OBSERVATIONAL ASSESSMENT:

CONNECTING THE DOTS

STARTING STRONG

AUGUST 2015

Karen Schreiber, Stevenson Elementary Principal and District Special Programs Director, Stevenson-Carson School District and

WaKIDS Trainer

Kathleen Lenihan, Early Learning and WaKIDS Coordinator and Trainer, ESD 105

Janet Collier, Early Learning and Kindergarten Specialist and WaKIDS Trainer , ESD 113

Gretchen Stahr Breunig, WaKIDS Professional Development Coordinator, Office of Superintendent of Public Instruction (OSPI)

Plan for this afternoon’s session

• Making Connections

• Practicing Strategies

• Moving Forward

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What is developmentally appropriate

practice?

NAEYC Guidelines address instructional decisions

in five key practice areas:

• Creating a caring community of learners

• Teaching to enhance development and learning

• Planning curriculum to achieve important goals

• Assessing children’s development and learning

• Establishing reciprocal relationships with families

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“Developmentally appropriate” is in statute

Schools receiving all-day kindergarten program support

shall agree to the following conditions……..

• Establish early learning environments that are

developmentally appropriate and promote creativity

Reference: RCW 28A.150.315

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And what is observational assessment?

What words come to mind when you hear “observational

assessment?”

What’s the difference between “observational assessment”

and a “test”?

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How does observational assessment

connect to child development?

Based on what we learned this morning, what skills, knowledge, and behavior

do you see and hear in this video of kindergartners at Sun Valley Elementary?(Video thank to Sarah Olson and Lydia Garcia, Sun Valley Elementary, Sunnyside School District, and Kathleen

Lenihan, ESD 105.)

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Vygotsky’s theory of child development

Turn and talk to a partner about one of these concepts:

Basic Principles of Observational Assessment

• Children construct their own knowledge

• Development influences how and what we think

• Learning can lead development

• Language plays a central role

in development

Tools of the Mind by Elena Bodrova, Deborah J. Leong

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Observational assessment

An approach that considers:

• What can the child do alone?

• What can the child do with support?

An approach to instruction that:

• Focuses on student accomplishment

• Determines a level of support

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Observation…

• Is watching and listening to learn

• Is wondering, asking, observing,

documenting, reflecting and

responding

• Is essential to everyday teaching

and decision making

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The Power of Observation

It informs you as the teacher and supports the children as learners both in the moment and after the fact.

Power of

Observation

Cycle

Ask Questions

Watch, Listen, and

Take Notes

Reflect

Respond

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Washington shifts in

kindergarten assessment

Before 2010, Washington had no common

language to describe the Characteristics of

Entering Kindergartners.

Literacy was the focus of most district kindergarten

assessments.

Many districts used screening instruments.

Often, assessments were administered one-on-one

by an adult.

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Washington’s approach in

state-funded full-day kindergarten

• WaKIDS uses GOLD™ by Teaching Strategies®

• Sample of skills, behavior, and knowledge

• 6 areas of development and learning

• During the child’s normal activities

• Trusted adults

• Familiar setting

• Developmental progressions

• Strengths-based instrument

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What are the 3 key things to remember about

observational assessment?

• Intentional

• Systematic

• Based on a progression of child development

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Collecting evidence

What types of evidence should I collect?

What is my plan to collect evidence?

How do I organize evidence?

What do I do with the evidence?

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What types of evidence do I collect?

• Anecdotal records with direct quotes and non-biased, factual observations

• Photos of social interactions, 3-dimensional models and art, small motor skills, and work samples of mathematics, literacy, etc.

• Videos of social interactions, dramatic arts, music, blocks, science, mathematics, and physical skills

• Work samples of writing, mathematical modeling, science journals,

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Know what you are looking for

• Memorize what to look for (the GOLD™ indicators) in the

2015 GOLD™Objectives and Dimensions used in

WaKIDS

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Plan to collect evidenceWhat is my plan to collect evidence?

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What questions remain?

Scaffold a student’s learning to support the next stage of

development

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How do I organize evidence?Most teachers use a combination of systems. Listen to Leina explain

how she organizes her evidence and data: (Video thanks to Leina Cobar, Kindergarten

teacher, Sun Valley Elementary, Sunnyside SD.)

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Small group task

• Each small group will focus on one of the six student

profiles.

• Reflect on the Teaching Practice Implications you outlined

this morning.

• What are your action steps?

• What other questions do you have about this student?

• What instructional decisions will you make based on evidence?

• Specific materials

• Learning centers

• Peer learning and small groups

• Interventions

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Setting the stage for observational

assessment

• Think ahead

• Learn what to look for

• Plan materials

• Practice the cycle of observation

• Use information to modify instruction in the moment

• Organize your learning environment

• Plan for the experiences students need to get to the next

stage

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Professional learning to support

full-day kindergarten

• Build all the skills necessary to support a developmentally

appropriate and creative full-day kindergarten:

• Child Development

• Observational Assessment

• Learning Environments

• Learning Centers

• Washington Full-Day Kindergarten Guidelines

• WaKIDS 101 for teachers new to WaKIDS

• WaKIDS 201 for teachers experienced with WaKIDS

• WaKIDS 301 for administrators/ principals leading WaKIDS

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Exit ticket

What is one action step you will take to connect your

observational assessment to your instructional decisions

for individual students?

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