Presentation on theme: "Collecting observational assessment data March 4, 2014"— Presentation transcript:
1Collecting observational assessment data March 4, 2014 Office of Superintendent of Public Instruction, State of Washington:Kathe Taylor, Ph.D., Director, Early Learning AssessmentGretchen Stahr Breunig, WaKIDS Professional Development Coordinator
2AcknowledgementsNational Center on Quality Teaching and Learning (NCQTL)Childcare Quality and Early Learning (CQEL)University of Washington (UW)Gail JosephJanet S. SoderbergSara StullKevin 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.
3What We Plan to do TodayExplore 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 WaKIDSConsider 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
5One Important Lesson We’ve Learned We need to meet the teachers where they are.
6OSPI 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
7CQEL—UW Produced 4 “Suites” of Ongoing Child Assessment Materials Collecting and Using Anecdotal RecordsCollecting and Using VideoCollecting and Using Work SamplesUsing Checklists
8All of the Suites are Formatted the Same Table of ContentsPowerPoint Presentation with embedded videoPresenter NotesLearning ActivitiesTips for TeachersTools for TeachersTools for Administrators
9The Suites are Independent and Related Each suite is designed to be facilitated by a workshop leader/trainer with a group of teachersEach suite can stand aloneElements of each suite can be “spliced together” to provide an overview of multiple observational assessment strategiesThe amount of time it takes to work through each suite is not set
10A quick walk-through of the key elements in a suite. Taking a Closer Look: Anecdotal RecordsA quick walk-through of the key elements in a suite.Table of ContentsPowerPoint Presentation with embedded videoPresenter NotesLearning ActivitiesTips for TeachersTools for TeachersTools for Administrators
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12Using the “Suites” in Washington: What We’re Thinking Today With teachers new to WaKIDS:Participation in two-day training is requiredThe majority of the first day will be focused on observational assessment, using elements from all 4 suitesWith teachers experienced with WaKIDS:Participation in one-day training is optionalLimited teacher choice of modules from a menu of optionsEveryone attending will experience a half-day module focused on observational assessment techniques, using elements from all 4 suitesWith teams of specialists:Optional modules that would integrate the 4 suites and include training on use of TS GOLD Team CentralSelf-guided or trainer-led?
14What Guidance Should We Give for Using Observation Assessment with English Language Learners (ELLs)? 19% of Washington’s kindergartners are ELLsCQEL-UW produced a video of teachers’ perspectives on using observation assessment with ELLsThe video is not embedded in a “suite”The video can serve as a catalyst for discussionOur goal is to provide more guidance and support for using observational assessment/GOLD with English Language Learners
15Using 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 yearGiving directions so children understand the taskUsing pictures/graphics to help convey meaningRepeating activities until children are comfortable with themUsing interpreters and volunteers—when they are availableAnd 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 discussionSolicit a little help from our friends….!
17Please Contact Us! WaKIDS Staff: Kathe Taylor email@example.com Gretchen Stahr BreunigChildcare Quality and Early Learning: Center for Research and Professional Development (CQEL) th Ave NE Suite 201E Seattle, Washington 98105Contact: Janet SoderbergWaKIDS web page: