Why WaKIDS? A Holistic Approach to Kindergarten Entry Assessments

WSSDA Annual ConferenceNovember 22, 2013

1

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

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

Welcome to WaKIDS!

http://k12.wa.us/wakids/

4

Why WaKIDS?

• Smoothing transitions to kindergarten• Informing instruction• Building collaboration across early learning and K–12

sectors• Informing local and state policy

5

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Thank You!Mary Fertakis, Past President, WSSDA & Director, Tukwila School Board, mfertakis@comcast.net

Claire Wilson, Executive Director, Learning, Teaching and Family Support, PSESD & Board President, Federal Way Public Schools cwilson@psesd.org

Kathe Taylor, Director, Early Learning Assessment, OSPI, kathe.taylor@k12.wa.us

Nicole Rose, PreK-3/ECEAP Administrator, Department of Early Learning, nicole.rose@del.wa.us

Gretchen Stahr Breunig, WaKIDS Professional Development Coordinator, OSPI, gretchen.breunig@k12.wa.us

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)