KEA ~

Kindergarten Entry Assessment:

Beyond the 1st 60 Days

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