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Welcome to . Presentation to House Education and Early Learning and Human Services Committees January 17, 2013. WaKIDS : A Process with Three Components. Legislature initiates state-funded full-day kindergarten; establishes 2017-2018 timetable for implementation (RCW 28A.150.315)

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  1. Welcome to Presentation to House Education and Early Learning and Human Services Committees January 17, 2013

  2. WaKIDS: A Process with Three Components

  3. Legislature initiates state-funded full-day kindergarten; establishes 2017-2018 timetable for implementation (RCW 28A.150.315) 2007 Department of Early Learning awarded Race to the Top Grant; includes funding for WaKIDS 2011 The Path to WaKIDS: Some Key Steps Over 21,000 students participate in WaKIDS 2012 OSPI Kindergarten Readiness Survey 2005 Three WaKIDS assessments are piloted 2010 2006 Department of Early Learning established 2009 Legislature appropriates funding to DEL to pilot a kindergarten assessment process 2011 WaKIDS is piloted using chosen assessment; 6,661 students participate. Legislature requires WaKIDS in SF FDK, beginning 2012-2013 (RCW 28A.655.080)

  4. Broad Support from Several Sources WaKIDS 2012-13 Budget

  5. Teaching Strategies GOLD Assesses Students’ Strengths • 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”

  6. Over 21,000 Students Participated in Fall 2012 WaKIDS

  7. Fall 2012 WaKIDS Students Show a Wide Range of Skills in the First Weeks of Kindergarten

  8. Fall 2012 WaKIDSStudents’Skill Levels Varied Across Areas of Development and Learning

  9. WaKIDS Data Shows that the Opportunity Gap is Evident in the First Weeks of Kindergarten

  10. 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)

  11. 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!

  12. WaKIDS Legislative Workgroup ESHB 2586

  13. WaKIDSLegislative Workgroup • Workgroup established in legislation last session (ESHB 2586) • Directed to provide recommendations in three areas • Implementationof WaKIDS • Administering the assessment in half-dayclassrooms • 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

  14. WaKIDSLegislative 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 WaKIDSimplementation • Invited teachers and other school district staff to share their views

  15. 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

  16. 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

  17. Implementation of WaKIDS Findings • Overall, additional support is needed for teachers and principals to successfully administer WaKIDSand 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

  18. 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

  19. 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”

  20. WaKIDS in Half-Day Classrooms • Findings • Administering WaKIDS in half-day K classes significantly reduces the already limited time for instruction • Recommendations • Do not require half-day teachers should not be required to administer WaKIDS • Continue to allow administration of WaKIDSon a voluntary basis • Provide full-day kindergarten statewide

  21. 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

  22. 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

  23. For more information: www.k12.wa.us/WaKIDS/

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