1. Using GOLD™ by Teaching Strategies® Reports to Analyze WaKIDS Data: Administrators’ Webinar
November 5, 2015
Introduce selection of Teaching Strategies as a vendor; “GOLD” as their product. WA has worked with TS to customize GOLD for use in WA K classrooms. Partnerships with state and local agencies, including DEL, Thrive by Five, Gates, and ESDs, University of WA
Teaching Strategies GOLD® Objectives for Development & Learning, Birth Through Kindergarten © 2010 by Teaching Strategies, LLC, Bethesda, MD. Used with permission of Teaching Strategies, LLC.

2. Our Focus for Today Making Optimal Use of WaKIDS Results
Using GOLD™ Reports Effectively
Modeling One District’s Use of GOLD™ Reports: Bellingham Public Schools

3. Examples of Ways the State is Using Summative WaKIDS Assessment Data
Results Washington, the Governor’s initiative to achieve results guided by data has a target directly linked to WaKIDS:
“Increase by 2% each year, through , the percentage of children who demonstrate readiness skills for kindergarten in these areas: social-emotional, physical, language, cognitive, literacy, and math”
Department of Early Learning (DEL) reports progress in meeting this target to the Governor at regular intervals
Office of Superintendent of Public Instruction (OSPI) is using WaKIDS data as one of the agency’s performance indicators
Learning Pathways to Early Numeracy guides preschool and kindergarten teachers on the developmental steps needed to move children forward on a particular math pathway (available on WaKIDS website)
Cross-walked with State’s Early Learning Guidelines and GOLD™ by Teaching Strategies® objectives
Escalated because of concerns about students’ entering math skills
Data is great, but it doesn’t become information unless it is used. Earlier I focused on the importance of teachers discovering that they could use the data in formative ways to individualize student learning, or take the summative data on individual children to feed back to families about their students.
But it’s not just the teachers who need to assume ownership of the data. The state, regions, community organizations, families, and early learning providers also need to see that the data has meaning.
This slide and the next provide a few examples of ways Washington State is using the data.
The Governor has shined a light on it in his performance data for early learning, setting a goal for a 2% increase each year in the percentage of children who demonstrate readiness skills in each area. Shining a light is insufficient. As we say tongue in cheek in assessment, “weighing the pig doesn’t make it fatter.” Unless you’re doing something to affect the weight of the pig, reporting the weight is insufficient. The governor is serious about getting results—hence the name, “Results Washington”—and assuring that the state is intervening in ways that do more than “weigh the pig.”
Awareness that so many of our students are entering with fewer math skills than we would expect gave new urgency to a project that was underway but not surging toward completion. Learning Pathways to Early Numeracy moved to the front burner as OSPI provided time and resources to finish this document that outlines the developmental steps needed to move children forward in various math pathways (counting and cardinality, number and operations, measurement, etc.). The document is intended for educators and the pathways are cross-walked with our Early Learning Guidelines and GOLD objectives, but any state could use it. It’s been vetted with several national leaders and continues to evolve as we learn more. You can find it in English and Spanish on the WaKIDS website on our resources page.

4. Examples of Ways the State is Using Summative WaKIDS Assessment Data
Learning Pathways to Early Literacy, modelled after Learning Pathways to Early Numeracy, is in development and will be launched by early 2016.
Prototype Feedback Report to early learning providers is being developed by state and regional partners
Will be piloted with volunteer early learning providers
We liked Learning Pathways to Early Numeracy so much that we decided we needed a corollary. Learning Pathways to Early Literacy will be launched in the next six months.
Finally, we’ve begun to look at ways to provide feedback to early learning providers in the aggregate about the kindergarten preparedness of children who were formerly in their charge. This requires a lot of bridge building to get the structures in place. For example, only when we figured out a way to assign children in our state prekindergarten program state student identifiers were we able to work with Teaching Strategies to create a way for kindergarten teachers to see the spring scores of students who were formerly in that program. That bridge is helping us to share the data forward. Now we’re trying to negotiate ways to share information backwards so early learning providers get feedback that may help them think about their curricula, approaches to learning, etc.
So much of cross-sector work is about putting in place structures to build connections because they are often do not exist. We have to create them.

5. Examples of Ways Regions, Districts and Schools are Using Summative WaKIDS Assessment Data
Regional level: engage community and education-based groups in conversation about needs of entering students
Early Learning Regional Coalitions reviewing and sharing data
District level: engage teachers, specialists and administrators in conversation about kindergartners’ needs; guide district-level P-3 decisions
Building/teacher level: inform instruction through considered use of formative and summative data; provide feedback to parents/families on students’ strengths; incorporated into report cards
WaKIDS = catalyst for conversation
We liked Learning Pathways to Early Numeracy so much that we decided we needed a corollary. Learning Pathways to Early Literacy will be launched in the next six months.
Finally, we’ve begun to look at ways to provide feedback to early learning providers in the aggregate about the kindergarten preparedness of children who were formerly in their charge. This requires a lot of bridge building to get the structures in place. For example, only when we figured out a way to assign children in our state prekindergarten program state student identifiers were we able to work with Teaching Strategies to create a way for kindergarten teachers to see the spring scores of students who were formerly in that program. That bridge is helping us to share the data forward. Now we’re trying to negotiate ways to share information backwards so early learning providers get feedback that may help them think about their curricula, approaches to learning, etc.
So much of cross-sector work is about putting in place structures to build connections because they are often do not exist. We have to create them.

6. Rose Kirschner, Account Manager at Teaching Strategies®
GOLD™ Reports
Rose Kirschner, Account Manager at Teaching Strategies®

7. Review of GOLD™ Reports
Used by Administrators
Assessment Status Report
Comparative Report
GOLD™ Readiness
Widely Held Expectations
National Normative Sample
Snapshot Report
Used by Teachers
Assessment Status Report
Class Profile Report
Individual Child Report
Development and Learning Report
Family Conference Form 7

8. GOLD™ Terminology
Progression of Development and Learning – paths, or trajectories, that children typically follow when acquiring a skill or behavior
Widely Held Expectations – criterion referenced, research based expectations for where we typically see children’s skills, knowledge, and behaviors for each age or class/grade.
GOLD™ Readiness – research-based point on progression that indicates kindergarten readiness (where blue and purple colored bands meet but don’t overlap; level before the purple colored band) 7

9. GOLD™ Terminology
Area of Development and Learning – broadest domain of development and learning (10 areas; 6 used by WaKIDS)
Objective – a statement of expectations of knowledge, skills, and behaviors (predictor of school success)
Dimension – a specific aspect or subskill of an objective
Level – the rating scale that describes specific points along the progression for each objective/dimension
Indicator – developmental milestones typically seen from birth through kindergarten
Example – different ways that children show what they know and can do
Colored Bands – show the age or class/grade ranges for widely held expectations (purple colored band demonstrates kindergarten expectations) 8

10. Anatomy of a Progression
Levels
Indicators
Examples
Colored Bands
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 9

11. Reports Used by Administrators10

12. Assessment Status Report
When to Run It
Purposes
Leading up to and immediately after the checkpoint due date
To identify potential missing data and/ or students
To ensure data has been finalized 11

13. Assessment Status Report, continued
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 12

14. Kindergarten Readiness Benchmark
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 13

15. Comparative Report – GOLD™ Readiness
When to Run It
Purpose
After running the Assessment Status report to ensure that all data has been finalized for a given checkpoint period
To get a sense of where students’ knowledge, skills, and behaviors are compared to the GOLD™ Kindergarten Readiness Benchmark 14

16. Comparative Report – GOLD™ Readiness
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 15

17. Comparative Report – Widely Held Expectations
When to Run It
Purpose
After running the Assessment Status report to ensure that all data has been finalized for a given checkpoint period
To get a sense of where students’ knowledge, skills, and behaviors are compared to widely held expectations
117

18. Comparative Report – Widely Held 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. 17

19. Comparative Report – Widely Held 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. 18

20. Comparative Report – National Normative Sample
When to run it?
Purpose
After running the Assessment Status report to ensure that all data has been finalized for a given checkpoint period
To get a sense of where students’ knowledge, skills, and behaviors are compared to the National Normative Sample (previous data from students in GOLD™ nationwide) 19

21. Comparative Report – National Normative Sample
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 20

22. Comparative Report – National Normative Sample
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 21

23. Scaled Scoring Uniform scale is from 200 to 800
Scaled scores enable users to compare scores across areas of development and learning
Scaled scores take into account item difficulty 22

24. Raw Scoring Kindergarten student’s score = 8
Widely Held Expectations for kindergarten = 6–16
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 23

25. Widely Held Expectations for Kindergarten (Purple Colored Band)
Literacy
Widely Held Expectations for Kindergarten (Purple Colored Band)
Student Score
Phonological Awareness
14–24 16
Alphabet Knowledge
6–16 8
Print Concepts
10-16 15
Comprehension
13–24
Writing
10–12 9
Summary
53–92 64
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 24

26. Snapshot Report When to Run It Purposes
After running the Assessment Status report to ensure that all data has been finalized for a given checkpoint period
To get a sense of where students’ knowledge, skills, and behaviors are after a given checkpoint period
To compare scores to widely held expectations (criteria-referenced) 25

27. Snapshot Report
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC.
227

28. Snapshot Report, continued
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 27

29. Reports Used by Teachers28

30. Class Profile Report
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 29

31. Individual Child Report
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 30

32. Development and Learning Report
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 31

33. Development and Learning Report, continued
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 32

34. Family Conference Form
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 33

35. Bellingham Public Schools Experience with WaKIDS
Kristi Dominguez, Director of Early Learning 34

36. Using Data in Bellingham Schools
Families
Use the Development & Learning Report and Family Conference Form
Teachers
District report card is aligned to the objectives so when a teacher is grading a child in literacy, we are clear on what data points we will use
Use the Individual Child, Class Profile and Snapshot Reports
This information informs daily, monthly, and yearly instruction
Helps teachers to narrow their focus and become very intentional on the big ideas
Allows them to know who to pull into small groups and what should be their learning targets 37

37. Using Data in Bellingham Schools
PE teachers
Meet at least three times a year and share data in math, gross motor and social emotional areas
Use this to plan and implement developmentally appropriate curriculum based on the objectives and dimensions
Clear picture of what the progressions look like so they can be very intentional in moving children along the progressions
Video their students then meet to analyze together, which strengthens their own understanding and improves Inter-rater Reliability (IRR) 38

38. Using Data in Bellingham Schools
Counselors
Use the social-emotional data to help to target interventions.
School and System Level
Schools use the data to prioritize students who will get interventions and at what level
District provides support based on data, for example:
An elementary school had the lowest data in social-emotional along with highest class size
Data informed decision to hire a full-time certificated staff whose primary job was to  provide interventions and target support in social-emotional development 40

39. Data Is Only Useful When There is a Purpose
Already using the fall 2015 data. Since 10/31, Bellingham has looked at the following reports:
Comparative
Snapshot
Class Profile
Individual Child
Family Conference Form
It takes time…

40. Resources

41. Different Data Sources for DACs
OSPI: WAMS download file in EDS
OSPI: Washington State Report Card (January 2016)
Teaching Strategies: Export GOLD™ Data File
Teaching Strategies: Comparative Report 41

42. WAMS File Downloads in EDS42

43. Washington State Report Card43

44. Teaching Strategies Export GOLD™ Data File
Go to and log into GOLD™
From ADMINISTRATION tab, select License Settings
Click on Action dropdown menu for Reports
Select Export GOLD™ Data (Tab-Separated Format)
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 44

45. Resources (Use your GOLD™ log-in)
Guide for Administrators
Reports Brochure
GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC. 48

46. Next Steps
November 1—All administrator and teacher reports available immediately
Mid November—District WaKIDS data available in WAMS
Late December/Early January—WaKIDS data available on State Report Card
446

47. Resources GOLD™ technical support:
Hours: Monday through Thursday 5:00 a.m. to 4:00 p.m. Pacific Time
with a description of your concern and your username
OSPI and ESD support, contact:
Susan Swanberg ( or for questions regarding usernames, transferring users, accessing GOLD, resetting passwords
Nancee Alvord ( or for questions regarding training, teacher or principal support, ESD contact information
Kathe Taylor ( or for questions about overall implementation and data questions
OSPI Assessment Analysts for technical questions about student uploads and data
Your regional ESD WaKIDS Coordinator for technical classroom and curriculum assistance and regional support; see list at:

48. Contact Information for Presenters
Kristi Dominguez, Director of Early Learning, Bellingham Public Schools,
Rose Kirschner, Account Manager, Teaching Strategies®,
For GOLD™ Technical Assistance for WaKIDS, please call us at GOLD (4653). Monday - Thursday 5:00 am – 4:00 pm PST/ Friday 5:00 am – 3:00 pm PST
Teaching Strategies® materials regarding cut scores and reports will be posted on GOLD™ ( and WaKIDS website (