Download - Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference
![Page 1: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/1.jpg)
Why WaKIDS? A Holistic Approach to Kindergarten Entry Assessments
WSSDA Annual ConferenceNovember 22, 2013
1
![Page 2: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/2.jpg)
Session Outcomes• Be able to explain origins and purpose of WaKIDS
• Speak knowledgeably about state level data and implications for early learning and K-12
• Identify potential parent engagement and community outreach strategies in response to data
• Identify school board policy responsibilities regarding WaKIDS
2
![Page 3: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/3.jpg)
Background
• WSSDA Closing the Achievement Gap Task Force report:
http://www.wssda.org/Portals/0/Resources/Publications/agtf.pdf
• Readiness Gap and Early Intervention section is our focus for today (pgs. 36-37)
3
![Page 5: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/5.jpg)
Why WaKIDS?
• Smoothing transitions to kindergarten• Informing instruction• Building collaboration across early learning and K–12
sectors• Informing local and state policy
5
![Page 6: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/6.jpg)
What Makes WaKIDS Stand Out in Washington
• Cross-Sector Partnership• First state K assessment and only one to be observational, strengths-based and whole child-focused
• Formally recognizes: Parents as partners Collaboration of early learning
and K—12 • Process and product
6
![Page 7: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/7.jpg)
OSPI Kindergarten Readiness Survey 2005
2006Washington Learns recommends a kindergarten readiness assessment tool; Department of Early Learning (DEL) & Thrive by Five established
Legislature initiates state-funded full-day kindergarten; establishes 2017– 2018 timetable for implementation (RCW 28A.150.315) 2007
2009Legislature appropriates funding to DEL to pilot a kindergarten assessment process
Three WaKIDSassessments are piloted 2010
2011OSPI pilots WaKIDS using Teaching Strategies GOLD; 6,661 students participate. Legislature requires WaKIDS in SF FDK, beginning 2012—2013; allows waivers (RCW 28A.655.080);
DEL wins Race to the Top Grant; includes funding for WaKIDS 2011
With 22% SF FDK, over 21,000 students participate in WaKIDS 2012
The Path to WaKIDS: Some Key Steps
2013With 43.75% SF FDK, over 38,000 students participate in WaKIDS
7
![Page 8: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/8.jpg)
Over 21,000 Students Participated in WaKIDS - Fall 2012
Demographic Comparison WaKIDS Statewide K
American Indian or Alaska Native 1.8% 1.3%Asian 4.7% 6.2%Black/African American 6.9% 4.4%Hispanic 38.4% 24.2%Native Hawaiian/Pacific Islander 1.2% 1.0%White 34.2% 54.9%Two or More Races 5.7% 7.9%Not Provided 7.1% 0.0%Male 51.5% 51.8%Female 48.5% 48.2%Special Ed 8.3% 9.2%Bilingual 30.3% 18.5%Free-Reduced Lunch 68.9% 48.3%Total Students 21,811 83,255
8
![Page 9: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/9.jpg)
Fall 2012 WaKIDS Students’ Skill Levels Varied Across Areas of Development and Learning – Fall 2012
2105
5 S
tu-
dent
s
2061
9 S
tu-
dent
s
2055
4 S
tu-
dent
s
2072
8 S
tu-
dent
s
1982
7 S
tu-
dent
s
2039
3 S
tu-
dent
s
Social Emo-tional
Physical Language Cognitive Literacy Math
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Percent of Students who Demonstrate Characteristics of Entering Kindergartners
9
![Page 10: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/10.jpg)
Fall 2012 WaKIDS Students’ Skill Levels Varied Within Areas of Development and Learning – Fall 2012
21055 Students 20619 Students 20554 Students 20728 Students 19827 Students 20393 StudentsSocial Emotional Physical Language Cognitive Literacy Math
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percent of Entering Kindergartners by Range of Demonstrated Skills
Purple Blue
Green Yellow
Red/Orange
10
10
![Page 11: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/11.jpg)
Statewide, the Opportunity Gap is Evident in the First Few Weeks of Kindergarten – Fall 2012
Social Emotional Physical Language Cognitive Literacy Math0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Percentages of Students Who Demonstrate Characteristics of Entering Kindergartners by Race
American Indian or Alaska Native
Asian
Black or African Amer-ican
Hispanic
Native Hawaiian
Two or More Races
White
Not Provided
11
![Page 12: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/12.jpg)
Children of All Races Are Represented Across All Levels of Development – Fall 2012
Area not completed
Red Orange Yellow Green Blue Purple0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
American Indian or Alaska Native
Asian
Black or African Amer-ican
Hispanic
Native Hawaiian
Not Provided
Two or More Races
White
12
![Page 13: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/13.jpg)
Students on Free and Reduced Lunch Were Less Prepared for Kindergarten – Fall 2012Area of Development and Learning
State WaKIDS(N = ~20,500 students)
State Free and Reduced LunchWaKIDS(N = ~14,200 students)
State NON Free and Reduced Lunch WaKIDS(N = ~ 4,900 students)
Social Emotional Development
74% 71% 83%
Physical Development 79% 77% 83%
Language Development
66% 60% 83%
Cognitive Development
71% 66% 85%
Literacy 72% 67% 89%
Mathematics 52% 45% 74%
The percentages represent students who demonstrated the characteristics of entering kindergartners. Percentages have been rounded.
13
![Page 14: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/14.jpg)
Early Childhood Education and Assistance Program (ECEAP)● Comprehensive preschool program for 3- and 4-year-
old children
● School-readiness focus on whole child:● Preschool (minimum 320 hours/year)● Family support services● Health and nutrition services
14
![Page 15: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/15.jpg)
ECEAP● 8,741 enrollment slots in current school year
● 271 sites in 36 of 39 counties
Children prioritized based on:
● Income (families up to 110 percent of FPL—annual income at or below $25,355 for family of 4 for the 2012-13 school year)
● Developmental risk factors (e.g., delays) or environmental risk factors (e.g., child protective services involvement)
● Children in foster care or experiencing homelessness
15
![Page 16: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/16.jpg)
ECEAP Fall 2012 EnrollmentDemographic Comparison WaKIDS ECEAP
American Indian or Alaska Native 1.8% 2.6%Asian 4.7% 3.0%Black/African American 6.9% 5.3%Hispanic 38.4% 44%Native Hawaiian/Pacific Islander 1.2% 1.5%White 34.2% 58.6%Two or More Races 5.7% 13.7%Not Provided 7.1% 13.4%Male 51.5% 49.4%Female 48.5% 50.6%Special Ed 8.3% 6.9%Bilingual 30.3% 18.5%Free-Reduced Lunch 68.9% 98.8%Total Students 21,811 9,329
16
![Page 17: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/17.jpg)
Fall
2012
Sprin
g 20
13
Fall
2012
Sprin
g 20
13
Fall
2012
Sprin
g 20
13
Fall
2012
Sprin
g 20
13
Fall
2012
Sprin
g 20
13
Fall
2012
Sprin
g 20
13
Social-Emotional Physical Language Cognitive Literacy Mathematics
0%
20%
40%
60%
80%
100%
51.4%
93.4%
60.9%
95.0%
52.2%
89.8%
54.0%
94.3%
50.4%
94.4%
25.5%
81.4%
Developmental AssessmentPercent of children who were at or above age level for each developmental domain in fall
2012 and in spring 2013.
17
![Page 18: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/18.jpg)
Building Connections With Early Learning• 2012–13 school year:
• DEL supported 39 of 40 ECEAP contractors who volunteered to use GOLD for all or part of their ECEAP children
• 2013–14 school year:• All ECEAP Contractors will use GOLD three times a
year for all ECEAP children
18
![Page 19: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/19.jpg)
Connections With Early Learning• Many Head Start Grantees use
Teaching Strategies GOLD®
• Early Achievers – use of WaKIDS or assessment tool aligned with WaKIDS
• WaKIDS gives early learning and kindergarten teachers a common framework and shared expectations of children
• WaKIDS is an opportunity for preschool and kindergarten to learn together and support P–3 alignment
19
![Page 20: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/20.jpg)
Early Learning Collaboration Goals
• Develop a shared understanding and common expectations for kindergarten readiness;
• Share emerging best practices within and across regions;
• Build and strengthen relationships between early learning providers and kindergarten teachers;
20
![Page 21: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/21.jpg)
Early Learning Collaboration Goals
• Analyze regional WaKIDS data to inform practice and improve future school readiness; and
• Coordinate with districts and elementary schools to engage kindergarten teachers, elementary principals and administrators in the ESD/Coalition convenings
• Share and better familiarize districts and the early learning community with Teaching Strategies GOLD, the data being collected, and the reports that can be generated;
21
![Page 22: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/22.jpg)
Possible Questions to Consider• What critical questions must be answered to ensure
that the data is reliable and inclusive of different experiences?
• Does our region have an “opportunity gap”? If so, what does it look like in our region?
• Are there specific ways to analyze the data that will help us better understand the current realities of different populations of kids (race/ethnicity, socio-economic, English-language learners, etc.)
22
![Page 23: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/23.jpg)
Possible Questions to Consider (cont'd)
• Based on the early learning and kindergarten math and/or literacy data – what are some strategies you would employ in your communities to strengthen children’s readiness?
• Who would you involve in those conversations?
• What tools or resources would you need to make changes happen?
• What other data would you like to have about children to inform your conversations?
• With whom do you want to share the data?
• Do different audiences require different framing and messaging to understand and use the data appropriately?
23
![Page 24: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/24.jpg)
Board Policy Considerations• What is the Board’s role in impacting
decisions about early childhood education and readiness to learn?
• What policies currently exist that support partnerships and effective transition between pre-school, childcare programs and K-12?
• Do they need to be reviewed to align with WaKIDS legislation?
• If not currently offering all-day K, what program or cost-benefit analysis should take place to determine if this should be considered?
24
![Page 25: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/25.jpg)
Board Policy Considerations (cont'd)
• Do we have policies that clearly articulate and align practices between early learning and K-12 that support readiness to learn?
• If not using WaKIDS, how is our district assessing each student’s level of reading and math readiness and what targets are we using to determine who needs early intervention?
• Is the Board prioritizing resource allocation as it relates to early childhood education and readiness to learn?
25
![Page 26: Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568165a4550346895dd884f3/html5/thumbnails/26.jpg)
Thank You!Mary Fertakis, Past President, WSSDA & Director, Tukwila School Board, [email protected]
Claire Wilson, Executive Director, Learning, Teaching and Family Support, PSESD & Board President, Federal Way Public Schools [email protected]
Kathe Taylor, Director, Early Learning Assessment, OSPI, [email protected]
Nicole Rose, PreK-3/ECEAP Administrator, Department of Early Learning, [email protected]
Gretchen Stahr Breunig, WaKIDS Professional Development Coordinator, OSPI, [email protected]
26
All I really need to know I learned in kindergarten…Share everything; play fair; don’t hit people; put things back where you found them; clean up your own mess; don’t take things that aren’t yours; say you’re sorry when you hurt somebody; wash hands before you eat; flush; warm cookies and cold milk are good for you; live a balanced life; take a nap every afternoon; when you go out into the world, watch for traffic, hold hands, and stick together; and wonder…… (Robert Fulghum)