Data Session: October 19, WaKIDS Leadership Alliance

Today’s Learning Objectives:  Gain a deeper understanding of the assessment:  What does observational assessment mean  How is an observational assessment conducted  Significance of the IRR  Long Term Data Uses  Short Term Data Uses  Tools and Reports  Examples from the field  Closing and Next Steps 2

3 Who is in the room:  School Principals/Assistant Principals  Assessment Coordinators  Title I/LAP Staff  Early Learning  Instructional Coaches  Special Education  Curriculum and Instruction  Teachers  Bellevue School District  Bethel School District  Enumclaw School District  Federal Way Public Schools  Fife School District  Highline Public Schools  Kent School District  Muckleshoot Tribal School  Northshore School District  OSPI  Puget Sound ESD  Puyallup School District  Renton School District  Riverview School District  Seattle Public Schools  Shoreline School District  Sumner School District  Tacoma School District  Tukwila School District  University Place School District  30% Attended the first session  70% Did not attend the first session

Number of Years Implementing WaKIDS: 4 Year Years Years Years or more

Three Components of WaKIDS: The who and what 5

6 WaKIDS Uses a Whole Child Assessment  Collecting data in 6 areas of development and learning  Physical  Cognitive  Language  Literacy  Math  Social-Emotional  Recognizes that learning is interconnected  WaKIDS Uses GOLD as its whole child assessment tool

WAKIDS CONNECTS TO OTHER STATE INITIATIVES

8 GOLD is an Observational Assessment Observation = watching to learn ▪Provides clear criteria for evaluating students’ developmental and learning strengths ▪Designed to be used while students engage in classroom activities ▪Where possible enables teachers to collect evidence on multiple objectives and students at one time ▪The purpose of this type of assessment is to identify a student’s behaviors and skills and individualize instruction

9 Methods of Collecting Observational Data ▪Using checklists to pace and organize your observations ▪Writing and using high-quality anecdotal observations ▪Collecting and using efficient work samples, including photos ▪Collecting and using effective videos to demonstrate student growth

Digging Deeper in to GOLD Natalie Hanni P-3 Systems Coach, PSESD

11 Objective Dimension Examples Indicators Colored Bands (Expectations ) GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC.

Birth to 1 year1 to 2 years2 to 3 yearsPreschool 3Pre-K 4Kindergarten PROGRESSIONS OF DEVELOPMENT AND LEARNING

▪predictable, not rigid ▪overlapping ▪uneven ▪interrelated Progressions of Development and Learning

Does the child CONSISTENTLY demonstrate the indicator? Consider using the in-between level. Does the child INDEPENDENTLY demonstrate the indicator? Consider using the in-between level. Does the child demonstrate ALL ASPECTS of the indicator? Consider using the in-between level. You may confidently mark the child’s knowledge, skills, and behaviors at the indicator level.

15 Objective Dimension Examples Indicators Colored Bands (Expectations ) GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC.

Inter-Rater Reliability 16 ▪Certification process teachers are encouraged to complete ▪Almost 84% of teachers have completed their IRR statewide ▪As an observational assessment, completion of the IRR provides more confidence and validity in the data collected ▪Administrators can run reports to monitor their teachers’ IRR completion

Long Term Uses of WaKIDS Data Natalie Hanni P-3 Systems Coach, PSESD

Asking questions such as: ▪What are the characteristics of entering kindergartners? ▪What are the relative areas of strength and challenge? ▪What can be done to help students prepare for kindergarten? Using sources such as: ▪GOLD™ reports for teachers, principals, and administrators ▪State Report Card for the general public 18 Data Use Regionally and Statewide:

2014 WAKIDS CHARACTERISTICS OF ENTERING KINDERGARTNERS 19

2014 WAKIDS DATA SHOWS OPPORTUNITY GAP AT KINDERGARTEN ENTRY 20

In Practice: Laurie Sjolund P-3 Literacy and Early Learning Program Administrator, Sumner School District

SUMNER SD DATA WORKSHOP 2014 Learning Targets Identify trends and patterns in our fall kindergarten data in order to consider implications for our instruction this year and plan actions to increase student readiness for the future Build and strengthen relationships among prek-k teachers

SUMNER GOLD READINESS LITERACY % of students meeting GOLD Readiness in Literacy

Short Term Uses of WaKIDS Data Natalie Hanni P-3 Systems Coach, PSESD

Teacher Use of Data In a formative way ▪What can I do with this information right now to modify instruction for this student? In an interim way ▪What can I tell a student’s family about their child’s current strengths and developmental milestones? In a summative way ▪What are the strengths of my class, and how can I use that information to help them reach our learning goals? 25

Principal Use of Data Professional Development Coaching ▪Identify an objective/dimension or domain PLCs ▪Identify an objective or dimension to focus on in grade level teams EL Providers ▪PLC sessions focused on domains 26

Reports Overview Nubia Lopez Project Manager, Early Learning

28 Review of GOLD Reports: Used by AdministratorsUsed by Teachers Assessment Status Report Comparative Report GOLD Readiness Widely Held Expectations National Normative Sample Snapshot Report Assessment Status Report Class Profile Report Individual Child Report Development and Learning Report Family Conference Form

29 Assessment Status Report: When to Run ItPurposes Before October 31 st, weekly and even daily in the last two weeks of October To identify missing data and/or students To ensure data are finalized Who should use: Administrators and teachers

30 Comparative Report: When to Run ItPurposes After running the Assessment Status Report to ensure all data are finalized for a given checkpoint period To get a sense of where children’s knowledge, skills, and behaviors are compared to the Teaching Strategies Kindergarten Benchmark Who should use: Administrators **Kindergarten Readiness Benchmark = where the blue meets the purple, but doesn’t overlap. This is where you would expect typically developing, entering kindergarteners to fall

31 Comparative Report: School District Example The same report could be run to compare your classroom, building, and/or district to: Widely Held Expectations – within the the purple color band National Sample – data from children in GOLD nationwide from the previous year

32 Snapshot Report: When to Run ItPurposes After running the Assessment Status Report to ensure all data are finalized for a given checkpoint period To get a sense of where children’s knowledge, skills, and behaviors are after a given checkpoint period To compare scores to Widely Held Expectations (criteria-referenced) Who should use: Administrators

33 Snapshot Report: Cognitive Example

34 Snapshot Report: Cognitive Example

35 Class Profile: When to Run ItPurposes As teachers are creating lesson plans At any time during or at the end of a checkpoint period To suggest learning targets for objectives where groups of students need more support To suggest how to group students based on their knowledge and skills on a particular objective Who should use: Teachers

36 Class Profile:

37 Individual Child Report: When to Run ItPurposes Before conferences or meetings about an individual student To plan intentionally for a student To consider whether screening is needed to determine whether a student might benefit from other support services To show progress over multiple checkpoint periods Who should use: Teachers

38 Development and Learning Report and Family Conference Form: When to Run ItPurposes As teachers are creating lesson plans At any time during or at the end of a checkpoint period To share detailed information with families or administrators regarding a student’s current and next step of development and learning for a particular objective To identify activities helpful for advancing a student’s knowledge and skills related to a particular objective (Development and Learning) To discuss next steps for the student’s development and learning To provide personalized examples of the student’s knowledge and skills with a signature line to serve as an accountability measure (Family Conference Form) Who should use: Teachers

39 Development and Learning Report and Family Conference Form:

In Practice: Michelle Rahl-Lewis Early Learning Coordinator, Tacoma School District

In Practice: Dabble Into WaKIDS Alice Humphres Early Learning Coordinator, Kent School District

WHAT STORIES DOES OUR DATA TELL – WA KIDS OVERALL LAST YEAR KENT ELEMENTARYNEELY O’BRIEN

WAKIDS KENTNEELY O’BRIEN

In Practice: Kay Gallo Principal, Sumner School District

SUMNER SD SHORT TERM DATA USE Snapshot by Dimension Report – District Strengths Needs Instructional Implications

SNAPSHOT BY DIMENSION - DISTRICT

SNAPSHOT BY DIMENSION - SCHOOL ▪By School ▪comparing/contrasting to district ▪School strengths/areas of concern

CLASS PROFILE ▪Patterns in students scoring at lower levels ▪Are these students receiving appropriate supports?

CLASS PROFILE REPORT

REFLECTION What is your plan? ▪2 days – familiarize self with reports, practice generating ▪2 weeks – run report of teachers finalized data ▪2 months – plan a PLC, show at a staff meeting, etc. 51

AVAILABL E RESOURC ES: PSESD Project Manager, Early Learning Nubia Lopez P-3 Coach, Race to the Top Natalie Hanni YOUR DISTRICT Staff: District Assessment Coordinators Early Learning Leads P-3 Leads OSPI Kathe Taylor Nancee Alvarod