1. K-3 Formative Assessment Process: The Vision

2. KEA 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

3. Adapted from: Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousands Oaks, CA: Corwin Press. Assessment Process K-3 Formative

4. 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. Assessmen t Process K-3 Formative

5. K-3 Formative Assessment Vision 4 Key Points

6. KEY POINT 1 K-3 Formative Assessment Process focuses on the whole child: 5 Domains of Learning and Development

7. KEY POINT 2 This K-3 formative assessment process occurs during instruction rather than as an isolated event apart from instruction. There are a variety of ways to learn about students during instruction (observing, questioning, student work) Teachers can learn about students throughout the day in a variety of settings (whole group, small group, centers)

8. 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 (e.g., PE, OT, Speech, ELL)

9. 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

10. A message from John Pruette - Office of Early Learning Director

11. Up Close! Can you guess these ordinary objects based on what you can see?

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13. Human Hair

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15. Cauliflower

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17. Salt and Pepper

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19. Green Grape

20. What Research Tells Us Educational researchers Economists Neuroscientists Developmentalists Molecular biologists Genomic scientists The PK-3 rd grade years are the most promising window of opportunity during which to influence children’s lifelong trajectories. Kauerz, 2013

21. What Research Tells Us Development during the preschool through third- grade years sets the tone for children’s later educational and lifelong success. Therefore if they are given a stronger start earlier in life, they will be more successful in grades 4-12 and beyond.

22. What is the Kindergarten Entry Formative Assessment (KEA) process? How will current practices support/fit into the Kindergarten Entry Formative Assessment Process? How can tools provided through the Kindergarten Entry Formative Assessment process support the teaching and learning process? Essential Questions

23. PLC Reflection In what ways do Kindergarten teachers in DCS collect information to determine if a student(s) is meeting a standard/skill? How do Kindergarten teachers in DCS organize the information they collect? How do Kindergarten teachers in DCS use the information they collect to determine what to do next for the student(s)? How do Kindergarten teachers in DCS communicate progress to parents?

24. KEA’s

25. K-3 Formative Assessment Process Third Grade Second Grade First Grade Kindergarten KEA

26. KEA Vision Video

28. DomainConstructs Approaches to LearningEngagement in Self-Selected Activities Perseverance in Assigned Activities Cognitive DevelopmentObject Counting Cognitive Process TBD Emotional-Social DevelopmentEmotional Literacy Emotion Regulation Health & Physical DevelopmentFine Motor Development Gross Motor Development Midline Motor Development Language Development & Communication Book Orientation & Print Awareness Following Directions Letter Naming Reading Comprehension: Monitoring Meaning Vocabulary Writing KEA Formative Assessment Process

29. 5 Domains of Learning and Development KEA Formative Assessment Process focuses on the whole child: 5 Domains of Learning and Development

30. Energy Stick Activity!!

31. Approaches to Learning Cognitive Development Language Development & Communication Health & Physical Development Emotional & Social Development Required for the 2015-2016 school year

32. DomainConstructs Approaches to LearningEngagement in Self-Selected Activities Perseverance in Assigned Activities Cognitive Development Object Counting Cognitive Process TBD Emotional-Social DevelopmentEmotional Literacy Emotion Regulation Health & Physical DevelopmentFine Motor Development Gross Motor Development Midline Motor Development Language Development & Communication Book Orientation & Print Awareness Following Directions Letter Naming Reading Comprehension: Monitoring Meaning Vocabulary Writing 2015-2016 Required Constructs

33. 5 Domains of Learning & Development Cognitive Development Definition Focuses on children’s ability to acquire, organize, and use information in increasingly complex ways. Children play an active role in their own cognitive development in search for understanding and meaning. –They begin to explain, organize, construct, and predict. –They learn to apply prior knowledge to new experiences, and then use this information to refine their understanding of concepts & form new understandings. Cognitive Development

34. 5 Domains of Learning & Development Language Development & Communication Definition Focuses on the foundational skills –Speaking –Listening –Reading –Writing Encompasses nonverbal & verbal language skills –Understanding language –Speaking effectively –Emergent literacy skills in early reading & writing Language Development & Communication

35. Construct Progression: Object Counting http://www.livebinders.com/media/get/MTA2MzkzNzY= Look at the Object Counting Construct Progression Each letter represents the progression of Skills within this Construct Read the Skills and Performance Descriptors Discuss how to use information in the Construct Progression to determine next steps for the student

36. Object Counting Scenerio w/ construct Discuss with your table identify the teacher’s intended skill and where on the construct progression the student falls. What level do you think the teacher intended to assess? What should be the teacher’s next step of instruction for the student?

37. Construct Progression: Book and Print Look at the Book and Print Construct Progressions Each letter represents the progression of Skills within this Construct Read the Skills and Performance Descriptors Discuss how to use information in the Construct Progression to determine next steps for the student

38. BPA Scenerios w/ construct Student Scenerio… Laura and Arnel choose a familiar book from the book tub. Laura tells Arnel that she will read first. She opens the book at the front and traces the text on the page from left to right while paraphrasing the story. Determine Laura’s current learning status (skill) in: Book Orientation Construct Progression Print Awareness Construct Progression

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