1. Data Collection and Reporting Telling the Story of State Full-Day Kindergarten

2. Background In 2007 SB 5841 was passed providing funding for full-day kindergarten. Schools receiving funding are required to implement a full-day program which meets the legislated conditions of funding. Completing requested reports to OSPI is one of the conditions of funding. ENGROSSED SECOND SUBSTITUTE SENATE BILL 5841 Chapter 400, Laws of 2007 60th Legislature 2007 Regular Session STUDENT LEARNING OPPORTUNITIES AND ACHIEVEMENT EFFECTIVE DATE: 07/22/07

3. Districts are asked to report on two literacy indicators, letter naming and/or fluency and phonemic segmentation. They are also asked to complete a self rating of their progress implementing a full- day kindergarten program which meets the legislated conditions of funding. Data is to be reported by school. How to choose and complete the report forms correctly. iGrants now has an online tutorial for this package. In order to assure you choose the correct form to enter data for your district and complete your report correctly we ask that you view the tutorial located in iGrants.

4. Reporting Requirements Which screening tools should be used? Schools are not required to use a specific screening tool. However districts must report on the specific literacy indicators chosen and data must be reported as students below or at/or above target/benchmark. If you use a district developed tool or one which does not include a target or benchmark you have two options: 1. Set a target or benchmark for the tool you are using. 2. Locate a tool that includes a benchmark or target. Other reporting elements: Schools are provided optional opportunity to share how state funding for their full-day kindergarten is affecting both their students and their instruction or program. These questions with text boxes for answers will be included in the fall and spring packages.

5. Instructions How is data reported? Data is reported by school. Please complete a report for each school in your district which you receive State funding to offer full-day kindergarten. Who will complete the report? Generally either teachers or other school building staff conducts screenings. In most cases staff at each school then forward results to the grant officer at their district office for entry into the online iGrants form package. Whether you use a standardized tool e.g. DIBELS or a district developed tool, you will need to follow these required guidelines in order to report data for your school(s): Data must be reported as whole numbers of students not percentages. Data must reflect all enrolled students not just continuously enrolled. Data for students who enroll after the cut of date for the screening period in which they enroll does not need to be included until the following screening cycle.

6. Informing Staff

7. Frequency Frequency of data reporting Over the course of the year you will be asked to enter data for three screening periods-fall winter and spring. We ask that students be screened as early as possible after they begin school. This will provide the most accurate “baseline” of what children know and are able to do at the beginning of the year. The screening schedule is as follows:

8. Frequency Schedule Schedule of elements reported: Fall data required includes letter naming fluency or recognition and self rating on implementing full-day kindergarten which meets the legislated conditions of funding. Winter data entered by letter naming fluency or recognition & phonemic segmentation) Spring letter naming fluency or recognition & phonemic segmentation and self rating on implementing full-day kindergarten which meets the legislated conditions of funding. Deadlines Fall data screened no later than October 16, 2009 with report completed in iGrants by November 13, 2009. Winter data screened no later than no later than January 22, 2010 with report completed in iGrants by February 5, 2010 Spring data screened no later than no later than May 31,2010 with report completed in iGrants by June 14, 2010

9. Report Form Options Choice of three forms for Letter Naming Fluency and self rating on conditions, optional highlights.

10. DIBELS Number of students screened Number of students below Target/benchmark Number of students at or above target/benchmark Fall 08-09 Letter Naming Fluency Table 1.a- use this table if you are reporting results of DIBLES screening

11. IDEL Number of students screened Number of students below Target/benchmark Number of students at or above target/benchmark Fall 08-09 Letter Naming Fluency Table 1.b use this table if you are reporting results of Tejas Lee screening

12. TEJAS LEE Number of students screened Number of students below Target/benchmark Number of students at or above target/benchmark Fall 08-09 Letter Naming Fluency Table 1.b use this table if you are reporting results of Tejas Lee screening

13. OTHER/District developed Number of students screened Number of students below Target/benchmark Number of students at or above target/benchmark Fall 08-09 Letter Naming Table 1.c Use this table if you are reporting results of other screening standardized or district developed tool

14. Rating Progress on Conditions As a way to gauge their progress on implementing a kindergarten program that meets the conditions, we asked schools to rate their program on the following scale: 0 - Not Currently Meeting: We need support. 1 - Basic: We are meeting this condition, but could use additional support to strengthen. 2 - Intermediate: We not only meet this condition, we have initiated new activities since this year that have enhanced our success in meeting this condition. 3 - Model: We not only meet this condition, we have initiated model activities which are very successful and are willing to share them with others.

15. Five Ways Data Collected Can Help Your School Data and responses provided by districts are used: 1.To inform instruction. 2.To plan support and technical assistance. 3.For reports to the legislature. 4.To inform public and private funders. 5.Early learning organizations and advocacy groups to support their investments and planning of activities to support early learning connections birth through age eight.