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The Early Learning Office would like to take this opportunity to express our appreciation to those of you who participated in the WaKIDS assessment this fall despite many challenges. As kindergarteners in Washington State began their school year online, teachers and administrators spent tireless hours shifting the learning space from the physical classroom to an online classroom so that our youngest learners can begin their K-12 journey, even in the midst of global pandemic.
Even online, all components of WaKIDS were delivered, with teachers taking many creative approaches to engage and assess their students
Now that the fall WaKIDS assessment has concluded, districts have the opportunity to review data about individual children that can be used immediately to close opportunity gaps, support teachers and engage more deeply with families.
Below are some keyways schools are encouraged to review their WaKIDS data:
Take action: Reports can be generated through the WaKIDS assessment platform to show areas for targeted intervention; establish concrete next steps for individualized learning and monitor progress to maximize growth in foundational areas during the kindergarten year. Learn more about the WaKIDS Data Webcast below.
Look for missing data: Teachers may have selected “Not Observed” more than usual this year because of remote learning challenges. If teachers were unable collect information for WaKIDS, they may be facing more serious issues supporting student learning in general. Following up with what teachers were not able to assess and potential gaps this leaves for their instruction, will be a critical use of WaKIDS data this year. Learn more about how to generate the Data Export Report that will tell you about “Not Observed” below.
Strengthen the kindergarten teaching team: WaKIDS data not only provides data for students, it also provides data about teachers and their needs. Follow up with “Not Observed” by having discussions with teachers about why they were unable to obtain scores for those objectives and problem-solving what could have enabled them to get those missing information. Learning about WaKIDS administration and helping assure its success will not only support teachers and students this fall, it could also lower turn-over rate in the kindergarten teaching team down the road.
Build long-term intervention strategies: Data from WaKIDS and Smarter Balanced Assessments indicate a correlation between K-readiness and meeting 3rd grade math and ELA standards. District can use WaKIDS data to understand local trends between K and 3rd grade, align areas for progress monitoring across primary grades, and identify interventions that can close opportunity gaps early on.
Build partnerships: Use WaKIDS data to identify trends in school-readiness, examine opportunities for high-quality early learning prior to kindergarten, and reach out in an intentional way to early learning providers and families to develop partnerships. Through the data we can learn common academic and social-emotional characteristics to drive our instruction and systemic supports.
In order to find out “Not Observed” selections, administrators will need to generate the Data Export Report in MyTeachingStrategies® for an Excel file with all available unfinalized and finalized checkpoint ratings, including “Not Observed” selections, for each child record for a single checkpoint period. The Data Export Report file is used to obtain the raw scores for each objective/dimension for each child record to use with their program's internal child management system or for custom reporting.
Here is the step-by-step direction on how to generate the Data Export Report and you can learn about how to interpret the data here.
In the Data Export Report, you will see every objective that is available in GOLD® is listed. Please refer to this list and hide all the columns with objectives that are not assessed for WaKIDS for your easy access to the data.
 As shown in the example above, when there is no score for an objective for a student in columns AO-AQ, that is when the teacher had selected “Not Observed” for that objective for that student. We are confident that the majority of the reasons for “Not Observed” is due to COVID, remote learning, online learning or something similar. However, if you scroll to the far right of the Export, you will also be able to see the reasons for “Not Observed”.
You may also see 0s as the score. While it is absolutely possible for the student to receive a score of 0, if there seems to be too many 0s as the score, we would recommend administrators check in with the teacher to confirm that they hadn’t mistakenly selected 0 when they meant to select “Not Observed”. A 0 should mean that the child is not yet demonstrating any skill or ability related to the objective. Given that each objective shows how skills unfold starting at birth, most children, even if significantly delayed, will be reflected somewhere on the progression with a score other than 0. Children with scores of 0 should be reassessed immediately and possibly evaluated for intervention.
It will be very important for administrators to follow up to understand why “Not Observed” was selected and help teacher’s problem-solve barriers they may be facing. WaKIDS assesses foundational, high-priority skills that teachers should be focused on developing with all students, to the greatest extent possible. If teachers were faced with impediments to observing and collecting information for WaKIDS, they are likely facing more serious issues interacting with children and families in general. Following up as to what information teachers were not able to collect and what gaps this leaves for their instruction will be a critical use of WaKIDS data this year.
From time to time, Teaching Strategies reviews their practices and improves their ways of calculating scores. Recently, they made some small changes to WaKIDS Scale Scores for all color bands. If you are interested in learning more about how you can use the raw data and scores for your own analyses purposes such as converting WaKIDS raw scores to GOLD® raw or scaled scores, feel free to reach out to our office. We would be more than happy to help or direct you to resources that can help you.
As described above, WaKIDS data provides lots of useful information both for administrators and teachers for various purposes. Stay tuned for a pre-recorded webcast from WaKIDS Assessment Specialist, Yoona Park, and Kerri Blankenship, Regional Administrator for Early Learning and Special Education for Capital Region ESD 113. This webcast will share information about using WaKIDS data and GOLD® reports. It will be posted to our WaKIDS Whole-child Assessment webpage in the coming days.
From time to time, Teaching Strategies® reviews their practices and improves their ways of calculating scores. The method you have been using to convert scores might not work any longer. If you are interested in learning more about how you can use the raw data and scores for your own analyses purposes such as converting WaKIDS raw scores to GOLD® raw or scaled scores, feel free to reach out to our office. We would be more than happy to help or direct you to resources that can help you.
While using GOLD® for winter and/or spring is not required by OSPI, it is highly encouraged! Teachers can reassess all of the objectives, or just a small subset reflective of areas that students were low to track growth. Teachers returning to in-person instruction may be interested in reassessing social-emotional objectives to observe for differences in student behavior between remote and in-person learning. Teachers may also choose reassess a smaller subset of their students. There are many ways to use the WaKIDS assessment tool beyond the fall checkpoint period.
If you plan to use GOLD® more than once, keep in mind the checkpoint dates. This is when the MyTeachingStratgies™ online platform cycles into the next period – from fall to winter, winter to spring. Teachers may finalize data anytime prior to the checkpoint date.
Below are the dates for each checkpoint and closing of the WAMS transfer application:
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Winter
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Spring
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Checkpoint Date
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4/9/2021
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6/25/2021
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WAMS closing
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3/26/2021
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6/11/2021
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Transitional Kindergarten (TK) is program of kindergarten program and requires WaKIDS to be implemented, just like regular kindergarten programs as described in the Full-day Kindergarten Statute RCW 28A.150.315.
Please consider:
- Entering data early to finish by the Winter assessment checkpoint, 4/9/2021. This may mean you only have 10 weeks to complete the assessment depending on when your program start date is but it will allow you to begin inputting observations right away. It will also enable to you to begin the program year with full access to the planning and family communication tools available to assist you in MyTeachingStrategies™.
- If you want to take the entire 12 weeks and report data in the Spring assessment period, you will have to wait until after April 9th to input any information into MyTeachingStrategies™, since anything entered prior to that would be reflected in the Winter checkpoint not the Spring checkpoint, which is where you will need it to be. This may also interfere with your ability to use some planning and family communication tools.
On December 10, 2020 the Department of Children, Youth and Families (DCYF) and OSPI hosted the 100 Schools Reach Summit to collaborate and learn about family voice and engagement.
DCYF Head Start Collaboration Office (HSCO) leads the 100 Schools Reach initiative as part of the second phase of the national Head Start – Public Schools Collaboration Demonstration Project, extended to reach an additional 100 schools nationwide. Dr. Deborah Bergeron, Director, Office of Head Start, launched the expansion to 100 schools in December 2019 with memoranda of understanding with the ASSA (School Superintendents) and the National Association of Elementary School Principals.
Washington DCYF and OSPI braided Preschool Development Grant and HSCO funding to support 11 cross-sector teams of ECEAP, Head Start, community-based organizations, and elementary schools to improve alignment of PreK and kindergarten, create relationships, and provide culturally-sustaining wrap-around and developmental support as children transition from birth into inclusive kindergarten. The summit gathered members of these 11 teams to hear keynote speeches from Dr. Deborah Bergeron, Office of Head Start and Brandi Black Thacker and Manda Klein from the National Center on Parent, Family, and Community Engagement
Participants learned from each other in 5 affinity groups, which will continue to network, share ideas, and have access to resources. Affinity groups support themes raised in the 11 teams: Outreach to Families of Children Ages Birth to Five Years, Inclusive Learning Environments and Pathways, Family Voice and Leadership, Culturally Sustaining Wrap-Around Supports, and Aligned Supports for Inclusive and Social-Emotional Learning. Thank you to all who took part in this exciting day!
Questions? Contact Gretchen at gretchen.stahrbreunig@k12.wa.us, Mari Taylor, DCYF ECEAP at mari.taylor@dcyf.wa.gov or Cathy Garland, DCYF HSCO Administrator at Cathy.Garland@dcyf.wa.gov.
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Competitive state grant funds are available for school districts during the 2021 fiscal year to create systems, policies, and practices to address racial discipline gaps. Grant activities focus on student discipline provisions in state law that apply to all school districts involving family and community engagement, disaggregated data use, best practices for behavior, policies and procedures, and staff training. OSPI and partner organizations will guide grant recipients using existing student discipline training materials and resources.
Grant application materials, student discipline training content, and more information is available on the Student Discipline Training webpage. Grant applications are due to OSPI by January 4, 2021.
For questions, contact joshua.lynch@k12.wa.us.
Public Broadcast System (PBS) TV Learning Opportunities
PBS member stations throughout Washington are partnering with the OSPI to support educators as they continue to provide distance learning for students. OSPI staff, and their children, are giving it rave reviews! Check out this television learning opportunity here.
Good to Know
The Good To Know digital video series for adults “introduces the methods, vocabulary, and processes their child learns at school.” Short, clear and fun videos will help to explain math topics that are taught in Pre-K, kindergarten and 1st - 4th grade Common Core curricula. Videos help develop a conceptual understanding of how math practices build on previous knowledge and empower parents and caregivers to help their children learn foundational math skills!
Alondra Mendoza, Administrative Assistant for Early Learning and WaKIDS OSPI: 360-725-6161 | Email: alondra.mendoza@k12.wa.us or WaKIDS@k12.wa.us
Yoona Park, WaKIDS Assessment Specialist OSPI: 360-725-6180 | Email: yoona.park@k12.wa.us
Gretchen Stahr Breunig, Kindergarten Transition Specialist OSPI: 360-764-0445 | Email: gretchen.stahrbreunig@k12.wa.us
Karma Hugo, Director of Early Learning OSPI: 360-725-6153 | Email: karma.hugo@k12.wa.us
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ALL STUDENTS PREPARED FOR POST-SECONDARY PATHWAYS, CAREERS, AND CIVIC ENGAGEMENT.
Led by State Superintendent Chris Reykdal, OSPI oversees K-12 public education in Washington state. Our mission is to provide funding, resources, tools, data and technical assistance that enable educators to ensure students succeed in our public schools, are prepared to access post-secondary training and education, and are equipped to thrive in their careers and lives.
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