1. Kindergarten Entry Assessment
August 2015

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

3. What is KEA?
Kindergarten teachers collect information about children to guide teaching and learning.
Data collected during the first 60 days
Begins school year

4. 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

5. What are the 5 Domains of Learning and Development?
K-3 Formative Assessment Process focuses on the whole child.
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.

6. When and how can teachers collect evidence about students?
The 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.

7. Collecting Evidence
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.

8. 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.

9. 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.

10. How is evidence used by teachers?
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.

11. Which constructs will be required this year?
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.

12. 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.

13. 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.

14. 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.

15. 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.

16. What is the 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

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

18. 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

19. NC K-3 Formative Assessment Process
Using the Technology Platform

20. Accessing the Platform
Can access from a computer or tablet
Need internet access

21. Home Page DRAFT NC K3FAP Mockups Home Page
This is the home page. You will see your name at the top of the page. Here is where you will land when you enter the platform.
In the main body of this page, you will find updates related to your progress implementing the North Carolina K–3 Formative Assessment Process.
The Support & Resources button in the left-hand navigation gives you access to support and resources within the platform that can help you implement the Formative Assessment Process.
In the upper right-hand corner of your screen, you can log out of the system by clicking Logout. A drop-down menu to the left of the Logout link enables you to switch classes if you have multiple classes.
Clicking Help? opens a search box, where you can type in one or more keywords to access to a variety of video tutorials and other resources in our comprehensive support library.
The house icon to the left of the tabs takes you to your home page.
Finally, as on every other page in the platform, you will find the tabs that give you access to the main features of the tool. You will use these tabs to follow each step of the Formative Assessment Process.

22. Dashboard DRAFT NC K3FAP Mockups Dashboard
The home page also gives you access to your Dashboard, which you can access via a link in the top right corner of your screen. The Dashboard includes your user profile and Sandbox.
Click My Profile to access your user profile, where you can edit your profile, change your username or password, or change your security questions.
In Edit My Profile, you can “opt in” to the optional constructs. Note that you cannot do just one or two of the optional constructs—you have to do all of them.
To opt in to the optional constructs, scroll to the bottom of the screen and select Yes under Assess children on required and optional constructs?
Then select Submit.

23. Sandbox DRAFT NC K3FAP Mockups Sandbox
From the Dashboard you can access your Sandbox, where you can practice following the steps of the Formative Assessment Process without using real data.
The Sandbox looks and behaves exactly like the “live” platform, possessing all of the tabs, buttons, menus, checkboxes, and other elements that you need to practice following the Formative Assessment Process.

24. Add Evidence DRAFT NC K3FAP Mockups Add Evidence
The Evidence tab is where you will collect evidence of students’ learning throughout the Formative Assessment Process. Gathering and documenting evidence will help you get organized and save time as you make your assessment decisions.
From the Evidence tab, you can Add Evidence and select a current learning status, View Evidence and make changes to or delete it, and generate an Evidence Status Report, which shows you how many pieces of evidence you have entered for individual students or your entire class.
To add a piece of evidence such as an anecdotal observation note, video, audio recording, or photo, select Add Evidence from the Evidence tab. The default view will show only the required constructs unless you have opted in to view the optional constructs as well.
Select one or more children from the class list. Then select the Date Observed.
Use Add Notes to type in written evidence, which can come from any direct observation you have made, such as a regular anecdotal note or your notes from using another assessment means. Use Upload a File to upload photos, videos, or audio recordings.

25. Add Evidence, continued
DRAFT NC K3FAP Mockups
Add Evidence, continued
Add Evidence, continued
From the list of domains in the Assign Constructs drop-down menu, you can assign one or more constructs to the evidence that you entered.
Again, the default view will show only the required constructs unless you have opted in to the optional constructs on your Dashboard.
On the right side of the screen is the Summary, which lists the children, date observed, any written notes you’ve entered, a list of the files you’ve attached, and the constructs you selected.
Clicking Save & Continue saves your work and takes you to a screen where you can evaluate the evidence.

26. Add Evidence—Progression View
DRAFT NC K3FAP Mockups
Add Evidence—Progression View
Add Evidence—Progression View
Here is where you will determine a current learning status for each observed child with regard to the construct you selected on the previous screen. (After the 60th day of school, you will use the Status Summary tab to enter summary status for each kindergarten student with regard to each construct.)
The default view is the progression view, which enables you to view three skills of the construct progression at a time. To focus on a single skill, click Skill View. You can return to the progression view at any time by clicking Progression View.
On this screen you will see the domain, the construct, the understandings, and the skills that make up that construct. You can click the Previous and Next buttons in the upper right corner to view the previous and next construct progressions in that domain.
Moving from left to right along the progression, each skill is presented in order of sophistication. Here you will determine a student’s learning status with regard to the construct progression. You can use the left and right arrows to move along the progression in either direction.

27. Add Evidence—Progression View, continued
DRAFT NC K3FAP Mockups
Add Evidence—Progression View, continued
Add Evidence—Progression View, continued
Note the words Emerging and Beyond on either side of the letters. Emerging indicates that a student has not yet demonstrated the first skill on the construct progression (Skill A). Beyond indicates that the student demonstrates skills that exceed the most advanced lettered skill on the construct progression (the letter may vary). You must enter evidence for Emerging and Beyond in order to select those as learning statuses.
You view the performance descriptor to aid in selecting the current learning status. Click the Show Performance Descriptor button in the left-hand navigation options or click the Skill View button to be taken to the skill view, which shows performance descriptors by default.
Once you have determined the skill that represents the student’s current learning status based on the evidence you just entered, select it by clicking on the checkbox beneath it on the progression. Then click Save & Continue to submit the learning status.

28. Add Evidence—Skill View
DRAFT NC K3FAP Mockups
Add Evidence—Skill View
Add Evidence—Skill View
Here is the skill view. Again, it enables you to focus on a single skill as you make your determination of the student’s learning status.
This view is the recommended option when you want to refer to the performance descriptors. To hide them, click the Hide Performance Descriptors button in the left-hand navigation.
You can return to the progression view at any time by clicking Progression View.

29. View Evidence DRAFT NC K3FAP Mockups View Evidence
You can review evidence that you’ve already entered for one or more students in your class. To begin, select View Evidence from the Evidence tab.
This is the View Evidence page. Click the Filter Evidence button to narrow the evidence you are viewing by student, date observed, and/or construct.
You can use the other buttons in the left-hand navigation to work with the evidence you are viewing.
Click the Edit Evidence, Delete Evidence, Individualize Evidence, and Print buttons to perform those functions.

30. Status Summary DRAFT NC K3FAP Mockups Status Summary
Now we’ll explore the Status Summary tab, where you will determine each student’s learning status with regard to Book and Print Awareness and Object Counting—the two required constructs for this phase of the Formative Assessment Process—as well as the optional constructs if you wish to consider those as you plan instruction. This screen shows what a teacher who has opted in to the optional constructs would see.
Whereas in the Evidence tab you determined a learning status for each child with regard to each construct, here on the Status Summary tab you will make a final determination based on all the evidence you have gathered during the learning status period. The data you enter here fulfill the KEA requirement after the 60th day of school and inform the reports that will be generated for the KEA.

31. Status Summary, continued
DRAFT NC K3FAP Mockups
Status Summary, continued
Status Summary, continued
There are two ways to enter final summary status data: by child and by class. Select By Child to enter data for an individual child, or select By Class to enter data by class, which enables you to indicate a learning status for multiple children with regard to each construct progression.
On the left is a list of domains, as well as icons indicating your progress entering learning statuses for the constructs within each domain. Clicking on a domain reveals its constructs to the right. Selecting a construct takes you to a page where you can set the status summary for the children in your class.
You can also select Status Summary Report from the Summary Status tab to determine whether you have entered status summary data for every child in your class, and view the deadlines for entering status summary data by selecting Summary Status Dates. Evidence with the “date observed” between the start and end of a period will be assigned to that period.

32. Status Summary, continued
DRAFT NC K3FAP Mockups
Status Summary, continued
Status Summary, continued
On this screen, you can select a final status summary for one or more children by selecting By Child or By Class, respectively. This screen shows the entire class.
This is the progression view, which is shown by default. If you prefer, you can click Skill View to focus on a single skill.
Again, moving from left to right along the progression, each skill is presented in order of sophistication.
Beneath the progression, you will see the children’s names down the left side and radio buttons corresponding to each learning status.
If you previously entered a status summary for any child on this progression, you will see a green checkmark indicating your selection. Click Previous Status Summary in the left-hand navigation to view that information.
A folder icon indicates the presence of an evidence item. Click Display Evidence in the left-hand navigation to show these items in greater detail.
You can also click Show Performance Descriptors to view the performance descriptors for the skills in this progression.

33. Status Summary, continued
DRAFT NC K3FAP Mockups
Status Summary, continued
Status Summary, continued
When you are ready to enter a final status summary for a child, click the radio button beneath the appropriate level. Repeat this process for the other children on the list beneath the progression.
Once you have chosen the appropriate status summary for each child, click Save & Close to save your data.
You can use the forward and backward arrows to move to other construct progressions in the same domain.

34. Reports > Class Profile
DRAFT NC K3FAP Mockups
Reports > Class Profile
Reports > Class Profile
Now we’ll take a quick look at the different reports that you can generate within the platform and what they show. You can access all the reports from the REPORTS tab.
This screen shows the Class Profile report, which shows status summaries for students in one or more classes with regard to selected constructs during a particular status summary period.
Another useful report on this tab is the Individual Child report. This report enables you to see the learning status of one or more children during a given period.

35. Reports > Individual Child
DRAFT NC K3FAP Mockups
Reports > Individual Child
Reports > Individual Child
Another useful report under the Reports tab is the Individual Child report. This report enables you to see the learning status of one or more children during a given period.

36. Family Conference Form
Communication
Family Conference Form
Electronic form that teachers will be able to create using the learning status or summary status information
Able to customize
Narrative Format

37. Children
Populated from Power School

38. The Evidence App “Formative Assessment Process Evidence” Free
Itunes Store

39. The Evidence App, continued
Within App Camera (no photos or videos will go on the device’s camera roll)
Any photo’s or videos taken outside of the app will not be seen within the app
Any photos or videos taken with the app can only be seen through the app
Once a photo or video is uploaded to the Platform it is automatically deleted from the app

40. Support
Getting Started Guide
Getting Started Video
How to Use the Evidence App
How to Use the Evidence App video
Educator Livebinder