1. Exploring topics related to equity in graduation success
February GATE Equity Webinar Building the Bridge: Inclusion and Kindergarten Transition
Thank you for joining us for the February GATE Equity Webinar.
Where we explore topics related to equity in graduation success.
This webinar will be recorded and posted on our webpage in the next couple of weeks.
The PowerPoint is available now. It’s posted on OSPI’s GATE Equity Webinar page if you want to follow along.
Also, we’d like to ask that you direct the questions you want us to answer in the Q&A not the chat, so we can more easily monitor and respond to you. Chat is more for your own commentary. Thank you!
Today’s topic is Building the Bridge: Inclusion and Kindergarten Transition.
Exploring topics related to equity in graduation success

2. Who Are We? Kefi Andersen Graduation Equity Program Supervisor OSPI
Amber Havens
WAKIDS Assessment Coordinator
Kristi Dominguez
Early Learning Coordinator
Bellingham School District
In response to a request we got on our evaluations, we’re posting pictures of us so you know who is speaking today.
I’m Kefi Andersen, OSPI Graduation Equity Program Supervisor.
I’m joined today by Amber Havens, WAKIDS Assessment Coordinator
And we have Kristi Dominguez, Director of Early Childhood Education from Bellingham Public Schools too.
Thanks for making today possible.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

3. Superintendent Reykdal’s K-12 Education Vision
“The goal of our education system is to prepare all of our students for post- secondary aspirations, careers, and life.”
Superintendent Reykdal ‘s K-12 Vision has three phases — each lasting two years — from small improvements to a full redesign of the K-12 education system. 
Building universal early learning access is one of his goals that we touch on today.
11/15/2018
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

4. Measuring Success Performance Indicators
Measures of Success
Increase four- and five-year high school graduation rates
Increase enrollment and completion rates and decrease remediation rates in post-secondary training and education
Performance Indicators
We must help students:
Enter kindergarten with expected skills in all six areas identified by the Washington Kindergarten Inventory of Developing Skills (WaKIDS).
Meet standard on the 3rd-, 8th-, and 11th-grade statewide English language arts (ELA) and math assessments, and the 8th-grade statewide science assessment.
Grow toward proficiency in ELA and math, as determined by Student Growth Percentiles, in 4th and 6th grades.
Enroll in Algebra I/Integrated Math I by the end of 8th or 9th grade and earn high school credit.
Enroll in college-level courses and earn dual credit.
Take the SAT and ACT and earn college-ready scores.
Access financial aid for post-secondary learning.
We must help students avoid:
9th-grade course failure.
Suspensions and expulsions.
Chronic absenteeism.
Measuring Success
Entering school kindergarten ready is a formative assessment of where students are when they enter our school system and the start of a continuum of data leading to eventual graduation.
Today we are focusing on helping students transition to kindergarten.

5. Today’s Topics
Supporting Children and Communities for Kindergarten Transition
Enhanced supports and inclusive practices for kids with disabilities
Bellingham’s Kindergarten Transition
Our goals for today are to provide you with some systemic strategies for supporting a smooth transition to kindergarten, taking into account students with disabilities and take a look at building family and community partnerships with Bellingham School District.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

6. WA State MTSS Framework
Washington’s Multi-tiered system of support is a prevention-oriented, team-based and data-driven tiered framework that combines Response to Intervention (RTI) and Positive Behavioral Interventions and Support (PBIS) and integrates a system-wide continuum of school, family, and community-based learning supports (resources, strategies, structures, and practices) into a single coherent system.
MTSS calls for empowering families and strengthening community partnerships to create opportunities for all stakeholders to engage in the work of improving academic achievement, social competence, and closing opportunity gaps.

7. Why WaKIDS?
Create a smooth transition into kindergarten for students and families
Meet children where they are developmentally in first weeks of kindergarten
Inform instruction and create evolving, developmentally appropriate learning environments
Bridge early learning and K-12 systems
It is observation-based; ongoing; embedded in classroom activities-not a pull-out model
Explain what a KEA is and how WaKIDS meets these important elements
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

8. Kindergarten Registration
Family Brochures
Home Visits
Family Conferences
Family Connections
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

9. Early Learning Partnerships
Continued bridging between early learning and K-12 systems
Collaboration on transition processes for children and families
Common Understanding of readiness for children and classrooms
Joint Professional Development
Early Learning Partnerships
Discuss common understanding of DAP activities, environments and expectations is a thread throughout.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

10. People are Talking!  WaKIDS Data is Informing State and Regional Practice
Measuring access and success to world-class education
Governor Inslee—Results Washington
Focusing the development of instructional resources
Pathways to Early Literacy & Mathematics documents
Providing information to state initiatives
Social and Emotional Learning modules
Informing regional and community programs
libraries, fitness etc.
Some examples of ways WaKIDS data are starting conversations across the state:
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

11. Progressions of Development and Learning
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

12. GOLD Readiness: What does it mean to be Kindergarten Ready?
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

13. Ongoing Observational Assessment
Only required to assess in the fall as a KEA
446 teachers state wide use it three times a year
Choosing to use a subset of areas (i.e. social emotional or math)
Pinpointing certain children to track growth over time
The assessment component of WaKIDS is only required in the fall, but the online assessment platform MyTeachingStrategies™ was designed to be used three times a year. Kindergarten teachers have the option of assessing students again with MyTeachingStrategies™ in the winter and/or spring. Three hundred and thirty-two teachers conducted the assessment twice during the school year. Three hundred and forty-six teachers used it three times. This was before the progressions of development and learning extended beyond kindergarten!   
In some cases, teachers chose to use MyTeachingStrategies™ multiple times only in a subset of the areas, like Social-Emotional. In other cases, teachers chose to reassess a subset of students, tracking the growth of children who were particularly low in a given area. These are both great uses that take advantage of the three “checkpoint periods” (fall, winter and spring) available for use in MyTeachingStrategies™. Now that the progressions of development and learning extend through third grade, we think that many more teachers will want to use it more than once.   
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

14. Pre-Kindergarten Early Literacy Initiative
Washington’s State Systemic Improvement Plan (Indicator B17) is an Action Research Project designed to reduce the early literacy performance gap between entering kindergartners with disabilities and their typically developing peers.
Serving as Transformation Zones
Increasing capacity for school/district implementation of evidence-based literacy practices:
Puget Sound ESD
Capital Region ESD
NEW ESD
Indicator B17 Parameters
Goal: To reduce the early literacy achievement gap between entering kindergartners with disabilities and typically-developing peers.
Measurement:
Difference in performance of kindergartners with disabilities and those without disabilities on the WaKIDS literacy assessment domain.
WaKIDS Literacy Domain:
Phonological awareness
Knowledge of the alphabet
Knowledge of print and its uses
Comprehends and responds to books and other texts
Emergent writing skills
Formula:
% of kindergarten students without disabilities (SW/OD) with early literacy skills expected of entering kindergarteners minus % of kindergarten students with disabilities (SWD) with early literacy skills expected of entering kindergartners.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

15. Considerations for Students Eligible for Special Education
Timing
Clarity of Roles & Responsibilities
Family Norms & Child’s Preferences
Considerations for Students Eligible for Special Education
Val – From an IDEA Part B perspective, these are three of the most critical transition strategies. Let’s touch on each of them:
Timing – As the saying goes, “timing really is everything”. The key here is “not too early and not too late”. For example, the timing of family communications, both formal and informal is really important. Think about transition activities - the timing of initial discussions with families about potential transition options – classroom visits, school tour, etcetera - it is never too early!
Clarity of Roles & Responsibilities – Japanese Proverb- Vision without action is a daydream, however – action without vision is a nightmare. We need to work together to safeguard our families and the children we serve from a “transitional nightmare” and preserve the integrity of the transition process. Together, we have to be able to establish and communicate roles and responsibilities in a transparent, respectful manner that can be easily understood by families.
Family Norms & Child’s Preferences – I think I did save the best for last in our list of three strategies. My roots in early childhood run deep; they have ingrained in me the belief that parents are their child’s first and most important teacher – as early childhood professionals, we need to develop the skills necessary to work within the systemic framework of early childhood transitions and individualize the experience for each and every student to honor family norms and child preferences. Establishing strong, collaborative relationships with parents early on will result in maximum benefit – smooth and effective transitions. Here are just a few examples: *location of meetings; *consideration of family routines – mornings or afternoons best; *communication styles; *ASK participants for their ideas….
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

16. Tools and Resources Working Together:
A Parent’s Guide to Parent and Professional Partnerships and Communication Within Special Education
High-Leverage Practices in Special Education
by Council for Exceptional Children
Harvard Family Research Project – Ready For Success:
Creating Collaborative and Thoughtful Transitions into Kindergarten
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

17. Questions & Polling Are you connecting with local early learning? YesNo
I’m not sure
Also, feel free to type in the questions box any questions you have for our awesome presenters.
Question | CC 0
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

18. Who Am I? Where Am I From? School District: 11,000
14 Elementary Schools
42 Kindergarten Programs
13 PreK Sections
Your background?
Tell us about yourself and your district.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

19. Our Journey 2 schools 9 schools 14 schools
2 schools
9 schools
14 schools
*Currently Full Implementation of PreK and Kindergarten
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

20. Process For Building A System
Slow Roll Out
District Level Coordination
Training in Observational Assessment
Developmentally Appropriate Classrooms and Practices
Side by Side Coaching
Coordinator
Community Partners
Administrator PD
Student Growth Collaboration Model and Transitions
Use in PreK, K and interest in First
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

21. It all begins with the child…
Child Development
Environment
Adult Child
Interactions
Assess-Plan-Teach
Curriculum
Rethinking Our Structures

22. Environments Transition with Child Development
The role of then environment for all children; we must meet children where they are.

23. WaKIDS in Bellingham: BIG Ideas
Benefits
Describes attributes commonly found in entering kindergartners and measured by WaKIDS
Measures growth over time- TPEP goals
Informs decisions and programming at the system, building, and classroom level
Aligns system level understanding around child development
Everyone’s eyes are on the data
Required Fall, Winter and Spring
Three release days to support assessment, input, and/or analysis

24. What Were Some Themes You Found?
Increased common language and practices
Aligned assessments-TSG is the container
Targeted focus on social-emotional learning and math
Able to intervene at a child’s developmental level
Focused support: IEPs and evaluations, ELL, Title
Formative assessment
Objective 1
Regulates Own Emotions and Behaviors
Objective 2
Establishes and Sustains Positive Relationships
Objective 7
Demonstrates Fine-Motor Strength and Coordination
Objective 9
Uses Language to Express Thoughts and Ideas
Objective 10
Uses Appropriate Conversational and Other
Communication Skills
Objective 12
Remembers and Connects Experiences
Objective 18
Comprehends and Responds
Objective 20
Uses Number Concepts and Operations
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

25. Key Strategies
MTSS: Data drives the conversation and implementation focusing on the whole child.
Understands Social Cues of English
All members look at data system-wide
Personal: What does it mean for my students, my teachers?
System-wide: Where do we need to respond?
Big Picture
Diagnostic
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

26. What Advice Would You Give To People Starting This Work?
Coordination
Align assessments
Everyone needs to be at the table
Fall, Winter and Spring Checkpoint
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

27. Questions & Polling
What is one major takeaway or action step you might take as a result of this webinar?
Let’s learn together:
Type it in the chat box – share your thought with everyone.
Take a moment to reflect. After hearing all this great information, what is one major takeaway you have from Tacoma?
We want to see your thinking, so if you are willing to share, please type your thoughts in the chat.
Also, feel free to type in the questions box any questions you have for our awesome presenters.
Question | CC 0
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

28. Survey Tell us how we’re doing: http://bit.ly/GATEevaluation
| CC00
Tell us how we’re doing:
Please take a moment to fill out our evaluation. It only takes a minute and we take your comments to heart. We’d love to make GATE Equity Webinar a flexible resource that meets your needs. If we are leaving something out that you need, use our evaluation to let us know.
If the webinar closes out, this link is also available in our Zoom reminders.
We’ll put this link in the chat for you also.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

29. Inspiring Civic Engagement
Next Month
Inspiring Civic Engagement
March 14, 2017
10 a.m. – 11 a.m.
Next month, March 14th we’ll discuss Inspiring Civic Engagement.
Thanks for joining us!
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

30. Upcoming Events GATE Advisory
Using Student Voice to Drive Our Work: Advisory-March-6
Mental Health in the High School Teacher Training
ESD 113
Comprehensive Life Resources
ESD 189
OESD 114
Also join us for GATE Advisory. We’ll have the authors of Why We Drop Out talking about the interviews with dropouts that they conducted and their recommendations for keeping students engaged. There will also be a panel of students to talk about their experiences in our K-12 system.
Coming up there are several trainings for Mental Health in the High School Teacher Training. Although it is not geared to elementary, you might be interested in sending a friend. I can’t recommend it enough. If you are tackling school culture it is a great resource.
Project AWARE bring this teacher training to you for free. This curriculum improves mental health literacy. It is widely taught in schools across Canada and internationally. The material is medically accurate and designed for classroom settings. It prepares classroom teachers in the use of the Mental Health & High School Curriculum Resource in their classroom, providing a basic overview of mental health and illness, and orientation to the teaching materials.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018

31. Creative Commons Images Used
Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons 4.0 International License.
We like to give credit where it is due. If you liked an image from GATE Equity Webinar, we use images that are in the creative commons or are tagged with their individual permissions.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/15/2018