Data Session: October 19, 2015

www.psesd.org

WaKIDS Leadership Alliance

Today’s Learning Objectives: Gain a deeper understanding of the

assessment: What does observational assessment mean How is an observational assessment

conducted Significance of the IRR

Long Term Data Uses Short Term Data Uses

Tools and Reports Examples from the field

Closing and Next Steps

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Who is in the room:

School Principals/Assistant Principals

Assessment Coordinators

Title I/LAP Staff Early Learning Instructional Coaches Special Education Curriculum and

Instruction Teachers

Bellevue School District

Bethel School District

Enumclaw School District

Federal Way Public Schools

Fife School District

Highline Public Schools

Kent School District

Muckleshoot Tribal School

Northshore School District

OSPI

Puget Sound ESD

Puyallup School District

Renton School District

Riverview School District

Seattle Public Schools

Shoreline School District

Sumner School District

Tacoma School District

Tukwila School District

University Place School District

30% Attended the first session 70% Did not attend the first session

Number of Years Implementing WaKIDS:

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1 2 3 4

48%

15%10%

28%

Year Years Years Years or more

Three Components of WaKIDS: The who and what

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WaKIDS Uses a Whole Child Assessment Collecting data in 6 areas of development and learning

Physical

Cognitive

Language

Literacy

Math

Social-Emotional

Recognizes that learning is interconnected

WaKIDS Uses GOLD as its whole child assessment tool

WAKIDS CONNECTS TO OTHER STATE INITIATIVES

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GOLD is an Observational AssessmentObservation = watching to learn

▪ Provides clear criteria for evaluating students’ developmental and learning strengths

▪ Designed to be used while students engage in classroom activities

▪ Where possible enables teachers to collect evidence on multiple objectives and students at one time

▪ The purpose of this type of assessment is to identify a student’s behaviors and skills and individualize instruction

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Methods of Collecting Observational Data▪ Using checklists to pace and organize your observations

▪ Writing and using high-quality anecdotal observations

▪ Collecting and using efficient work samples, including photos

▪ Collecting and using effective videos to demonstrate student growth

Digging Deeper in to GOLD

Natalie HanniP-3 Systems Coach, PSESD

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Objective

Dimension

Examples

Indicators

Colored Bands(Expectations)

GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © 2010. Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC.

Birth to 1 year 1 to 2 years 2 to 3 years Preschool 3 Pre-K 4 Kindergarten

PROGRESSIONS OF DEVELOPMENT AND LEARNING

▪ predictable, not rigid

▪ overlapping

▪ uneven

▪ interrelated

Progressions of Development and Learning

Does the child CONSISTENTLY demonstrate the indicator?

Consider using the in-between level.

Does the child INDEPENDENTLY demonstrate the indicator?

Consider using the in-between level.

Does the child demonstrate ALL ASPECTS of the indicator?

Consider using the in-between level.

You may confidently mark the child’s knowledge, skills, and behaviors at the indicator level.

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Objective

Dimension

Examples

Indicators

Colored Bands(Expectations)

GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © 2010. Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC.

Inter-Rater Reliability

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▪ Certification process teachers are encouraged to complete

▪ Almost 84% of teachers have completed their IRR statewide

▪ As an observational assessment, completion of the IRR provides more confidence and validity in the data collected

▪ Administrators can run reports to monitor their teachers’ IRR completion

Long Term Uses of WaKIDS Data

Natalie HanniP-3 Systems Coach, PSESD

Asking questions such as:

▪ What are the characteristics of entering kindergartners?

▪ What are the relative areas of strength and challenge?

▪ What can be done to help students prepare for kindergarten?

Using sources such as:

▪ GOLD™ reports for teachers, principals, and administrators

▪ State Report Card for the general public 18

Data Use Regionally and Statewide:

2014 WAKIDS CHARACTERISTICS OF ENTERING KINDERGARTNERS

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2014 WAKIDS DATA SHOWS OPPORTUNITY GAP AT KINDERGARTEN ENTRY

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In Practice:

Laurie SjolundP-3 Literacy and Early Learning Program Administrator, Sumner School District

SUMNER SD DATA WORKSHOP 2014

Learning Targets

• Identify trends and patterns in our fall kindergarten data in order to consider implications for our instruction this year and plan actions to increase student readiness for the future

• Build and strengthen relationships among prek-k teachers

SUMNERGOLD READINESS 2011-14 - LITERACY

Sumner

SD

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Donald Ei

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Emera

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Victor F

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0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

Fall 2011Fall 2012Fall 2013Fall 2014

% of students meeting GOLD Readiness in Literacy

Short Term Uses of WaKIDS Data

Natalie HanniP-3 Systems Coach, PSESD

Teacher Use of DataIn a formative way

▪ What can I do with this information right now to modify instruction for this student?

In an interim way

▪ What can I tell a student’s family about their child’s current strengths and developmental milestones?

In a summative way

▪ What are the strengths of my class, and how can I use that information to help them reach our learning goals?

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Principal Use of DataProfessional Development

Coaching

▪ Identify an objective/dimension or domain

PLCs

▪ Identify an objective or dimension to focus on in grade level teams

EL Providers

▪ PLC sessions focused on domains

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Reports Overview

Nubia LopezProject Manager, Early Learning

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Review of GOLD Reports:

Used by Administrators Used by Teachers

• Assessment Status Report• Comparative Report

• GOLD Readiness • Widely Held Expectations• National Normative Sample

• Snapshot Report

• Assessment Status Report• Class Profile Report• Individual Child Report• Development and Learning Report• Family Conference Form

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Assessment Status Report:

When to Run It Purposes

• Before October 31st , weekly and even daily in the last two weeks of October

• To identify missing data and/or students

• To ensure data are finalized

Who should use: Administrators and teachers

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Comparative Report: When to Run It Purposes

• After running the Assessment Status Report to ensure all data are finalized for a given checkpoint period

• To get a sense of where children’s knowledge, skills, and behaviors are compared to the Teaching Strategies Kindergarten Benchmark

Who should use: Administrators

**Kindergarten Readiness Benchmark = where the blue meets the purple, but doesn’t overlap. This is where you would expect typically developing, entering kindergarteners to fall

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Comparative Report: School District Example

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

year

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Snapshot Report:

When to Run It Purposes

• After running the Assessment Status Report to ensure all data are finalized for a given checkpoint period

• To get a sense of where children’s knowledge, skills, and behaviors are after a given checkpoint period

• To compare scores to Widely Held Expectations (criteria-referenced)

Who should use: Administrators

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Snapshot Report: Cognitive Example

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Snapshot Report: Cognitive Example

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Class Profile:

When to Run It Purposes

• As teachers are creating lesson plans

• At any time during or at the end of a checkpoint period

• To suggest learning targets for objectives where groups of students need more support

• To suggest how to group students based on their knowledge and skills on a particular objective

Who should use: Teachers

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Class Profile:

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Individual Child Report: When to Run It Purposes

• Before conferences or meetings about an individual student

• To plan intentionally for a student• To consider whether screening is needed to

determine whether a student might benefit from other support services

• To show progress over multiple checkpoint periods

Who should use: Teachers

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Development and Learning Report and Family Conference Form: When to Run It Purposes

• As teachers are creating lesson plans

• At any time during or at the end of a checkpoint period

• To share detailed information with families or administrators regarding a student’s current and next step of development and learning for a particular objective

• To identify activities helpful for advancing a student’s knowledge and skills related to a particular objective (Development and Learning)

• To discuss next steps for the student’s development and learning • To provide personalized examples of the student’s knowledge and skills

with a signature line to serve as an accountability measure (Family Conference Form)

Who should use: Teachers

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Development and Learning Report and Family Conference Form:

In Practice:

Michelle Rahl-LewisEarly Learning Coordinator, Tacoma School

District

In Practice: Dabble Into WaKIDS

Alice HumphresEarly Learning Coordinator, Kent School

District

WHAT STORIES DOES OUR DATA TELL – WA KIDS OVERALL LAST YEAR

KENT ELEMENTARY NEELY O’BRIEN

WAKIDS

KENT NEELY O’BRIEN

In Practice:

Kay GalloPrincipal, Sumner School District

SUMNER SD SHORT TERM DATA USE

Snapshot by Dimension Report – District• Strengths• Needs• Instructional Implications

SNAPSHOT BY DIMENSION - DISTRICT

SNAPSHOT BY DIMENSION - SCHOOL

▪By School ▪ comparing/contrasting to district▪ School strengths/areas of concern

CLASS PROFILE

▪ Patterns in students scoring at lower levels

▪ Are these students receiving appropriate supports?

CLASS PROFILE REPORT

REFLECTION

What is your 2-2-2 plan?

▪ 2 days – familiarize self with reports, practice generating

▪ 2 weeks – run report of teachers finalized data

▪ 2 months – plan a PLC, show at a staff meeting, etc.

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AVAILABLE

RESOURCES:

PSESDProject Manager, Early Learning Nubia Lopez

P-3 Coach, Race to the Top Natalie Hanni

YOUR DISTRICT Staff:District Assessment CoordinatorsEarly Learning LeadsP-3 Leads

OSPIKathe TaylorNancee Alvarod

www.k12.wa.us/wakids