This recorded PowerPoint Presentation explains what the NC K-3 Formative Assessment Process at Kindergarten Entry is and is not. It provides concrete examples of how a kindergarten teacher can begin eliciting information about the students at the beginning of the school year and purposefully plan for observational moments. In addition, this presentation addresses effective structures to use to support teachers' implementation of this process.

1. NCDPI
Office of Early Learning
K-3 Formative Assessment Process
Implementation Resource Video
Initial
Implementation of
the NC K-3
Formative
Assessment
Process
NC
Kindergarten
Entry
Assessment
(NC KEA)

2. Connecting The NC K-3
Formative Assessment
Process to Current
Kindergarten Practices
“Preparing for the
2015-16 School Year”

3. .
The “IT”

4. Platform is NOT the “IT”
Currently collecting evidences of
learning may look like this…
In August, collecting evidences
will look like…
 Video
 Audio Recordings
 Pictures
 Written Documentation

5. How does “IT” look during a
normal school day?

7. Language Development &
Communication
 “Get your backpack and
stand in line.”
 “Get your lunchbox and
stand in line.”
Book Orientation and Print
Awareness
When children are given
opportunities to explore
books you may notice
 how children hold books.
 how children turn the pages
in books.
,
Following Directions

8. Midline Motor
Development
Children may sing songs during
group time that have body
movements that cross midline.http://youtu.be/QKqno9s5Onw
Health & Physical
Development Fine Motor
• Using writing utensils (markers,
pencils)
• Painting
• Cutting

9. Cognitive:
Object Counting
• Objects during snack
• Crayons in a box
 Able to make choices
that interest them
 Able to choose an
activity and stay
engaged

10. Emotional-
Social Development:
Emotional Literacy
 “Can you tell me why you
are
crying?”
 “How did you feel about
coming to kindergarten
today?”
 How another child responds
to the child crying

11. Not “adding to”
Intentionally “looking for”
Or
Naturally observing

12. The “IT” is incorporated into
what teachers are already
doing.

13. .
The “IT”

14. Structures to Collaborate and Analyze
the Data

15. Teachers will need support with…
 Understanding construct progressions
 Collecting data embedded during instruction
 Analyzing data through the lens of the whole child
to drive instruction
 Implementing all components of the formative
assessment process
 Establishing a classroom culture that supports the
K-3 Formative Assessment Process

16. Communication,
Professional Development
and Technical Assistance

17. January February March April
Implementation Planning
K-3 Assessment Content
Content for Regional
Meetings

18. Building a Community of Learners

19. Providing Support for
Implementation

20. Making Connections

21. Planning Ahead

22. What strategies might be considered to support a two way means of
communication?
What contributions from various stakeholders can be provided to support
initial implementation?
How can we use expertise and experiences of district and school
personnel to define roles and responsibilities?

23. How will we support the district with technical assistance and
coaching?
What operation system will be used to house our collection of
ideas, findings, and relevant information that will be used to
support initial implementation?
What strategies might be used to support our self-reflection and
professional growth?.
How might we consider the development of a working calendar of
events that may include but is not limited to a timeline with
checkpoints for sharing district support, analyzing and re-
purposing efforts?

24. Additional Resources
NC K-3 Formative Assessment Wiki:
http://rtt-elc-k3assessment.ncdpi.wikispaces.net/
Feature School Improvement Video:
https://www.youtube.com/watch?v=XKyp_jBhHBk
NC K-3 Formative Assessment LiveBinder:
http://www.livebinders.com/play/play?id=1606285

25. Your Involvement Matters
to Us!

26. Moving Forward