WEBVTT 00:00:03.100 --> 00:00:06.527 [MUSIC] 00:00:11.717 --> 00:00:12.705 >> Unlike the KRA, 00:00:12.705 --> 00:00:14.660 the new kindergarten readiness assessment, 00:00:14.660 --> 00:00:16.820 it covers content across 00:00:16.820 --> 00:00:19.180 six areas versus just literacy. 00:00:19.180 --> 00:00:20.560 So with that information, 00:00:20.560 --> 00:00:21.680 we're able to gauge 00:00:21.680 --> 00:00:22.720 if the student has 00:00:22.720 --> 00:00:23.880 the social skills and 00:00:23.880 --> 00:00:25.420 and the physical development that 00:00:25.420 --> 00:00:27.240 they need when they start school, 00:00:27.240 --> 00:00:29.340 and we're able to see if students have 00:00:29.340 --> 00:00:30.840 the skills of sharing 00:00:30.840 --> 00:00:32.120 and following directions, 00:00:32.120 --> 00:00:33.560 and we're able to 00:00:33.560 --> 00:00:34.880 give them the intervention that they 00:00:34.880 --> 00:00:36.340 need and push them forward in 00:00:36.340 --> 00:00:38.960 that area if they're ready. [MUSIC] 00:00:48.710 --> 00:00:50.900 >> I found that it was very 00:00:50.900 --> 00:00:52.260 nice in my classroom. 00:00:52.260 --> 00:00:54.480 It was tested over a long period of time, 00:00:54.480 --> 00:00:56.120 as opposed to the KRA, 00:00:56.120 --> 00:00:58.020 where we set up appointments for 00:00:58.020 --> 00:01:00.620 the students to come in in the past, 00:01:00.620 --> 00:01:01.900 and they would be tested 00:01:01.900 --> 00:01:03.380 over one or two days. 00:01:03.380 --> 00:01:05.480 And I found that when we did that, 00:01:05.480 --> 00:01:06.720 sometimes the students would 00:01:06.720 --> 00:01:08.540 come in, they would be nervous. 00:01:08.540 --> 00:01:10.420 They would not necessarily 00:01:10.420 --> 00:01:12.510 interact with the teacher. 00:01:12.510 --> 00:01:15.060 >> Using the new assessment results, 00:01:15.060 --> 00:01:17.900 an example would be if I pulled a child 00:01:17.900 --> 00:01:19.720 over and I asked them if 00:01:19.720 --> 00:01:20.600 they could tell me I 00:01:20.600 --> 00:01:21.920 told them what letter it was, 00:01:21.920 --> 00:01:23.800 and I asked them what sound does it make? 00:01:23.800 --> 00:01:25.420 And if they were not able to do it, 00:01:25.420 --> 00:01:28.000 it would help me drive my instruction to pull 00:01:28.000 --> 00:01:29.560 them in a small group and 00:01:29.560 --> 00:01:30.740 let them know, well, 00:01:30.740 --> 00:01:31.860 we're going to work on this and we're 00:01:31.860 --> 00:01:33.260 going to work on it one-on-one or if 00:01:33.260 --> 00:01:34.540 there was a small group of 00:01:34.540 --> 00:01:36.240 kids that couldn't do their letter sounds, 00:01:36.240 --> 00:01:37.960 I would pull them over in a small group. 00:01:37.960 --> 00:01:40.880 And if I also noticed that the whole group, 00:01:40.880 --> 00:01:42.460 my whole group was struggling with it, 00:01:42.460 --> 00:01:42.920 we would do 00:01:42.920 --> 00:01:44.600 a whole group instruction on it and 00:01:44.600 --> 00:01:47.095 re-teach and keep practicing with it. 00:01:47.095 --> 00:01:48.790 >> You could fit it right into 00:01:48.790 --> 00:01:51.290 the daily schedule of the classroom. 00:01:51.290 --> 00:01:53.370 I would do it during center time. 00:01:53.370 --> 00:01:54.330 It just worked really 00:01:54.330 --> 00:01:55.790 well with the daily routine, 00:01:55.790 --> 00:01:57.690 and it worked well with my classroom. 00:01:57.690 --> 00:01:59.470 I think the children will really 00:01:59.470 --> 00:02:00.270 enjoy having 00:02:00.270 --> 00:02:02.630 the manipulatives in their hands. 00:02:02.630 --> 00:02:04.950 >> I really enjoy the new kindergarten 00:02:04.950 --> 00:02:07.030 readiness assessment because it's easier. 00:02:07.030 --> 00:02:08.450 It gives a full picture 00:02:08.450 --> 00:02:09.710 of the students' ability, 00:02:09.710 --> 00:02:11.290 and also you can just embed it 00:02:11.290 --> 00:02:12.820 right into your instruction time. 00:02:12.820 --> 00:02:49.080 [MUSIC]