kea kindergarten entry assessment: beyond the 1st 60...
Post on 11-May-2018
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A Close Read and an InvestigationRead and review the materials on
Planning for Formative Assessment in Your Classroom
at www.tinyurl.com/KEAplanning
On a sticky note post:
… a connection to your classroom
...something that WOWs you
Beyond the 1st 60 Days, teachers are not
required to continue documenting behaviors
using the KEA Assessment Tool.
Beyond the 1st 60 Days:
Teachers may choose to use:
● the KEA as a progress monitoring tool for
students who lack progression in one or more of
the seven constructs. (MTSS/PBIS/CASA data)
● the construct progression learning targets to
facilitate progression along the continuum.
● the progressions as a communication tool with
parents
Beyond the 1st 60 Days:
Construct Progressions Reflection
Constructs Student(s) Behavior/situation on lower end of progressions exhibited
1.Engagement in Self-Selected Activities
Macey Cannot stay in her own center. - Never finished her work this week
2. Object Counting
3. Emotional Literacy Jack Knocked down Caleb’s block towerPushed Jared out of the swing
4. Fine Motor: Grip & Manipulation5. Crossing the Midline
6. Following Directions7. Letter Naming
Reflect on students who would benefit from targeted support to progress along the continuum of specific constructs. Jot down the names of 2-3 students and a situation where behavior on the lower end of progressions exhibited. All constructs do not have to be addressed.
Collaboration Time
Construct/Learning Target/Skill Center, Daily Routine, or Content Activity
Construct: Learning Target: Skill:
Center, Daily Routine, or Content Activity: Look fors:
Description of behavior/situation:
Share your reflection with your group. As a group, select 2 of your behaviors/situations. Complete 2 slides to address each situation and how you will support the construct progression
Group 1
Construct/Learning Target/Skill Center, Daily Routine, or Content Activity
Construct: emotional literacy and following directions
Skill: manage and express feelings appropriately
Center, Daily Routine, or Content Activity: stories that reinforce acceptable behaviors, modeling correct and incorrect choices/decisions, Mo Willems videos - Knuffle Bunny Look fors: positive attitude, responding to and recognizing other’s feelings
Description of behavior/situation:
difficulty accepting class procedures, ex. Taking turns
Group 1
Construct/Learning Target/Skill Center, Daily Routine, or Content Activity
Construct: object counting Learning Target: count up to 10 objects Skill: touching objects one to one and saying the number name with each object
Center, Daily Routine, or Content Activity: counting different objects, counting snack items, counting table or station materials Look fors: touch and slide objects, counting correct number of objects, omitting numbers when counting
Description of behavior/situation:
Students continue to struggle with counting objects.
Group 2
Construct/Learning Target/Skill Center, Daily Routine, or Content Activity
Construct: Emotional Literacy Learning Target: How to cope with not following through directions. Skill: A. In response to an experience, expresses a range of emotions. This may manifest as an outburst, change in activity level or facial expressions.
Center, Daily Routine, or Content Activity:Daily Check-In“Safe Place”“Cool Down”-Zone Look fors: Crying“Stank” face (angry)Detached
Description of behavior/situation:
when children cry in situations where they do not get their way
Group 2
Construct/Learning Target/Skill Center, Daily Routine, or Content Activity
Construct: Letter Naming Skill: Discriminates letters from pictures and numbers.
Center, Daily Routine, or Content Activity:Sensory BoxFraming Tools Look fors: Disengagement-wondering eyes, following other studentsInconsistency-naming numbers for letters and letters for numbers
Description of behavior/situation:
children lack familiarization of retaining letters.
Group 3
Construct/Learning Target/Skill Center, Daily Routine, or Content Activity
Construct: Fine Motor - Grip and Manipulation
Skill: Uses refined wrist and finger movement, beginning to transfer control of movement from the shoulder to the elbow.
Center, Daily Routine, or Content Activity:● Using two fingers, place beans/beads into slot on top of film
canister. Use as a timed activity and/or number, color concept involvement.
More activities at:http://r5k3formativeassessmentsupport.ncdpi.wikispaces.net/file/view/11.30.16Grip%20and%20Manipulation.pdf/601068562/11.30.16Grip%20and%20Manipulation.pdf Look for: precise movement, controlled manipulation, more wrist movement than elbow and shoulder
Description of behavior/situation: Poor Pencil Grip and Fine Motor Skills. Student struggles to hold pencil and write the proper letters or numbers. Student knows the correct answer but struggles to get it on paper.
Group 4
Construct/Learning Target/Skill Center, Daily Routine, or Content Activity
Construct: Object counting Learning Target: Children recognize that counting tells the number of objects. Skill: Says or indicates counting words sequentially, saying one number for each object, while tapping or pointing to one and only one object to attempt to determine the number of objects in a collection without keeping track of objects counted.
Center, Daily Routine, or Content Activity: flash cards, lessons for learning (handsful of counting), sequencing, practice moving objects to a specific spot (one to one correspondence) Look fors: response to daily questioning, calendar routine
Description of behavior/situation: Continued problems with counting
Group 4
Construct/Learning Target/Skill Center, Daily Routine, or Content Activity
Construct: Students communicate about and use strategies to regulate responses to their own emotions
Skill: In response to an experience, expresses a range of emotions. This may manifest as anoutburst, change in activity level or facial expressions
Center, Daily Routine, or Content Activity: visuals, check in with adults (check in check out), behavior plans, role play -discuss feelings, situational readings Look fors: Observe behavior and try to understand what triggers the behavior
Description of behavior/situation: Stopping inappropriate outbursts
NC K–3 Formative Assessment Process Technology Platform
Exit Ticket: Login to the nc.teachingstrategies.com.
Navigate in the platform.
Is the flow of procedures easy?
What would you change about the process and/or procedures on nc.teaching strategies.com?
NC K–3 Formative Assessment Process Technology Platform
Technical Support1. For Technical Support by email, contact
northcarolina@teachingstrategies.com. In the email, the individual should include their name, district and site where they teach, a detailed description of the problem, and a copy paste of the internal server error (if one was received). Once the email is received Teaching Strategies will begin an investigation into the problem.
2. For Technical Support by phone, call 844-852-4653
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