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Welcome to
Presentation to House Education and Early Learning and Human Services Committees
January 17, 2013
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WaKIDS: A Process with Three Components
“Whole Child” Assessment Teaching Strategies GOLD
measures six areas of development and learning
Family ConnectionTeachers welcome families and students individually to school as partners in their
children’s education
Early Learning CollaborationKindergarten teachers and early
learning professionals share information and expertise
OSPI Kindergarten Readiness Survey 2005
2006Department of Early Learning 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
2011WaKIDS is piloted using chosen assessment; 6,661 students participate. Legislature requires WaKIDS in SF FDK, beginning 2012-2013 (RCW 28A.655.080)
Department of Early Learning awarded Race to the Top Grant; includes funding for WaKIDS 2011
Over 21,000 students participate in WaKIDS 2012
The Path to WaKIDS: Some Key Steps
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Broad Support from Several Sources
4%
73%
9%14%
Race to the Top Budget
WaKIDS
Early Achievers
Professional development awards
System supports (community engagement, data, TA)
State 56%
Private 22%
Federal22%
WaKIDS 2012-13 Budget
• Measures development and learning at the beginning of the year
• Children are observed while they are taking part in classroom activities; teachers observe and keep records of students’ strengths
• Assesses the “whole child”
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Teaching Strategies GOLD Assesses Students’ Strengths
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Over 21,000 Students Participated in Fall 2012 WaKIDS
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
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Fall 2012 WaKIDS Students Show a Wide Range of Skills in the First Weeks of Kindergarten
2105
5 St
uden
ts
2061
9 St
uden
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2055
4 St
uden
ts
2072
8 St
uden
ts
1982
7 St
uden
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2039
3 St
uden
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Social Emo-tional
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
Red/Orange
* Students above the black line demonstrate char-acteristics of entering kindergartners
Fall 2012 WaKIDS Students’ Skill Levels Varied Across Areas of Development and Learning
21055 Students 20619 Students 20554 Students 20728 Students 19827 Students 20393 StudentsSocial Emotional 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 Kinder-gartners
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WaKIDS Data Shows that the Opportunity Gap is Evident in the First Weeks of Kindergarten
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Cognitive Development Literacy Math
American Indian orAlaska Native
Asian
Black
Hispanic
Native Hawaiian/PacificIslander
White
Two or More Races
Not Provided
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What We’ve Learned: 2012 Teacher and Principal Feedback
• Family Connection is beneficial and valued
• Assessment takes considerable time
• Teachers would like more support to implement WaKIDS: compensation for data entry and paraprofessional support are top preferences
• Principals did not feel well prepared to lead and support WaKIDS
BASED ON 2012 IMPLEMENTATION SURVEY FEEDBACK (469 TEACHERS, 116 PRINCIPALS)
The Hope for WaKIDS
• Better data to inform instruction and target resources to support children
• Strengthen transitions across education sectors
• Stronger partnerships with families
• Successful children!
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WaKIDS Legislative WorkgroupESHB 2586
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WaKIDS Legislative Workgroup
• Workgroup established in legislation last session (ESHB 2586)
• Directed to provide recommendations in three areas
Implementation of WaKIDS
Administering the assessment in half-day classrooms
Reducing the number of other kindergarten assessments required by school districts
• Members include WaKIDS teachers and principals, an early learning provider, and representatives of DEL and OSPI
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WaKIDS Legislative Workgroup
• Met eight times between May 2012 and January 2013
• Conducted three surveys of teachers and principals
Principal survey of other assessments administered before and after WaKIDS
Principal and teacher surveys of WaKIDS implementation
• Invited teachers and other school district staff to share their views
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Implementation of WaKIDS Findings
• Family Connection extremely beneficial However, it took time
• Principals need additional opportunities to learn about WaKIDS
• TS GOLD is a new type of observational assessment that is challenging to administer
It took less time for experienced teachers
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Implementation of WaKIDS Findings
• Some are questioning whether the benefits of TS GOLD are outweighed by the time it takes to administer the assessment
72% said that TS GOLD added 21 or more hours to their workload
Many teachers indicated that TS GOLD provided limited information to inform their instruction
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Implementation of WaKIDS Findings
• Overall, additional support is needed for teachers and principals to successfully administer WaKIDS and realize the benefits of the assessment
Many school districts used school district and other non-state funds for administering the assessment
• TS GOLD has inherent limitations for using it to measure student growth for purposes of teacher evaluation
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Implementation of WaKIDSRecommendations
• Allow schools to use up to 5 days for the Family Connection
• Provide additional opportunities for principals to understand:The purpose of WaKIDS
How to assist their teachers
• OSPI should:Continue to take steps to reduce the amount of time it takes for kindergarten teachers to administer TS GOLD
Analyze TS GOLD to ensure it is aligned with kindergarten state standards
Analyze how WaKIDS is being implemented with English language learners
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Implementation of WaKIDSRecommendations (continued)
• Provide funds to school districts for “WaKIDS Implementation grants”Substitutes for releasing teachers to plan and administer WaKIDS
Hand-held devices
Paraprofessionals to enter the data
Translators
Aligning curriculum and other assessments
Meeting with parents prior to the school year
Compensation for the extra time it takes to plan and administer the assessment
Analyzing the assessment results
Determining how to modify instruction based on TS GOLD results
• TS GOLD should not be used in teacher evaluations as a measure of “student growth”
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WaKIDS in Half-Day Classrooms
• FindingsAdministering WaKIDS in half-day K classes significantly reduces the already limited time for instruction
• RecommendationsDo not require half-day teachers should not be required to administer WaKIDS
• Continue to allow administration of WaKIDS on a voluntary basis
Provide full-day kindergarten statewide
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Use of Other Assessments Findings
• 71% of schools administered assessments before WaKIDS Literacy (70%), Mathematics (49%)Language (27%) Cognitive (9%)Physical (8%)Social emotional (4%)
• There was only a 7% reduction in the number of district-required assessments this fall
30% reduction planned for next fall
• Why other assessments have been continued:Other assessments provide information not available from TS GOLD Not all schools in a district are administering WaKIDS TS GOLD is a new assessment
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Use of Other AssessmentsRecommendations
• Fully fund full-day kindergarten statewide
• Districts should eliminate the administration of other assessments during the first 7 weeks
• OSPI should review the:TS GOLD dimensions being measured in WaKIDS for alignment with kindergarten state standards
Possibility of reducing the number of assessment items while maintaining the technical adequacy of the assessment
