using gold™ by teaching strategies ® reports to analyze wakids data: administrators’ webinar...

Using GOLD™ by Teaching Strategies® Reports to Analyze WaKIDS Data:

Administrators’ Webinar

November 5, 2015

Teaching Strategies GOLD® Objectives for Development & Learning, Birth Through Kindergarten © 2010 by Teaching Strategies, LLC, Bethesda, MD. Used with permission of Teaching Strategies, LLC.

Our Focus for Today

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Making Optimal Use of WaKIDS Results

Using GOLD™ Reports Effectively

Modeling One District’s Use of GOLD™ Reports: Bellingham Public Schools

Examples of Ways the State is Using Summative WaKIDS Assessment Data• Results Washington, the Governor’s initiative to achieve results guided

by data has a target directly linked to WaKIDS:o “Increase by 2% each year, 2012-13 through 2015-16, the percentage of

children who demonstrate readiness skills for kindergarten in these areas: social-emotional, physical, language, cognitive, literacy, and math”

o Department of Early Learning (DEL) reports progress in meeting this target to the Governor at regular intervals

o Office of Superintendent of Public Instruction (OSPI) is using WaKIDS data as one of the agency’s performance indicators

• Learning Pathways to Early Numeracy guides preschool and kindergarten teachers on the developmental steps needed to move children forward on a particular math pathway (available on WaKIDS website)

o Cross-walked with State’s Early Learning Guidelines and GOLD™ by Teaching Strategies® objectives

o Escalated because of concerns about students’ entering math skills

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Examples of Ways the State is Using Summative WaKIDS Assessment Data

• Learning Pathways to Early Literacy, modelled after Learning Pathways to Early Numeracy, is in development and will be launched by early 2016.

• Prototype Feedback Report to early learning providers is being developed by state and regional partners o Will be piloted with volunteer early learning providers

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Examples of Ways Regions, Districts and Schools are Using Summative WaKIDS Assessment Datao Regional level: engage community and education-based groups in

conversation about needs of entering students Early Learning Regional Coalitions reviewing and sharing data

o District level: engage teachers, specialists and administrators in conversation about kindergartners’ needs; guide district-level P-3 decisions

o Building/teacher level: inform instruction through considered use of formative and summative data; provide feedback to parents/families on students’ strengths; incorporated into report cards

WaKIDS = catalyst for conversation

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GOLD™ Reports

Rose Kirschner, Account Manager at Teaching Strategies®

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Review of GOLD™ ReportsUsed by Teachers

• Assessment Status Report

• Class Profile Report

• Individual Child Report

• Development and Learning Report

• Family Conference Form

Used by Administrators

• Assessment Status Report

• Comparative Report

– GOLD™ Readiness

– Widely Held Expectations

– National Normative Sample

• Snapshot Report

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GOLD™ Terminology

Progression of Development and Learning – paths, or trajectories, that children typically follow when acquiring a skill or behavior

Widely Held Expectations – criterion referenced, research based expectations for where we typically see children’s skills, knowledge, and behaviors for each age or class/grade.

GOLD™ Readiness – research-based point on progression that indicates kindergarten readiness (where blue and purple colored bands meet but don’t overlap; level before the purple colored band)

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GOLD™ Terminology

Area of Development and Learning – broadest domain of development and learning (10 areas; 6 used by WaKIDS)

Objective – a statement of expectations of knowledge, skills, and behaviors (predictor of school success)

Dimension – a specific aspect or subskill of an objective

Level – the rating scale that describes specific points along the progression for each objective/dimension

Indicator – developmental milestones typically seen from birth through kindergarten

Example – different ways that children show what they know and can do

Colored Bands – show the age or class/grade ranges for widely held expectations (purple colored band demonstrates kindergarten expectations)

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Anatomy of a Progression

Examples

Indicators

Levels

Colored BandsGOLD™ Objectives for Development & Learning: Birth Through Kindergarten © 2010. Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC.

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Reports Used by Administrators

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Assessment Status Report

When to Run It Purposes

Leading up to and immediately after the checkpoint due date

To identify potential missing data and/ or students

To ensure data has been finalized

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Assessment Status Report, continued

GOLD™ Objectives for Development & Learning: Birth Through Kindergarten © 2010. Bethesda, MD: Author. Objectives and screen captures from GOLD™ reprinted with permission of Teaching Strategies, LLC.

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Kindergarten Readiness Benchmark


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Comparative Report – GOLD™ Readiness

When to Run It Purpose

After running the Assessment Status report to ensure that all data has been finalized for a given checkpoint period

To get a sense of where students’ knowledge, skills, and behaviors are compared to the GOLD™ Kindergarten Readiness Benchmark

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Comparative Report – GOLD™ Readiness


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Comparative Report – Widely Held Expectations

When to Run It Purpose


To get a sense of where students’ knowledge, skills, and behaviors are compared to widely held expectations

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Comparative Report – National Normative Sample

When to run it? Purpose


To get a sense of where students’ knowledge, skills, and behaviors are compared to the National Normative Sample (previous data from students in GOLD™ nationwide)

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Scaled Scoring

• Uniform scale is from 200 to 800

• Scaled scores enable users to compare scores across areas of development and learning

• Scaled scores take into account item difficulty

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Kindergarten student’s score =8

Widely Held Expectations for kindergarten = 6–16

Raw Scoring


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Literacy

Widely Held Expectations for Kindergarten

(Purple Colored Band)Student Score

Phonological Awareness 14–24 16

Alphabet Knowledge 6–16 8

Print Concepts 10-16 15

Comprehension 13–24 16

Writing 10–12 9

Summary 53–92 64


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Snapshot Report

When to Run It Purposes


To get a sense of where students’ knowledge, skills, and behaviors are after a given checkpoint period

To compare scores to widely held expectations (criteria-referenced)

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Snapshot Report


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Snapshot Report, continued


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Reports Used by Teachers

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Class Profile Report


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Individual Child Report


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Development and Learning Report


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Development and Learning Report, continued


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Family Conference Form


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Bellingham Public Schools Experience with WaKIDS

Kristi Dominguez, Director of Early Learning

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Using Data in Bellingham Schools

Families• Use the Development & Learning Report and Family Conference Form

Teachers• District report card is aligned to the objectives so when a teacher is

grading a child in literacy, we are clear on what data points we will use• Use the Individual Child, Class Profile and Snapshot Reports

This information informs daily, monthly, and yearly instruction Helps teachers to narrow their focus and become very intentional

on the big ideas Allows them to know who to pull into small groups and what

should be their learning targets

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PE teachers• Meet at least three times a year and share data in math, gross motor

and social emotional areas• Use this to plan and implement developmentally appropriate

curriculum based on the objectives and dimensions• Clear picture of what the progressions look like so they can be very

intentional in moving children along the progressions• Video their students then meet to analyze together, which strengthens

their own understanding and improves Inter-rater Reliability (IRR)

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Counselors• Use the social-emotional data to help to target interventions.

School and System Level• Schools use the data to prioritize students who will get interventions

and at what level

• District provides support based on data, for example: An elementary school had the lowest data in social-emotional along

with highest class size Data informed decision to hire a full-time certificated staff whose

primary job was to provide interventions and target support in social-emotional development

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Data Is Only Useful When There is a Purpose

Already using the fall 2015 data. Since 10/31, Bellingham has looked at the following reports:

Comparative Snapshot Class Profile Individual Child Family Conference Form

It takes time…

Resources

Different Data Sources for DACs

• OSPI: WAMS download file in EDS

• OSPI: Washington State Report Card (January 2016)

• Teaching Strategies: Export GOLD™ Data File

• Teaching Strategies: Comparative Report

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WAMS File Downloads in EDS

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Washington State Report Card

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Teaching Strategies Export GOLD™ Data File

1. Go to www.TeachingStrategies.com and log into GOLD™2. From ADMINISTRATION tab, select License Settings3. Click on Action dropdown menu for Reports4. Select Export GOLD™ Data (Tab-Separated Format)


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Resources (Use your GOLD™ log-in)

Guide for Administrators Reports Brochure


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Next Steps

• November 1—All administrator and teacher reports available immediately

• Mid November—District WaKIDS data available in WAMS

• Late December/Early January—WaKIDS data available on State Report Card

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ResourcesGOLD™ technical support: • Hours: Monday through Thursday 5:00 a.m. to 4:00 p.m. Pacific Time• E-mail: [email protected] with a description of your concern and your

username

OSPI and ESD support, contact: • Susan Swanberg (360-725-6161 or [email protected]) for questions regarding

usernames, transferring users, accessing GOLD, resetting passwords

• Nancee Alvord (360-725-6180 or [email protected]) for questions regarding training, teacher or principal support, ESD contact information

• Kathe Taylor (360-725-6153 or [email protected]) for questions about overall implementation and data questions

• OSPI Assessment Analysts ([email protected]) for technical questions about student uploads and data

• Your regional ESD WaKIDS Coordinator for technical classroom and curriculum assistance and regional support; see list at: http://www.k12.wa.us/WaKIDS/Contacts.aspx

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mailto:[email protected]




http://www.k12.wa.us/WaKIDS/Contacts.aspx

http://www.k12.wa.us/WaKIDS/Contacts.aspx

● Kristi Dominguez, Director of Early Learning, Bellingham Public Schools, [email protected]

● Rose Kirschner, Account Manager, Teaching Strategies®, [email protected]

● For GOLD™ Technical Assistance for WaKIDS, please call us at 844-853-GOLD (4653). Monday - Thursday 5:00 am – 4:00 pm PST/ Friday 5:00 am – 3:00 pm PST

Contact Information for Presenters

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Teaching Strategies® materials regarding cut scores and reports will be posted on GOLD™ (www.teachingstrategies.com) and WaKIDS website (http://www.k12.wa.us/WaKIDS/Materials/default.aspx)



http://www.teachingstrategies.com/

http://www.k12.wa.us/WaKIDS/Materials/default.aspx



using gold™ by teaching strategies ® reports to analyze wakids data: administrators’ webinar...

Documents

wakids data

summative data

performance data

teaching strategies

early learning providers

learning pathways

wakids websitecross

wakids coordinator