1. Collecting observational assessment data March 4, 2014
Office of Superintendent of Public Instruction, State of Washington:
Kathe Taylor, Ph.D., Director, Early Learning Assessment
Gretchen Stahr Breunig, WaKIDS Professional Development Coordinator

2. Acknowledgements
National Center on Quality Teaching and Learning (NCQTL)
Childcare Quality and Early Learning (CQEL)
University of Washington (UW)
Gail Joseph
Janet S. Soderberg
Sara Stull
Kevin Cummings
*These materials were created independently of any one assessment tool, both fiscally or otherwise, as a way to provide high quality resources, and not for profit.

3. What We Plan to do Today
Explore the structure of one of four professional development modules (“suites”) developed by the Childcare Quality and Early Learning Center (CQEL) at the University of Washington) for WaKIDS
Consider how these modules might be integrated into training associated with kindergarten entry assessment (Teaching Strategies GOLD)
Start a conversation about using observational assessment with English Language Learners (see video link on WaKIDS Training Materials page )
Invite feedback, suggestions, and “how can I use this in my state?” thinking

4. It’s a Work in Progress…..!

5. One Important Lesson We’ve Learned
We need to meet the teachers where they are.

6. OSPI and the University of Washington (UW) Entered into a Contract
The University of Washington entered into a contract with the Office of Superintendent of Public Instruction to:
Develop implementation support materials…to help teachers and supervisors increase the reliability of the teachers’ data collection process as they implement the assessments…
Produce a final summative guide/report that includes all resources created for kindergarten (teacher) and administrator use…
The suites are the summative guide/report

7. CQEL—UW Produced 4 “Suites” of Ongoing Child Assessment Materials
Collecting and Using Anecdotal Records
Collecting and Using Video
Collecting and Using Work Samples
Using Checklists

8. All of the Suites are Formatted the Same
Table of Contents
PowerPoint Presentation with embedded video
Presenter Notes
Learning Activities
Tips for Teachers
Tools for Teachers
Tools for Administrators

9. The Suites are Independent and Related
Each suite is designed to be facilitated by a workshop leader/trainer with a group of teachers
Each suite can stand alone
Elements of each suite can be “spliced together” to provide an overview of multiple observational assessment strategies
The amount of time it takes to work through each suite is not set

10. A quick walk-through of the key elements in a suite.
Taking a Closer Look: Anecdotal Records
A quick walk-through of the key elements in a suite.
Table of Contents
PowerPoint Presentation with embedded video
Presenter Notes
Learning Activities
Tips for Teachers
Tools for Teachers
Tools for Administrators

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12. Using the “Suites” in Washington: What We’re Thinking Today
With teachers new to WaKIDS:
Participation in two-day training is required
The majority of the first day will be focused on observational assessment, using elements from all 4 suites
With teachers experienced with WaKIDS:
Participation in one-day training is optional
Limited teacher choice of modules from a menu of options
Everyone attending will experience a half-day module focused on observational assessment techniques, using elements from all 4 suites
With teams of specialists:
Optional modules that would integrate the 4 suites and include training on use of TS GOLD Team Central
Self-guided or trainer-led?

13. Working with English Language Learners (ELL)

14. What Guidance Should We Give for Using Observation Assessment with English Language Learners (ELLs)?
19% of Washington’s kindergartners are ELLs
CQEL-UW produced a video of teachers’ perspectives on using observation assessment with ELLs
The video is not embedded in a “suite”
The video can serve as a catalyst for discussion
Our goal is to provide more guidance and support for using observational assessment/GOLD with English Language Learners

15. Using the ELL Video in Washington: What We’re Thinking Today
If the goal is to capture all students’ strengths, what guidance do we provide around considerations such as:
Timing—when to assess at the beginning of the year
Giving directions so children understand the task
Using pictures/graphics to help convey meaning
Repeating activities until children are comfortable with them
Using interpreters and volunteers—when they are available
And more!
Next steps:
Convene a focus group of teachers experienced with English Language Learners to help us develop materials, using the ELL video as a catalyst for discussion
Solicit a little help from our friends….!

16. It’s Your Turn! Comments, Questions?

17. Please Contact Us! WaKIDS Staff: Kathe Taylor kathe.taylor@k12.wa.us
Gretchen Stahr Breunig
Childcare Quality and Early Learning: Center for Research and Professional Development (CQEL) th Ave NE Suite 201E Seattle, Washington 98105
Contact: Janet Soderberg
WaKIDS web page: