assessment - best practices...

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WELCOME

Training Location: _____________ Today’s Date: ________

Trainer’s Name: ______________________________________

Trainer’s Email: _______________________________________

GOALS FOR TODAY

Understand the benefits of Work Sampling Online Review Georgia’S Pre‐K assessment Become confident with the Work Sampling Online System Ask questions about assessment Identify resources and technical support

WSO ROCKS!

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ASSESSMENT

WSO ROCKS!

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All About Work Sampling System 6 Username/Password 7 ASSESSMENT 9 Notes 15 How do I enter notes online? 18 Matrices 21 How do I enter matrices online? 25 Photos 27 Work Samples 29 How do I enter photos and work samples online? 31 View observations 34 Edit observations 35 Helpful Tips 38 Appropriate Documentation 39 Sufficient Documentation 39 General Process Notes 41 Roster Process Notes 43 Developmental Checklist 44 How do I create a checklist? 47 How do I edit a checklist? 50 Checklist Status 51 How do I print a checklist? 52 Group Reports 55 How do I create a Class Ratings Report? 56 How do I create a Class Profile Report? 57 Narrative Summary 59 How do I create a Narrative Summary Report? 61 Manage Template Comments 63 How do I print a Narrative Summary Report? 65 Portfolio 68 WSO Resource Center 69 YOUR ACCOUNT 70 Edit Profile 70 Change Password 71 Manage Sections 72 Manage Students 73 Share children with Special Ed. Teacher 74 Edit Students 75 Archive Students 76

TABLE OF CONTENTS

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ALL ABOUT THE WORK SAMPLING SYSTEM

WHAT IS YOUR COMFORT LEVEL? 1 2 3 4 5 6 7 8 9 1 0

The Work Sampling Observational Assessment enables teachers to monitor children’s academic, social, emotional and physical progress by observing, recording, and evaluation of student learning. It is based on teachers’ careful observations of students’ classroom performance and progress and is designed to provide meaningful feedback to teachers, students, families and administrators. The Work Sampling Observational Assessment helps teachers make instructional decisions based on information about individual students and helps teachers better understand what they should be teaching, what children have to master, and what children are having difficulty learning (Dichtelmiller, Dorfman, Jablon, Marsden and Meisels, 2003, p. ii).

The Georgia Testing Identification Number (GTID) will link each child to the DOE Longitudinal Data System. Kindergarten teachers will have access to the following data in Fall 2012:

Language Arts

Math

Personal/Social

Subset of Physical Development around fine motor

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Work Sampling Online

www.worksamplingonline.com

For additional help contact

[email protected]

RESET PASSWORD

Click on Forgot

your password?

Enter your Username (lowercase with no spaces) TEACHERS

First name initial + Last name + Last 6 digits of SS# (ex. msmith450967) If last name is hyphenated or there are two last names, only use the first of the two names – no space or hyphen.

Type in username using formula and click “Reset password” You will receive an e‐mail from schoolsuccess.net.

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Work Sampling Online

HOME PAGE

You will see your name,

program name and site name

Check the Alerts box for messages from

Bright from the Start and Pearson

Contact Pearson for technical support

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ASSESSMENT

Assessment is the process of observing, documenting and evaluating what children know, understand and can do. The purposes of assessment are

• to plan instruction

• to inform families

• accountability & research

PLAN OBSERVE RECORD

Typical Pre‐K Day

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PLAN ASSESS

The Preschool‐4 Developmental Guidelines present seven learning DOMAINS, a RATIONALE for each domain, specific skills called FUNCTIONAL COMPONENTS and 55 behaviors called PERFORMANCE INDICATORS.

The seven domains of learning are: I. Personal and Social Development II. Language and Literacy III. Mathematical Thinking IV. Scientific Thinking V. Social Studies VI. The Arts VII. Physical Development and Health

Domain

Rationale

Functional Component

Performance Indicator

Examples

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Use the REVERSE CORRELATIONS to align Content Standards and Performance Indicators.

PLAN OBSERVE RECORD

BE INTENTIONAL!

Decide what to observe Decide who to observe Identify when to observe You are NOT required to collect documentation in the Personal and Social Development and Physical Development and Health Domains UNLESS the child has an IEP or you think the child needs a referral. You ARE REQUIRED to make ratings for all 55 indicators.

Choose an area of the classroom, such as dramatic play

Choose several children to collect documentation on or a particular small group

The first 10 minutes of center time

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Prepare appropriate documentation methods

Using the assessment template can help teachers collect documentation in a meaningful way.

Even though activities are planned with a purpose, keep an open mind for spontaneous happenings!

Matrix, general process notes

MATRIX: LT designs matrix for assistant teacher because she does not have any documentation collected on that performance indicator. (Class Profile Report shows all DNO)

PHOTOS: Encourage teachers not to use all 60 minutes of center time for assessment. You want them to interact with the children. Spend 10 of the 60 minutes taking photos in dramatic play. The teacher may use these to make a class book as well as document indicators in Social Studies and The Arts.

NOTES: Most of the children in the class are “in process” on the performance indicator “Asks questions and uses senses to observe and explore materials and natural phenomena.” Assistant teacher will take notes to get more information in this area.

WS: Several children are “not yet” or “DNO” for performance indicator “uses letter‐like shapes, symbols, and letters to convey meaning.” Work samples will be collected for all children. Teacher will upload selected samples.

Concepts about Print

(AT) DEAR time

Airport DP 10 minutes

of center time (LT)

Science observations of

animal bones–center time

Writing – small group (LT)

Concepts about Print

(AT) DEAR time


of center time (LT)


of center time (LT)


of center time (LT)


of center time (LT)

Science observations of

animal bones–center time





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PLAN OBSERVE RECORD

OBSERVATIONAL ASSESSMENT Observation is defined as watching with attention or purpose in order to see or learn something. Observation allows us to learn about children by carefully watching them, listening to them and studying their work. The following are some ways that you can observe students to learn more about them:

Listen to them as they describe how they made decisions and solved problems

Listen as they talk with others informally and during group discussions

Ask questions that encourage them to describe their thinking

Study their work (e.g., writings, drawings, journals)

Watch them as they play and work with materials and other children (Dichtelmiller et al. 2003, pp.20‐21)

PLAN OBSERVE RECORD

RECORDING OBSERVATIONS Recording your observations of children is important for at least 4 reasons:

1. Records help you remember and keep track of what children know and can do.

2. Your documented observations provide the evidence to support your

evaluations of children.

3. Observations recorded over time enable you to see patterns in children’s

behaviors and their approach to learning. These patterns are often evident to us

only when we reflect on collections of observational notes.

4. Records of observations will help you plan instructional activities that are

responsive to children’s interests, strengths, and needs (Dichtelmiller et al., p. 22).

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DOCUMENTATION

There are FOUR types of documentation:

Observations are what are actually seen and heard. Language that describes the actions of the children at work and play is more informative than words that convey judgment. For example,

10/3 Sarah looked at the blue fish and became very impatient with the activity when her picture of a fish looked more like a rock.

10/3 Sarah looked at the blue fish, drew a round figure with a blue crayon, then took a black crayon and scribbled on top of the round figure.

opinion fact

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OTES WHAT ARE OBSERVATIONAL NOTES? Notes are factual observations that provide rich, detailed information.

HOW DO I TAKE NOTES? Come up with a system that works for you and your assistant teacher. Learn to jot down enough information to jog your memory so you can type the detailed information into Work Sampling Online. Sample Materials

Post‐it’s

Clipboards

Notebooks in different areas of classroom

Reproducible masters (General Process Notes)

Audio recorder Teachers must enter notes online and classify them down to the indicator. Notes can be classified for multiple indicators. Richer, detailed notes allow teachers to use more classifications.

EXAMPLE

L and S worked together in the garden center. They decided which plants would be for sale today. S created sign and asked Mr. J how to spell “sale” to make a sign. L said “We have to sell the purple flowers because that is my favorite color.” S said “I am going to sell the pink flowers because they match my shirt.” Mr. J asked “How much will the flowers cost?” L, “Purple flowers cost $5 cause they are so beautiful and S’s flowers are $10 because they match her shirt.” Mr. J “What will you do with these (pointing to seed packs)?” L said “You have to put them in water for them to grow. Go get me some cups so S can plant them and put them over there in the window cause they need sun too.”

How would you classify this note?

N

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Write an observational note for Emily and Alok.

How would you classify your note?

Write an observational note for Cooper.

Observations are unique and individual. Be a camera. Write what you actually see and hear the child doing.

Emily

Alok

Cooper

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ADDITIONAL EXAMPLE

THOUGHTS…

12-8 Jesse and Brent worked together to create a sand structure by packing damp sand into a plastic bucket. They discussed strategy for each step. After an initial failed attempt, they decided to “mash it in real hard so it will stay together.” Brent was in charge of “pounding on the top” to make the sand come out and Jesse was in charge of carefully lifting off the bucket “so it won’t fall apart.”

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Documentation & Planning

NOTES

Click Enter Observations

Choose the Collection Period

Select the child

Enter the Date Observed

Enter the Title as N

Enter the Description

Spell Check your description

Check Add to Portfolio

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NOTES A message lets you know the Observation has been saved

Click Save and Classify

Click New Classification

Select the Domain

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NOTES

Select the Functional Component

Select the Performance Indicator

Make additional classifications

Click Save

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ATRICES WHAT IS A MATRIX?

A tool that allows you to collect notes on multiple children at one time

Designed to record easily observable, predictable behaviors

Lead teachers design a matrix ahead of time and use it to quickly collect data

HOW DO I USE A MATRIX? Look at your assessment data and decide which performance indicators need documentation. Determine if the data needed is suitable to collect with a matrix.

1. Is the activity I am planning predictable? For example, during small group, I am playing “Sassafras.” In this game, I know the children will take turns, draw a number card (so I will check if they are able to recognize the numeral), choose objects to count out the appropriate number and then they will sort the objects.

2. Am I able to observe these behaviors without asking the children questions or needing a response?

3. Am I writing the same note over and over again for multiple children? Teachers must enter matrices online and classify them down to the indicator. Matrices can be classified for multiple indicators.

WHEN SHOULD I USE A MATRIX? Since a matrix is pre‐planned and used for multiple children, it can be used for any large group or small group setting.

M

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EXAMPLE SMALL GROUP MATRIX

Child’s name

Recognize numerals (1‐10)

Count objects

Sort objects

Comments

Cooper X X X “I am 5 and next year I will be that old” (pointing to card with number 6)

Bella X X X

Lucas X X X

Olivia H H X

Erin X X X

Zachary X X X

X = successful H = Help R = Reminder

Create a key to be used with your matrices so behaviors can be checked off easily. Add a comments column for behaviors you observe that require you to remember additional information. For example, if a child draws a card with a number 6 and turns to his peer and says “I am 5 and next year I will be that old,” you may choose to enter that individual note online.

WHAT DO I DO WITH THE MATRIX? The listed behaviors on the matrix are required to be entered and classified just like a note. Once you enter and classify each behavior you can recycle the paper matrix.

THOUGHTS…

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ADDITIONAL EXAMPLE To gather some documentation about science, create a matrix similar to the one below. Put science tools in the science center and encourage children to explore with them during center time for a week.

Domain/Indicator: Science/ Uses simple tools and equipment Week of 11/14

Child’s name Magnet Magnifying

Glass Binoculars Droppers

Comments

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Performance Indicator – Demonstrates phonological awareness What are several observable, predictable behaviors that can be put on a matrix? Write four observable, predictable behaviors that can be documented using a Matrix.

Domain/Indicator: Language and Literacy/Demonstrates phonological awareness ‐ syllables

Name

Comments

THOUGHTS…

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MATRICES



Select the children


Enter the Title as M


Spell Check



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MATRICES


Select the Domain, Functional Component and Performance Indicator

Click Save

Notice all children’s names

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HOTOS

WHY TAKE A PHOTO? We take many pictures in Pre‐K for a variety of purposes. We want to document a field trip to the farmer’s market or a community worker that came to visit. The wonderful thing about digital cameras is that we can take lots of photos at no significant cost. Uploading photos for assessment has another purpose – you want to document a child’s work.

Photos capture documentation for various areas of learning that other forms of documentation may not.

EXAMPLE

HOW DO I TAKE A PHOTO? Aim for close‐ups! Your photo should clearly show the skill or behavior being

documented. To prevent disturbances, use the zoom button.

Add a comment and/or a quote from the child. Your comment should add information to the picture – what the child said, what happened before or after – not just state what is obvious by looking at the photo.

Teachers must enter photos online and classify them down to the indicator. Photos can be classified for multiple indicators. Richer, detailed descriptions or quotes from a child allow teachers to use more classifications.

P

This photo does not give any additional information

This photo gives additional information about how the child built the zoo and sorted the animals. The quote also shows the child’s understanding.

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HOW DO I CHOOSE A PHOTO? Uploading photos takes more time, so you want to choose carefully what performance indicators are documented best by a photo. Questions to consider…

Write a description to go with your photo. BUILDING WITH BLOCKS

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ORK AMPLES

WHY COLLECT WORK SAMPLES? Work samples are a meaningful way to assess exactly what a child can do.

Look at the performance indicators and intentionally decide if a work sample can adequately document what the child is able to do.

They can be collected during small group, centers or any time of the day.

EXAMPLES

‐ a child’s drawing, writing or dictation in the area of language and literacy. ‐ a child’s description of pictures in Social Studies.

‐a child’s math work including patterns or graphs

‐ a child’s creative art, such as paintings and collage

‐ a child’s observations in science

W S

LL D2 “Uses letter like shapes, symbols, and letters to convey meaning.”

SS A1 “Identifies similarities and differences in personal and family characteristics.

MT C2 “Recognizes simple patterns and duplicates them.”

MT E1 Orders, compares, and describes objects according to a single attribute.”MT E1 Orders, compares, and describes objects according to a single attribute ”

A A3 “Uses a variety of art materials for tactile experience and exploration.”

ST A3 “Makes comparisons among objects.”

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HOW DO I COLLECT WORK SAMPLES?

The best way to collect work samples for WSO is to take a picture of the child’s work.

WHAT DO I DO WITH THE PHOTO OR WORK SAMPLE?

Photos are REQUIRED to be uploaded and classified in the system just like notes and

matrices.

Pictures of the work sample are NOT REQUIRED to be uploaded, however a description

of the work sample is REQUIRED

If you do not upload a picture of the work sample, file it.

If you choose to upload a picture of a work sample, send it home with the child.

THOUGHTS…

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PHOTOS AND WORK SAMPLES



Enter the Title as P or WS


Spell Check your description



Check the child or children

Click Teacher Attachment

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Click Browse or Choose File

Click Open

To identify the pictures without opening each file‐ Choose the Thumbnails view in the Views drop‐down menu

Cohen

Cohen

Locate the folder where pictures are saved on your computer

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0

Select the image and click Open


Choose Domain, Functional Component and Performance Indicator

Click Save

The file name will appear next to the Browse button


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VIEW OBSERVATIONS

Click Manage Observations

Select a Child

Click on the column header to sort observations by description

Double click images in Attachment column to enlarge

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EDIT OBSERVATIONS

Click Manage Observations

Check the observation you want to edit

Select the student

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EDIT OBSERVATIONS

Make any necessary edits

Click Save

This message indicates your edits have been saved

Click Edit

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REVIEW

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HELPFUL TIPS

DONT’S DO’S

Do not collect every work sample from every child every day.

Do plan to collect work samples. (Based on assessment data, on Tuesday, in small group I am taking dictation in the writing center when children draw pictures of their families. On Thursday I will collect paintings from the art area during center time.)

Do not give your assistant teacher a clipboard with blank paper and tell her to take notes during center time.

Do ask your assistant teacher to take notes in a certain area of the classroom for a portion of center time.

Do not upload all of your pictures in the WSO system.

Do choose photos carefully. Photos are used when a written note does not adequately describe a child’s work and/or behavior. Block structures and dramatic play are good examples.

Do not write performance indicators on a matrix.

Do write predictable, observable behaviors on the matrix that are examples of the indicators.

Do not write notes for a child or children that only describe the performance indicator. “Celia used expanded vocabulary for different purposes.”

Do write how the child exhibited that behavior. Notes should be unique to each child. Celia pushed the vehicle across the floor. “This truck is a bulldozer and it can pick up lots of dirt.”

Do not upload the same work sample for every child in the class. For example, 20 children create ABAB patterns with unifix cubes. One child creates an ABBA pattern for the first time and one child extends his pattern until it runs off the table.

Do upload the two unique work samples. Use a matrix for the other 20 children, “created ABAB pattern using unifix cubes.”

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HOW MUCH DO I NEED TO COLLECT? HOW MUCH IS ENOUGH? There is no set amount of documentation you should collect. The amount varies with each child. Collected documentation should be intentional.

APPROPRIATE DOCUMENTATION

Appropriate documentation of performance means that the type or method of documentation is a logical, suitable way to document the behavior or activity being observed. For example, collecting a child’s writing samples over a period of time is an “appropriate” method of documenting the performance indicator “uses letter‐like shapes, symbols and letters to convey meaning.” A class matrix can be used to collect observations on “follows two‐three step directions.” Knowing the transitions that occur in your classroom, write those behaviors across the top of the matrix, such as “throws away snack and sits down on rug for large group” or “puts on coat and lines up at door.” Include all children’s names and the week you are planning to observe and collect documentation. This is an “appropriate” method of documenting performance indicators related to language and literacy.

SUFFICIENT DOCUMENTATION

Teachers need to collect a sufficient amount of documentation to feel confident when making a rating on the Developmental Checklist. Sufficient documentation of performance relates to the amount and variety of documentation necessary to give a clear picture of a child’s performance. There is no magic number regarding the amount of documentation that is considered “sufficient.”

Different performance indicators require different amounts of documentation.

Different children may require varying amounts of documentation for the same performance indicator.

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Teachers should pay attention to key words and phrases in the performance indicators. Participates in… Uses… Shows beginning… Understands… Begins to develop… Describes… Performs… Demonstrates… The words and phrases, in conjunction with the examples, can assist with the collection of QUALITY pieces of documentation.

QUALITY VS. QUANTITY

Make a plan and collect FEWER, RICHER pieces of documentation. The teacher’s goal should be to classify observations across multiple performance indicators. This allows teachers to obtain a variety of types of documentation, yet collect and enter fewer in number in order to provide a clear picture of the child’s level of performance. Let’s look at observations collected for the indicator “shows beginning understanding of concepts about print.”

THOUGHTS…

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GENERAL PROCESS NOTES

Click Reproducible Masters

Use the Customizable Master drop‐down menu to select General Process Notes

Click Select

Enter the Observation Dates

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GENERAL PROCESS NOTES

View of General Process Notes

Click Submit

Click Open

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ROSTER PROCESS NOTES

Click Reproducible Masters

Use the Customizable Master drop‐down menu to select Roster Process Notes

Click Select

Check the Student Names

Select the Domain

Select the Performance Indicators you want to include

Click Submit

Roster Process Notes

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DEVELOPMENTAL CHECKLIST WHAT IS THE DEVELOPEMTNAL CHECKLIST? Using observational assessment effectively requires that you know what to look for, how to recognize features of children’s learning at different ages and the criteria for evaluating students fairly and quickly.

Effective observational assessment also requires an organizational tool that helps you manage your observations. The Developmental Checklist helps you organize what you have observed and your interpretations or evaluations. Without a checklist, it is nearly impossible to focus on and remember the actions, behaviors, and language of 22 children for 6 ½ hours each day. The Checklist enables you to document and evaluate students’ classroom activities by creating a detailed profile of each child’s skills, knowledge and behaviors…that help you chart children’s continuous progress in order to plan curriculum that reflects individual growth and change (Dichtelmiller p.7).

HOW IS THE CHECKLIST ORGANIZED? The Developmental Checklist is organized into seven domains. Under each domain are several functional components. Under each functional component are performance indicators.

DOMAIN I. Personal and Social Development

FUNCTIONAL COMPONENT B. Self control

PERFORMANCE INDICATOR 3. Manages transitions

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WHAT ARE THE RATINGS? The teacher’s job is to rate performance in all 55 indicators each reporting period. There are 3 ratings to document a child’s overall progress: Not yet: the skill, knowledge or behavior has not been demonstrated

A rating of not yet means you have taught the child and given them multiple opportunities to learn this skill, yet the child is unable to exhibit behavior that shows his understanding. In process: the skill, knowledge or behavior is emergent and is not demonstrated consistently

A rating of in process is very common with young children. You see the child demonstrate the skill one week and then they are unable to do it again. This skill is not firmly in place and the teacher should continue giving the child opportunities to practice. Proficient: the skill, knowledge or behavior is firmly within the child’s range of performance

A rating of proficient means the child has a clear understanding and is able to exhibit this skill repeatedly. Once children are proficient, it is good practice to refer to the Omnibus Guidelines to see what you should be teaching next for the child to continue progressing. Proficiency does not mean mastery

There are two ratings you can use in special circumstances. Not applicable: used when a child has an IEP

This rating is used if the child is a special education student and it has been determined that the indicator is not reasonable or appropriate given the child's needs and development. Did not observe: used when an indicator has not been observed

Work Sampling Online defaults all indicators to DNO when you make some preliminary ratings in a domain. On Group Reports, DNO is used as “still needing to collect documentation.”

NY

IP

P

NA

DNO

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HOW DO I MAKE A RATING? Teachers need to be very familiar with the rationale of each indicator. This gives you the actual definition of the indicator so teachers do not use their own subjective judgment. It also provides examples of how a child might demonstrate that particular behavior.

All documentation that has been entered will show up next to the guidelines.

For each child, teachers review documentation and think about their general knowledge of the child.

HOW OFTEN DO I MAKE RATINGS? Make ratings weekly. Updating ratings on a regular basis gives the teacher more information to use in planning. It tells the teacher areas where they have not collected any documentation

(DNO), as well as helping teachers individualize instruction.

Class Profile Report

IQ Guide

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Guidelines & Checklists

MANAGE DEVELOPMENTAL CHECKLISTS

Click Checklists

Select the child

Check All Domains or choose one at a time

Be sure you are in the correct Period

Click Create Checklist

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Click the + sign next to the indicator

Make your ratings

Read the rationale

Review your observations

Look at the Notes column

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At the bottom of the screen click Finalize Developmental Checklist

Use the Additional Comments box at the end of each domain to jot down comments that you can drag into your Narrative Summary Report

If there is an observational note you want included in your Narrative Summary Report, Copy and Paste it into the Additional Comments box

If there is an observational note you want included in your Narrative Summary Report, Copy and Paste it into the Additional Comments box

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EDIT CHECKLISTS

Check All Domains or choose one at a time

Be sure you are in the correct Period

Click Checklists

Click Edit

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CHECKLIST STATUS

Click Status

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Teacher Files

PRINT CHECKLISTS

Click Completed Checklist

Select the child

Select All Domains

Click Submit

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Click Open

Completed Checklist

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HOW DO I RATE DIFFERENTLY FOR PERIOD 2? Checklists are completed based on your expectations for a particular time of year. Think about the indicator “uses letter‐like shapes, symbols, and letters to convey meaning.” In Period 1, the child may be making some marks on paper and labeling it as his name, as well as scribbling in the dramatic play area while creating a grocery list. While this meets this indicator, a teacher would increase her expectations and encourage the child’s attempts to make some letters.

WHAT DO I DO WITH THE CHECKLIST WHEN I AM DONE? After Period 2, keep a copy of the Developmental Checklist on file for three years. The Developmental Checklist is not shared with parents. Instead, it is used to convey a child’s progress in the Narrative Summary Report.

MYTH FACT

Children cannot be marked “proficient” during Period 1.

Children begin Pre‐K at varying ages and experiences. Be sure to read the rationale to determine the exact meaning of performance indicators. If a child is “proficient,” mark them “proficient.” Refer to the Omnibus guidelines for planning.

You should rate all children “in process” Period 1 and “proficient” Period 2.

Read the rationale and rate each individual child according to their progress.

Children cannot be “proficient” in Period 1 and “in process” Period 2 because you are rating the same thing.

Developmental guidelines describe expectations for the indicators, but ratings are also based on a teacher’s expectations for a time of year. For example, a child who is making some letter like symbols in the Fall might be marked as “proficient”. A teacher would expect a child to make progress in the Spring and form some letters, most likely in his name. If not, the child may be rated “in process.”

On Period 2 Checklist, the blue arrows indicate Period 1 finalized ratings

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GROUP REPORTS View a composite of your class’s progress in each domain of the Developmental Checklist to inform your planning and instruction. Making checklist ratings on a regular basis updates your group reports. At a glance, you can see where children are and what you need to teach.

Class Ratings Report


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Group Reports

CLASS RATINGS

Click Class Ratings

Choose the Format (PDF or CSV)

Choose the Domain(s)

Click Submit

Click Open

Class Ratings Report

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Group Reports

CLASS PROFILE

Click Class Profile

Select the Grade, Period and Domain(s)

Click View


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Let’s look at this indicator and decide what the teacher should plan.

Small Group Template Teacher: Howard Week of: 11/4

Group Monday Tuesday Wednesday Thursday Friday Teacher directed

Activity: Draw and retell story of “3 Little pigs” Students: Darrick & Elle, Justin, Julian, J’Quare CS: LD6b

Activity: Draw and retell story of “3 Little pigs” using story paper. Students: Terriana, Talent, Justice, Cohen, Beautiful, Aniyah CS: LD6b

Activity: Draw and retell story of “3 Little pigs” Students: Kiara, Jalaya, Blake, Brandon, Cohen CS: LD6b

Activity: Draw and retell story of “3 Little pigs” Students: Milton, Ari, Armani, Cassius, Chai, Talent CS: LD6b

Activity: Read other version of “Three Little Pigs” and compare stories Students: Darrick & Elle, Justin, Julian, J’Quare CS: LD5b

Teacher directed

X

Independent

Activity: Create 3‐D houses using recycled materials for pigs Students: Milton, Ari, Armani, Cassius, Chai, Talent CS: LD1h, SE4d

Activity: Create 3‐D houses using recycled materials for pigs Students: Darrick, Justin, Julian, J’Quare, Elle CS: LD1h, SE4d

Activity:Create 3‐D houses using recycled materials for pigs Students: Terriana, Talent, Justice, Elle, Cohen, Beautiful, Aniyah CS: LD1h, SE4d

Activity:Create 3‐D houses using recycled materials for pigs Students: Kiara, Jalaya, Blake, Brandon, Cohen CS: LD1h, SE4d

Activity: Read other version of “Three Little Pigs” and compare stories Students: Terriana, Talent, Justice, Elle, Cohen, Beautiful, Aniyah CS: LD5b

Independent Activity: Letter scavenger hunt/write letters we see Students: Kiara, Jalaya, Blake, Brandon, Cohen CS: LD5g

Activity: Letter scavenger hunt/write letters we see Students: Milton, Ari, Armani, Cassius, Chai, Talent CS: LD5g

Activity:Letter scavenger hunt/write letters we see Students: Darrick & Elle, Justin, Julian, J’Quare CS: LD5g

Activity:Letter scavenger hunt/write letters we see Students: Terriana, Talent, Justice, Elle, Cohen, Beautiful, Aniyah CS: LD5g

Activity:Letter scavenger hunt/write letters we see Students: Kiara, Jalaya, Blake, Brandon, Cohen CS: LD5g

Independent Activity: Sensory table ‐ mud Students: Terriana, Talent, Justice, Elle, Cohen, Beautiful, Aniyah CS: SD4c

Activity: Sensory Table ‐ mud Students: Kiara, Jalaya, Blake, Brandon, Cohen CS: SD4c

Activity:Sensory table ‐ mud Students: Milton, Ari, Armani, Cassius, Chai, Talent CS: SD4c

Activity:Sensory table ‐ mud Students: Darrick & Elle, Justin, Julian, J’Quare CS: SD4c

Activity:Listening Center (traditional tales) Students: Milton, Ari, Armani, Cassius, Chai, Talent CS: SD4c


Reverse Correlations

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NARRATIVE SUMMARY

WHAT IS A NARRATIVE SUMMARY REPORT? At the end of each rating period (twice per year), teachers review the checklist ratings and create a Narrative Summary Report for each child. The teacher summarizes their knowledge of the child and writes a commentary describing the child’s strengths and weaknesses in each of the 7 domains. To determine a child’s progress, look at the number of not yet, in process and proficient ratings in each domain. If there are more in process and proficient ratings than not yet, the child is developing “as expected.” If there are more ratings of not yet, the child “needs development.” If there are equal amounts of IP and NY or P and NY you should use your professional judgment of the child’s overall performance. When writing the narrative summary, a teacher must convey how a child is progressing. “Although two children may have identical ratings, it is unlikely that both children will have exactly the same skills and knowledge or the same approach to learning. Moreover, even if two children have fairly similar skills, they probably do not demonstrate their skills and knowledge in the same manner” (Dichtelmiller, p. 69). The summary should be individualized for each child.

WHAT DO I WRITE? Be specific (use name, give examples)

Be descriptive (paint a clear picture)

Use language that is respectful of children and families

Adapt language from the guidelines when helpful

Use words and phrases that convey a positive tone • Your child understands purposes for writing. • We are supporting Derek’s growth by encouraging his participation in group musical activities.

• Juan enjoys using tools such as a magnifying glass and scales in the science center.

• We will continue to work with Shayla on following classroom rules and routines.

Other positive words and phrases

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EXAMPLES

State the child’s level of performance

Cedrick’s strengths are his eagerness and curiosity. We are working together to improve his interactions with children and adults, as well as his ability to resolve conflicts.

Tim is performing as expected in understanding purposes for writing. We are continuing to work on using letter‐like shapes, symbols, and letters to convey meaning.

Shayla demonstrates self‐confidence and self‐direction. She is improving in following simple rules and routines and using classroom materials carefully.

Celeste listens carefully. She follows directions and makes rhyming sounds with new words. We are working with her to expand her vocabulary.

WHAT ARE TEMPLATE COMMENTS? Template comments are general statements that are true for most children in your class. They can be used along with child‐specific comments to create the Narrative Summary. EXAMPLES Personal and Social Domain: “follows classroom rules and routines”

Language and Literacy Domain: “speaks clearly and uses expanded vocabulary in conversation”

Mathematical Thinking Domain: “is able to recognize and describe shapes”

Scientific Thinking Domain: “uses simple tools to observe and explore objects”

Social Studies Domain: “identify the members of his family and their roles”

The Arts Domain: “uses a variety of art materials for exploration and expression”

Physical Development and Health Domain: “continue to develop fine motor skills using

playdough, lacing cards and stringing beads”

THOUGHTS…

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Teacher Files

SUMMARY REPORTS

Click Summary Reports

Select a child

Check correct period

Click Create

Choose Narrative Summary Report

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Teacher Files

SUMMARY REPORTS

Drag your Checklist Comments into the summary

Enter the child’s Attendance

Select the Report Language(s)

Write your narrative

Spell Check

Click Save

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Teacher Files

MANAGE TEMPLATE COMMENTS


Click New Comment

Select Preschool 4

Check the Domain

Click Manage Template Comments

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Teacher Files

MANAGE TEMPLATE COMMENTS

Enter the comment

Click Save

Use the + icon to drag the comment into the narrative text field

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Teacher Files

PRINT NARRATIVE SUMMARY REPORT


Select the student

Check the Period

Depending on the report language click Print English or Print Spanish

Or click Print Class

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Teacher Files

PRINT NARRATIVE SUMMARY REPORT

Narrative Summary Report

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WHAT ARE FAMILY CONFERENCES? Family conferences are required twice a year in conjunction with each reporting period. The purpose of the conference is to show the child’s progress. An easy way to share a child’s work is to use the Portfolio view in Work Sampling Online. If you choose not to use the Portfolio view, save several work samples and print photos to share with parents.

HOW DO I CONDUCT A FAMILY CONFERENCE? Complete the narrative summary.

Determine the documentation to be shared with families using the online portfolio or paper documentation.

Paint a clear picture of the child’s level of performance. Be positive.

Suggest ways to extend learning at home.

Get parent/guardian signatures and make a copy to keep on file for three years

EXAMPLES

Make a “sandwich”

Can do: Amy enjoys books and listens attentively to stories read at group time. (Use language from the P‐4 guidelines to help)

Examples: she retells her favorites, like The Hungry Caterpillar, with flannel boards and puppets.

Goal: we are encouraging her to develop letter knowledge, beginning with the letters in her name. You can help by pointing out “her letters” at home or while in the car.

THOUGHTS…

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Teacher Files

PORTFOLIO

Click Portfolio

Select a child

View all observations made for that child

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Resource Center

Contact Pearson – 1‐800‐874‐0914 Contact Bright from the Start – [email protected]

Additional resources from Pearson

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Your Account

EDIT PROFILE

Click Edit Profile

Click Edit

Update your email address

Click Save

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Your Account

CHANGE PASSWORD

Click Change Password

Enter your Old Password

Click Save

Enter your New Password and Confirm

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Your Account

MANAGE SECTIONS

Click Manage Sections

Click New Section

Select Grade Level

Name Section 5‐digit PANDA roster number

Click Save

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Your Account

MANAGE STUDENTS

Click Manage Students

Click Add a Student

Enter the following information for each child: First Name Last Name Gender Birthday Ethnicity Language Grade (Preschool 4) Enrollment

Click Save

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Your Account

SHARE CHILDREN WITH SpecED TEACHER

The Special Ed teacher will login and create a section. RECOMMENDATION First Initial+Last Name (EX: showard)

The Special Ed teacher will

e‐mail Jan Stevenson at DOE

and ask to be linked to the

Ga. Pre‐K site.

Jan Stevenson <[email protected]>

Click Add Existing Students to choose sharable children.

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Your Account

EDIT STUDENTS


Select the Student

Click Edit

Edit information as needed

Click Save

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Your Account

ARCHIVE STUDENTS


Check the Student

Click Archive

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REFERENCES

Dichtelmiller, M. L., Jablon, J. R., Meisels, S. J., Marsden, D. B., & Dorfman, A. B.

(2003). How to Use Guidelines and Checklists. In Using Work Sampling

Guidelines and Checklists: An Observational Assessment. (pp. ii, 20‐21, 23).

New York, NY: Pearson Early Learning.

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RESOURCES

WSO ROCKS!

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TABLE OF CONTENTS

Contact Information 81

IQ Guide for WSO 82

FAQ for WSO 84

Bright from the Start website 89

Best Practices website 92

Best Practices Online Course Login 93

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NEED HELP?

For technical support contact Pearson For questions regarding Georgia’s Pre‐K assessment contact Bright from the Start For questions regarding WSO Training contact Best Practices

1‐800‐874‐0914

[email protected]

[email protected]

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Bright from the Start website – www.decal.ga.gov

Click the Pre‐K tab

Click Work Sampling

System Program

Blank Matrices

Reverse WSS Correlation

FAQ for WSO

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Click the Pre‐K tab

Click Newsletters

Click For WSO

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Best Practices Training website –bestpractices.gsu.edu Access Georgia’s PRIDE

Click Training

Click Georgia’s PRIDE

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BEST PRACTICES ONLINE COURSES Go to http://bestpractices.gsu.edu and select “Online.” Follow the steps to login. Your username is BP + (which stands for Best Practices) your four digit birthday + your first name initial + up to the first five letters of your last name. Do not use any spaces, for example: BP0412jwilli. Your password is your school phone number. Do not use spaces or dashes, for example, 7705559888. The first time you login to your course a security certificate will appear. Please click the Run or Always option. If you are having problems, click on the Help tab. Please remember that (as with any connection to the Internet) the faster your connection, the better your experience will be.

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TECH TIPS

WSO ROCKS!

95

TABLE OF CONTENTS

WSO System Requirements 97

Improve Computer Speed 98

Design a Matrix 100

Copy Photos from Camera to Computer 101

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WSO SYSTEM REQUIREMENTS For those sites participating in Work Sampling Online (WSO), the requirements are listed below:

1. It is highly recommended that each teacher have a computer with Internet access in their actual classroom, versus one that is shared with others. For approval for other scenarios please contact Monica Warren at [email protected]. Each scenario will be considered on an individual basis.

2. The system is delivered via the Internet and can be accessed from any Internet connection, as long as the minimum system requirements are met. Below are the recommended requirements from Pearson. All listed browser and software downloads are free.

Recommended System Requirements Specification Windows‐based PCs Apple/Macintosh

Processor Pentium‐III/IV (1.3 GHz) processor G4 800 MHz

Memory 512 MB RAM 1 GB RAM

Operating System Windows 7 Mac OS X 10.6

Browser Internet Explorer 8, Firefox 3.0, or Safari 4.0

Firefox 3.0 or Safari 4.0

Disk Space 500 MB Available Disk Space 500 MB Available Disk Space

Pointing Device Mouse Mouse

Listening Device Speakers or Headphones Speakers or Headphones

Screen Resolution 1024x768 screen resolution 1024x768 screen resolution

Sound Card 16‐bit sound card (for tutorials/training materials)

16‐bit sound card (for tutorials/training materials)

PDF Reader Adobe Acrobat Reader © 9.3 or higher

Adobe Acrobat Reader © 9.3 or higher

Flash Player Adobe Flash Player © 10.0.45.2 or higher

Adobe Flash Player © 10.0.45.2 or higher

Shockwave Player Adobe Shockwave Player © 11.5.6.606 or higher

Adobe Shockwave Player © 11.5.6.606 or higher

Java Browser plug‐in Java © Version 6 Release 18 or higher

Java © Version 6 Release 17 or higher

Other Requirements: 1. Each teacher needs a digital camera in their own classroom, versus one in the office that is shared among teachers. Teachers need to be able to freely take pictures throughout the instructional day without having to leave, check out the camera and return. 2. Each teacher should have access to a printer. The printing is limited with the implementation of Work Sampling Online. Most printing is done at the end of the rating periods. Other options can be discussed with your assigned Pre‐K Assessment Coach.

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IMPROVE YOUR COMPUTER SPEED Pearson recommends you follow these directions to resolve stale browser cache issues in Internet Explorer:

Close all instances of Internet Explorer

Start a new instance of Internet Explorer

To clear the browser cache, From the main IE menu select Tools, Internet Options Under ‘Browsing history’ click Settings

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On the Temporary Internet Files and History Settings screen select ‘Every time I visit the webpage’ and click OK Click OK on the Internet Options screen

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DESIGN A MATRIX Open a Word document Click the Insert Tab Click Table Click Insert Table Choose the number of columns and number of rows Click OK Type the names in the first column Type observable, predictable behaviors In the first row Include a column for additional comments Create a key H = with HELP = independently

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COPYING PHOTOS FROM YOUR CAMERA TO YOUR COMPUTER Using your USB cable, connect your camera to your computer by inserting the cable into the USB port. Click on My Computer Click on the Drive that represents your camera

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Open the folder that contains your photos To easily view the images, select the Thumbnail option in the Views pull‐down menu Now you can see which child(ren) is/are in the photo without having to open each file

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Under Edit, Click Select All The files in that folder will be highlighted Right‐click on your mouse, Select Copy

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Open the PHOTOS folder you created. Double‐click on the Current Pics folder

PHOTOS folder Files from Camera Right‐click and Select Paste PHOTOS folder Files from Camera

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All images are now on your computer in your PHOTOS folder

PHOTOS folder Files from Camera Once your pictures are copied to your computer, you can delete them from your camera In your Current Pics Folder, Delete any unwanted/unusable photos Right‐click on the image and click Delete In the Confirm File Delete Box Click YES

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Open a duplicate PHOTOS folder to help copy images from the Current Pics subfolder into the appropriate child’s folder

Photos folder Current Pics subfolder Put your mouse over an image, click and hold Drag your mouse to the appropriate child’s folder Release the mouse

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If there is a photo of two or more children: Right‐click on the image Select Copy Double‐click on the child’s folder Right‐click, Select Paste You can copy the image into as many folders as needed

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