1. Kindergarten Entry Assessment
May 1, 2015

2. 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

3. Formative Assessment What is formative assessment?
Describe the ways formative assessment is used at your school.
How do teachers gather evidence of student learning?
Change question #2 to your classroom when presenting to teachers.

4. K-3 Formative Assessment Process
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
For many of us we know and understand what formative assessment is – the bold words are key to the process. It is not a stop teaching to test process. It is a process that teachers and students use together to inform instruction. We use this process during teachable moments and as part of the instructional process. For example, we notice a student holding a book upside-down, that immediately informs how we are going to work with that student.
If I observe a student in literacy center and I notice her pointing to the page with the words as she is pretending to read to her friends, I use this evidence to plan for small group work the next day.

5. Formative Assessment is an important component of NC’s Comprehensive Balanced Assessment System. This system includes classroom assessments, interim/benchmark assessments, and statewide assessments that are aligned to state standards. Each component is important and should be valued for what it contributes.
Notice that Formative Assessment is the largest component of this system, and it is located at the base of this system indicating that is is the foundation of the assessment system. Thus, formative assessment occurs more frequently than interim/benchmark and summative assessment.
For more information on NC Balanced Assessment System, visit:

6. 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?
15 minutes

7. Framework for FA practice profile – each of the Critical Components is part of the FA cycle
Briefly describe each and how if one is missing the loop is broken. Definitions are provided below and an example for walking through the process using the construct progression: Print awareness.
Definitions may help as you describe each one:
Selecting Learning Targets: Teacher uses the current learning status and engages students in the development of learning targets.
Developing Criteria for Success: Teacher uses the learning targets and specific performance descriptors to identify the criteria for success for students.
Eliciting Evidence of Learning: Teacher consistently uses planned, multiple, ongoing assessment means aligned with learning targets and criteria for success while instruction is occurring and learning is underway.
Interpreting the Evidence: Teacher accurately interprets evidence generated from the use of multiple, ongoing assessment means and locates students’ current learning status along the construct progressions for all five domains of learning and development.
Adapting/Responding to Learning Needs: Teacher consistently makes quick adjustments to instruction based on the interpretation of evidence in-the-moment and/or within an instructional sequence (1-2 lessons) and provides descriptive feedback to students that is not graded or evaluative and aligns with the criteria for success.
Adapted from: Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousands Oaks, CA: Corwin Press.

8. 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

9. 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)

10. Kindergarten Entry Assessment
What does KEA stand for?
Kindergarten Entry Assessment

11. KEA Process
Kindergarten teachers collect information about children to guide teaching and learning.
Data collected during the first 60 days
Begins school year

12. What is KEA? It is: It is not:
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
High-stakes accountability
A one-time assessment
Something to mark off your to-do list

13. Kindergarten Formative Assessment Process
4 Key Points

14. KEY POINT 1
K-3 Formative Assessment Process focuses on the whole child: 5 Domains of Learning and Development.
The K-3 Formative Assessment Process focuses on the whole child. This means that it includes attention to areas beyond those typically assessed (e.g., mathematics and literacy). We know that each area of development impacts other developmental areas. For example, if a child does not feel well, he or she may not approach a new task with vigor and interest or remember the two-step directions that were given. Therefore, when we think about and plan for children’s learning and development, we need to consider the whole child.

15. KEY POINT 2
This K-3 formative assessment process occurs during instruction rather than as an isolated event apart from instruction.
The K-3 Formative Assessment Process was developed in accordance to the definition of formative assessment, as adopted by NCDPI: Formative Assessment is 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
This process is intended to be a part of instruction and not something that takes time away from instruction.

16. KEY POINT 2
There are a variety of ways to learn about students during instruction
observe students working
ask probing questions
listen to student thinking
review student work
Throughout the day, the teacher facilitates learning experiences. While children are working on assigned activities by the teacher and self-selected activities chosen by the students, the teacher is able to learn about the students by what they make, do, say or write. Therefore, teachers learn about their students by observing, asking probing questions, listening to what children are saying, and examining student work. This occurs as the teacher is teaching and the student is learning.

17. KEY POINT 2
Teachers can learn about students throughout the day in a variety of settings
whole group
small group
centers/stations
individual
When a classroom schedule allows for a variety of groupings (whole, small, centers, stations, individual), the teacher is able to learn about the students in a variety of contexts. In addition, the students are able to learn, practice, and further develop skills and understandings in a variety of settings.

18. KEY POINT 3
A 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
Multiple strategies can be used to capture student understanding- both those we are already using and new methods. Using the electronic platform, these data are captured quickly, compiled for easy referral, and used to document learning and plan instruction.

19. KEY POINT 4 Evidence 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
Teachers use a variety of data to better understand what their students know and are able to do. This helps teachers plan and adjust instruction in an ongoing manner; thus, supporting the teachers’ efforts to meet the needs of all of the students.

20. Educating the Whole Child: 5 Domains of Learning and Development
The K-3 Formative Assessment Process focuses on the whole child. This means that it addresses five domains of learning and development. Research clearly indicates the importance of attending to and supporting children’s growth and development in all of these areas especially since children’s development in one area impacts their development in other areas.
Many of our NC Standards fall within these domains. For example, Math, Science, Social Studies and the Arts fall within the Cognitive Development Domain.

21. K-3 Formative Assessment Process
Domain
Constructs
Approaches to Learning
Engagement in Self-Selected Activities
Cognitive Development
Object Counting
Emotional-Social Development
Emotional Literacy
Health & Physical Development
Fine Motor Development
Crossing Midline
Language Development & Communication
Book Orientation & Print Awareness
Following Directions
Letter Naming
While there are many aspects of each of the 5 domains that are important to student success, the NC Think Tank and the NC Assessment Design Team carefully selected these constructs, or concepts, within each domain to focus on within this formative process. The team based these decisions on various aspects including what research identified to be most critical for long term student success, what K-3 teachers found to be important, and alignment to the NCSCOS.
NOTE: This list identifies current constructs. Based on feedback from the field and other factors such as NC SCOS revisions, these constructs and the assessment tools to support this process will be revisited and enhanced over time.

22. 2015-2016 Required Constructs Domain Constructs Approaches to Learning
Engagement in Self-Selected Activities
Cognitive Development
Object Counting
Emotional-Social Development
Emotional Literacy
Health & Physical Development
Fine Motor Development
Crossing Midline
Language Development & Communication
Book Orientation & Print Awareness
Following Directions
Letter Naming
NCDPI listened carefully to the validity pilot participants and used their feedback to make decisions. During pilot, teachers found it overwhelming to learn the new assessment content (construct progressions including student performance descriptors, sample assessment situations and assessment tasks) in addition to learning the assessment process and the use of the new web-based platform and digital tools.
To address this challenge, the Office of early Learning worked with the General Assembly to narrow the number of constructs to be assessed during initial statewide implementation. By focusing on these 2 highlighted constructs that are familiar to teachers and administrators and for which current assessment methods currently exist, a greater amount of attention can be placed on strengthening formative assessment practices and learning the technical aspects of the web-based system used to capture and collect evidences of learning.
Therefore, in , Kindergarten teachers will be required to focus on Object Counting and Book Orientation & Print Awareness.

23. 2015-2016 Optional Constructs Domain Constructs Approaches to Learning
Engagement in Self-Selected Activities
Cognitive Development
Object Counting
Emotional-Social Development
Emotional Literacy
Health & Physical Development
Fine Motor Development
Crossing Midline
Language Development & Communication
Book Orientation & Print Awareness
Following Directions
Letter Naming
NCDPI recognizes the importance of focusing on the whole child. Therefore, during the school year, materials for other areas of development will also be available for use as determined by the district, school, and classroom teacher (Emotional Literacy, Engagement in Self-Selected Activities, Fine Motor, Following Directions, Letter Naming, & Mid-Line Motor Development).
Districts, schools, and teachers are encouraged to explore and become familiar with the other constructs during the school year so they will be well-prepared for , when Kindergarten teachers will be required to address all highlighted constructs.

24. 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

25. 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.”
In Kim’s classroom within 15 minutes during center time, evidence of student learning was gathered for all domains of learning for several students.
Once the evidence is gathered…we can interpret it using the construct progression. Object counting
Student’s current learning status for Object Counting is level F.

26. 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.
Let’s continue to practice with this sample. Object Counting

27. 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.

28. 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.
Let’s continue to practice.

29. Learning targets are selected with students using the next step along the construct progression.
Adapting and responding to learning needs based upon construct progression.
Performance descriptors are used to develop criteria for success for learning targets.  
The child’s learning status is located on the construct progression by interpreting the evidence of learning.
Use of multiple assessment means provides insight into skills along the construct progression.
Briefly provide description and then examples using the construct progression as a tool within the process of formative assessment – with handout.
Let’s use the example from earlier where we noticed a student in the literacy center point to the words rather than the picture when pretend reading to her friends. This is eliciting evidence of learning. Perhaps I took notes about this skill. What else could I have done to elicit evidence of student learning about print awareness? (picture, video, etc)
Next, we interpret the evidence – let’s find the student’s learning status along the learning progression. This student’s current learning status is D based upon the evidence noted during literacy center.
Then, we adapt/respond to learning needs – during a small group, the teacher demonstrated where to begin reading on the page as she reads aloud to the group. Next, she asks the child to use a pointer (or her finger) to demonstrate with her book as well. This is intentional planning, prompting, probes, etc to respond and adapt to students’ current learning status.
Selecting learning targets – using the construct progression, the teacher engages the student to set a learning target based upon the current learning status – level D. The learning target would be the next step – level E.
Developing criteria for success – using the performance descriptors, the teacher provides clear examples of what success looks like for the learning target. For example, the teacher models and asks the child to demonstrate and prompts for the behavior. The teacher could also have illustrations at learning centers, student work samples posted for students to view, etc.
Adapted from: Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousands Oaks, CA: Corwin Press.

30. Applying the FA Process
View the video clip of Annabelle in a Math Station:
Use the “Reflection Template” to record your observations of each component
Facilitator’s Guide (p. 41)
Live Binder:
Using Construct Progressions: March 2015  Video Clips  Math Center Object Counting

31. Applying the FA Process
View the video clip of the Literacy Morning Meeting:
Use the “Reflection Template” to record your observations of each component
Live Binder:
Using Construct Progressions: March 2015  Video Clips  Morning Meeting Literacy Activity

32. Leveraging Our Current Practice
What opportunities exist for teachers to observe student learning?
Object Counting
Book Orientation & Print Awareness

33. Formative Assessment Self-Reflection
Use the reflection tool to evaluate your school’s formative assessment practices.
Identify specific areas of improvement.
Teachers will use the reflection tool to evaluate and reflect on their own classroom practices.

34. Overview Video
Video: John Pruette, Executive Director of the Office of Early Learning
What new information did you learn?
What questions do you still have?

35. 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

36. Coming
Current Kindergarten teachers and principals will receive an by the end of May or early June from Teaching Strategies
Important that teacher s in PowerSchool are up-to-date
Save for August 2015

37. Websites District FA Page on Randolph K-5 Instruction Wiki:
Regional FA Wiki:
State FA Wiki:
5 Domains Livebinder:

38. 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