional Literacy

Health & Physical Development

Fine Motor DevelopmentCrossing Midline

Language Development & Communication

Book Orientation & Print AwarenessFollowing Directions

Letter Naming

2015-2016Required Constructs

Domain ConstructsApproaches to Learning Engagement in Self-Selected Activities

Cognitive Development Object Counting

Emotional-Social Development

Emotional Literacy

Health & Physical Development

Fine Motor DevelopmentCrossing Midline

Language Development & Communication

Book Orientation & Print AwarenessFollowing Directions

Letter Naming

2015-2016Optional Constructs

Domain ConstructsApproaches to Learning Engagement in Self-Selected

Activities

Cognitive Development Object Counting

Emotional-Social Development

Emotional Literacy

Health & Physical Development

Fine Motor DevelopmentCrossing Midline

Language Development & Communication

Book Orientation & Print AwarenessFollowing Directions

Letter Naming

Reviewing the Constructs• Divide the two constructs, “Object

Counting” or the “Book Orientation & Print Awareness”, between you and a partner.– Read the construct you selected – Explain the progression to your partner– Discuss classroom examples

Sample classroom observation: Kim Harshaw, Orange County

During center time, a child was able to tell the number of pretend playdough pancakes she created in this scatter arrangement without recounting or saying the numbers aloud. When asked how many, she counted in her head and told me “10”. When asked how she knew, she said, “I counted them in my head.” “I didn’t have to say the words.”

Student’s current learning

status for Object Counting

is level F.

Sample Classroom Observation

Jeremy and James are working in pairs during a math lesson. Each has 10 objects to count. The teacher asks

them to pull one more out of the bag and asks, “How many do you have

now?” James says 11 without recounting the objects.

James’s current learning

status for Object Counting

is level G.

Sample classroom observation: Kim Harshaw, Orange County

A child demonstrated Book Orientation skills as she was pretend reading to two other

students in the book center. She sat with the book in her lap and

turned some pages as she told the story using the pictures.

Student’s current

learning status for

Book Orientation is

level C.

Sample Classroom Observation

While reading a big book to a group of students, the teacher asks,

“Where do I begin reading?” Elaine volunteers to help, comes up to the

big book, and points to the first word on the page.

Elaine’s current

learning status for

Print Awareness is

level E.

Learning targets are selected with students using the next step along the construct progression.

Performance descriptors are used to develop criteria for success for learning targets.

Use of multiple assessment means provides insight into skills along the construct progression.

The child’s learning status is located on the construct progression by interpreting the evidence of learning.

Adapting and responding to learning needs based upon construct progression.

Adapted from: Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousands Oaks, CA: Corwin Press.

Applying the FA Process

View the video clip of Annabelle in a Math Station:• http://www.livebinders.com/play/play?id=1

606285• Use the “Reflection Template” to record

your observations of each component

Applying the FA Process

View the video clip of the Literacy Morning Meeting:• http://www.livebinders.com/play/play?id=160

6285• Use the “Reflection Template” to record your

observations of each component

Leveraging Our Current Practice

• What opportunities exist for teachers to observe student learning?–Object Counting–Book Orientation & Print Awareness

Formative Assessment Self-Reflection

• Use the reflection tool to evaluate your school’s formative assessment practices.

• Identify specific areas of improvement.

Overview Video

Video: John Pruette, Executive Director of the Office of Early Learning• http://r5k3formativeassessmentsupport.nc

dpi.wikispaces.net/Kindergarten+Entry• What new information did you learn?• What questions do you still have?

Technology Platform

• Teaching Strategies• Sandbox allows teachers to practice

and experiment with the program• More information will be presented at

the Lead Teacher Meeting in August

Email Coming• Every Kindergarten teacher and principal will

receive an email by May 15 from Teaching Strategies– Important that teacher emails in PowerSchool

are up-to-date by May 15– Save email for August 2015

Websites• District FA Page on Randolph K-5 Instruction Wiki:

http://randolphk-5instruction.wikispaces.com/

• Regional FA Wiki: http://r5k3formativeassessmentsupport.ncdpi.wikispaces.net/Kindergarten+Entry

• State FA Wiki:http://rtt-elc-k3assessment.ncdpi.wikispaces.net/home

• 5 Domains Livebinder: http://www.livebinders.com/play/play?id=1350784

Expectations for Schools• May-June: Share KEA Overview with

Kindergarten and SED/Cross-Cat Teachers (with Kindergarten students)

• August 17: Lead Teachers attend additional KEA Training (focus on data collection)

• August 18-21: Share additional training with K & SED/CC Teachers & update any new teachers