1. Work Sampling 5th Edition® Florida Kindergarten Readiness Screener
Onsite Workshop
Welcome to today’s Work Sampling 5th edition training, which has been specially designed for kindergarten teachers and other educators of Florida!

2. Agenda Introducing Concepts in Assessment
Introducing the Work Sampling System
Developing Observation Skills
Understanding and Using Developmental Guidelines and Checklists
Linking Observations to Performance Indicators
Communicating with Parents
Next Steps and Wrap-up
Here you will see our agenda for the day.

3. Materials Developmental Guidelines Developmental Checklist (in TAM)
Class Record Form
Sample Observation Tools (in TAM)
Work Sampling System Reference Table (in TAM)
We will use several documents – see list here.

4. Workshop Legend A group discussion Group Discussion Check and Connect
Activity
A group discussion
Group Discussion
Check and Connect
Throughout the day we will have several opportunities to respond to and interact with the content and each other. These icons will guide us through those activities and conversations.
An activity
Discuss with a partner

5. Pre-Assessment
Before we dive into the Work Sampling System, first let’s start with a Pre-Assessment. This will help access any prior knowledge you may already have about the Work Sampling System, and if not, start building your schema for what we will learn today.
After they complete the assessment, review the answers with the group. If any questions seem to generate discussion, keep responses brief here. Assure participants that these will be covered in more detail later today.
Answer Key:
True
False

6. K-W-L Group Discussion What do I know? What do I want to know?
What did I learn?
What would you like to learn today? Let’s take just a few minutes to make note of those. We’ll share out in about 3 minutes. (Have participants complete the first 2 columns of the KWL)
After 3 minutes, have teachers share responses from column 1-2.
**Be prepared to start clarifying for teachers who may have previous experience with the Work Sampling System. The Florida Kindergarten Readiness Screener (FLKRS) implementation is quite different from the typical implementation. Assure these teachers that the basics of the Work Sampling System have remained the same, but that some of the processes will look and feel a little different to them.

7. Concepts in Assessment
Let’s start by setting the stage for the Work Sampling System. To make sure that we are all on the same page and using the same terms, let’s look briefly at concepts in assessment.

8. What is Assessment? What is assessment and why do we do it?
What assessments do you currently use?
What are some “pros” and “cons” of your current assessments?
Check and Connect
Assessment is an integral part of what we do on a daily basis in our schools. It is important to have a solid understanding of what assessment is and why we use it. Let’s Check and Connect. Take a few minutes to discuss the posed questions with a partner or your table mates. After a few minutes we will check on what your thoughts are.
Let’s begin with these first three questions, take a couple of minutes and discuss:
After a few minutes check on responses.

9. What is Assessment?
A tool or process of answering specific questions about various aspects of children’s knowledge, skills, behavior, or personality.
So we had a lot of good answers to what assessment is. The central idea behind assessment is that it is a tool or process of answering specific questions about various aspects of children’s knowledge, skills, behavior, or personality. In order to drive our day to day and long term instruction, we are constantly asking what students know and are able to do. Then we can change our instruction in meaningful ways to address these questions. Let’s look at how the Work Sampling System helps teachers inform and guide teaching and learning.

10. The Work Sampling System
Introducing
The Work Sampling System

11. What is Work Sampling? Authentic Performance Assessment
Curriculum Embedded
Instructional Assessment
The Work Sampling System, 5th Edition is an update of the Work Sampling System, 4th Edition which is a curriculum-embedded, authentic performance assessment that teachers can use to help assess young children’s development in multiple domains. As you can see from the video illustration Work Sampling:
Takes place in the context of everyday classroom experiences
Consists of actual examples of classroom activities
Involves students, parents, and teachers
We are going to look at each of these ideas in more detail in just a minute.

12. Work Sampling helps teachers:
Authentic Performance Assessment
Work Sampling helps teachers:
to document and evaluate children’s skills, knowledge, and behaviors
use actual classroom experiences, activities, and products
The Work Sampling System is an authentic performance assessment. Its purpose is to assist teachers in documenting and evaluating students’ skills, knowledge, and behaviors using actual classroom-based experiences, activities, and products. The purpose of any performance assessment is to provide a basis for determining a student’s level of knowledge and skills in relation to a well-defined domain of content.

13. Work Sampling enables teachers to:
Curriculum Embedded Assessment
Work Sampling enables teachers to:
learn about their students by encouraging them to show what they know and what they can do.
Text placed here
Activities might include:
Solving problems
Writing in journals
Interacting with peers
Constructing with blocks
Painting
Doing experiments
Additionally, as a curriculum-embedded assessment, the Work Sampling System enables teachers to learn about their students by encouraging them to show what they know and what they can do when solving problems, writing in journals, constructing with blocks, painting with various media, doing experiments, or simply interacting with peers. As a result, the Work Sampling System is a formative and summative assessment that taps into what you are already doing with students!

14. Instructional Assessment
Primary focus is on helping teachers make instructional decisions in their classrooms
Comprehensive means of monitoring children’s social, emotional, physical, and academic progress
Based on teachers’ observations of students who are actively working and creating products within the context of their daily classroom experience
Designed to provide meaningful feedback to teachers, students, and their families, and other educators and professionals
The Work Sampling System is an instructional assessment that is sensitive to classroom context. Teachers differ in their approaches to teaching, just as learners differ in the ways they learn. Because of these differences, assessments (similar to the classrooms they are intended to be used in), should be dynamic, open to change, and relevant to a wide range of learning styles and experiences.
The Work Sampling System is a comprehensive means of monitoring students’ social, emotional, physical, and academic progress. It is based on teachers’ observations of students who are actively working and creating products within the context of their daily classroom experience. It’s also designed to provide meaningful feedback to teachers, students, their families, and other educators and professionals.
The Work Sampling System not only provides the teacher with clear criteria for evaluation but also incorporates the teacher’s expertise and judgment.

15. Evaluation A student’s work is assessed through:
Guidelines and Checklists
Teacher observations
Work samples
The heart of the Work Sampling System is focused on ongoing evaluation where a student’s work is assessed repeatedly through
Guidelines and Checklists
Teacher observations
Work samples
Repeated assessment allows the teacher to identify patterns of student learning.

16. Domains Personal and Social Development Language and Literacy
Mathematical Thinking
Scientific Thinking
Physical Development, Health, and Safety
The Work Sampling System is organized around five broad areas of student growth and learning. These broad areas are known as domains. Here you can see the five domains that the Work Sampling System for FLKRS will address:
Personal and Social Development
Language and Literacy
Mathematical Thinking
Scientific Thinking
Physical Development, Health, and Safety
The Work Sampling System includes two additional domains – Social Studies and The Arts. The Work Sampling System for Head Start has 11 domains.

17. Domains
Five domains that build on the school readiness work of the National Education Goals Panel (1995) have been cited as important to assess:
Social and Emotional Development
Language Development including Emergent Literacy
Cognition and General Knowledge including Mathematics and Science
Physical Well-Being and Motor Development
Approaches to Learning
These specific domains that you will be focusing on are supported by many experts in education and assessment. The domains, based on nationally recognized standards, went through a process of field trials, reviews by teachers and staff, and multiple revisions. During development, focus groups and interviews with teachers and principals were held, questionnaires were sent out, and pilot research studies were completed.
(The following research support for these specific five domains selected for use with FLKRS may help address any concerns or reservations participants may have.)
The original Work Sampling System was at the forefront of developmentally appropriate early childhood practices. The National Association for the Education of Young Children’s (NAEYC) position statement on assessment is straightforward. “Assessment of young children’s progress and achievements is ongoing, strategic, and purposeful” (NAEYC, 2009, p. 22). In addition, NAEYC lists several indicators for effective assessment practices, in particular, that assessments are appropriate for ages and other characteristics of children being assessed, what is assessed is developmentally and educationally appropriate, assessments use multiple sources of evidence gathered over time, and the use of individually-administered, norm-referenced tests is limited (NAEYC, 2003).
According to the National Research Council’s report entitled Early Childhood Assessment: Why, What, and How (2008), five domains that build on the school readiness work of the National Education Goals Panel (1995) were cited as important to assess: Physical Well-Being and Motor Development; Social and Emotional Development; Approaches to Learning; Language Development (including emergent literacy); and Cognition and General Knowledge (including mathematics and science).
National Research Council Early Childhood Assessment: Why, What, and How (2008)

18. Domains
According to Head Start, the five essential domains of Child Development and Early Learning include:
Language and Literacy Development
Cognition and General Knowledge including Mathematics and Science
Approaches toward Learning
Physical Well-being and Motor Development
Social and Emotional Development
(Additional research support for the five selected domains.)
Head Start also recognizes these five domains as the essential domains of child development and early learning.
Head Start and Early Head Start School Readiness Frequently Asked Questions.
Retrieved from

19. The Assessment Cycle
Let’s take a look at how the Work Sampling System is organized.

20. Assessment Cycle
Assessment in the Work Sampling System is a cycle that involves four repeating steps, let’s look at each of these steps and view a short video that will illustrate many good examples of what these steps look like.
Asking Questions. The first step in the assessment cycle is to identify questions about the children in your class across all domains. What do you want to learn about them, as a group or individually? What are you required to assess? In Work Sampling, the performance indicators on the Checklist describe many of these questions.
Collect Evidence. Teachers then collect evidence to answer the questions.
Interpret Evidence. In step 3, teachers make sense of the evidence.
Take Action: In Step 4, teachers make decisions based on the evidence – possibly reteach a concept, differentiate instruction, etc.

21. Assessment Cycle
The assessment cycle for Work Sampling begins with . . .
Asking questions
Taking action
Rating performance
Check and Connect
So here’s a quick quiz to review! The assessment cycle begins with what? Right, asking questions. It then is followed by collecting evidence, interpreting evidence, and taking action.
Now let’s move into the specific components you and your teachers will be using with the Work Sampling System.

22. Work Sampling Components

23. Guidelines and Checklists are organized by:
Domains
Broad areas of a student’s growth.
Functional Components
Subsets of a domain comprised of several performance indicators.
Performance Indicators
Skills, behaviors, and accomplishments to be taught and assessed in the classroom.
In the Work Sampling System, you’ll use specific Guidelines and Checklists to guide your assessment. These Guidelines and Checklists are organized by domains, which are broad areas of a student’s growth. Those are the five areas that we have already mentioned (Personal and Social Development, Language and Literacy, Mathematical Thinking, Scientific Thinking, and Physical Development/Health and Safety).
Then, under each domain, you’ll find Functional Components. Functional Components are subsets of a domain and comprised of several performance indicators.
Performance Indicators state the skills, behaviors, and accomplishments that are to be taught and assessed in the classroom.
Let’s take a look at an example.

24. Guidelines and Checklists
Domains
Personal and Social Development
Language and Literacy
Mathematical Thinking
Scientific Thinking
Physical Development, Health, and Safety
Here I’m looking at the domain level. Remember these are the broad areas of a child’s growth and learning. Again, the domains you will be assessing are:
Personal and Social Development
Language and Literacy
Mathematical Thinking
Scientific Thinking
Physical Development, Health, and Safety
So let’s take a look, for instance, at Mathematical Thinking.

25. Functional Components
Guidelines and Checklists
Functional Components
Process and Practices
Number
Operations & Algebraic Thinking
Measurement
Data Analysis
Geometry
Under the domain of Mathematical Thinking, we can look at several Functional Components:
Processes and Practices
Number
Operations and Algebraic Thinking
Measurement
Geometry
These are the subsets of Mathematical Thinking teachers will be considering for the entering kindergarteners. Similarly, each of the other domains is divided into functional components.

26. Performance Indicators
Guidelines and Checklists
Performance Indicators
Reasons quantitatively and begins to use some tools
Identifies patterns and makes generalizations
Finally, each functional component is composed of a set of performance indicators. If we drill down deeper into the functional component of Processes and Practices, we can look at some specific performance indicators:
Reasons quantitatively and begins to use some tools
Begins to recognize patterns and makes simple generalizations.
These would be the specific indicators for which we would be observing and collecting evidence of the child’s performance as we go about teaching and assessing in the classroom.

27. Performance Indicator
Guidelines and Checklists
Domain
Personal and Social Development, Language and Literacy, Mathematical Thinking, Scientific Thinking, Physical Development/Health and Safety
Functional Component
Process and Practices, Number, Operations and Algebraic Thinking, Measurement, Geometry
Performance Indicator
Begins to recognize patterns and makes simple generalizations.
So here’s how these all fit together. Domains are the broad subject areas. Functional Components break the domains down into subsections. And then the Performance Indicators spell out the specific skills or behaviors to be assessed.

28. Let’s Use . . . Developmental Guidelines Developmental Checklist
Class Record Form
Before we leave the basics of The Work Sampling System, let’s review some key pieces:
Teachers will rate students on the performance indicators across five different domains.
These ratings (Not Yet, In Process, Proficient) will need to be completed within the first thirty days of school.
The evidence collected may include teacher observations, work samples, and possibly other sources of information like other school personnel or families.
Now let’s talk more about how observations will be used with the Work Sampling System.

29. Guidelines – Preschool 4
Domain
with
Description
Components labeled with letters
Performance Indicators with Rationale and Examples
As you look through your own Guidelines, you will see that each performance indicator is elaborated with a rationale and several examples. The rationale explains the meaning and significance of the performance indicator and briefly outlines reasonable expectations for the children.
The three to five curriculum-embedded examples that follow each rationale show several ways children might demonstrate the skill, knowledge, or behavior within the classroom. It is important to remember that these are only examples. Children have many ways of showing us what they know and can do. These examples are intended as a reminder of this diversity and as a catalyst for thinking about how individual children demonstrate their learning. You should not expect to see children perform all (or even any) of the examples given. Rather, the examples illustrate and give additional meaning to the performance indicators so that they will be interpreted similarly in different classrooms by different teachers.

30. Developmental Checklist – FLKRS
Text placed here
The Guidelines are designed to assist you in clearly understanding each performance indicator across the domains, and providing examples to help bring them to life. The Checklists are designed as double-page spreads showing all the domains, functional components, and performance indicators in one place.
Using a Checklist for each student, teachers will review evidence, make interpretations, and then make ratings.
Give participants a moment to thumb through their own Guidelines and Checklists.

31. Checklist Ratings Not Yet In Process Proficient
Skill, knowledge, or behavior is not yet demonstrated.
Skill, knowledge, or behavior is emerging but not consistently demonstrated.
Child can perform part of a skill, but not all of it.
Skill, knowledge, or behavior is consistently demonstrated and observed in child’s range of performance.
Proficiency is determined within context of what is expected for the child’s age.
Let’s talk about the ratings teachers will use. The ratings for each indicator are Not Yet, In Process, and Proficient. Here you will see a breakdown of what each rating actually represents.
So again, teachers will review evidence, make interpretations, and then select the appropriate rating for each performance indicator.

32. Key Points to Remember Developmental Guidelines and Checklists
Performance indicators across five domains
Formally rated in the first thirty days of school
Evidence includes teacher observations, work samples, and other sources of information
Before we leave the basics of The Work Sampling System, let’s review some key pieces:
Teachers will rate students on the performance indicators across five different domains.
These ratings (Not Yet, In Process, Proficient) will need to be completed within the first thirty days of school.
The evidence collected may include teacher observations, work samples, and possibly other sources of information like other school personnel or families.
Now let’s talk more about how observations will be used with the Work Sampling System.

33. Developing Observation Skills
Evidence can be defined as an outward sign that furnishes proof of learning. In order to make reliable and valid Checklist ratings, the Work Sampling System encourages collection of evidence for each student in five domains, rather than relying on teachers’ memories.
To make sure evidence is as meaningful as possible, be sure to date all observations, work samples, and photographs.

34. Step 1 Step 2 Documentation Steps
Gather data through recorded observations, work samples, and/or photographs.
Step 2
Make ratings on the Checklist in response to your informal observational notes.
There are two main steps to documentation with the Work Sampling System. Step 1: Gathering data through recorded observations, work samples, and/or photographs. Then in Step 2: Teachers make ratings on the Checklist in response to the informal observations notes they have collected.
First Step 1…
Recording observations is important for four reasons:
Tangible evidence helps you monitor what students know and can do. It reminds you of student strengths and weaknesses.
Tangible evidence collected over time enables you to see patterns in behaviors and approaches to learning.
Based on your data collected, you can plan instructional activities that are more responsive to students’ interests and needs.
Recorded observations, work samples, and photographs provide evidence to support your judgments in the assessment process.

35. Documented Observations
Importance of Observation
Helps teachers remember what children know and can do.
Observations provide the support and evidence to support evaluations.
Helps the teacher see patterns in learning and behavior over time.
Help teachers plan instructional activities that are responsive to children’s interests, strengths and needs.
Observation can be defined as watching and listening with intention. Because classroom observation occurs in an environment familiar to the child, teachers are likely to acquire an accurate picture of the child’s learning. For example, one day a teacher might photograph the castle a student constructed in the block area. On another day, a teacher might draw a quick sketch of the pattern block design the student made in the math center. On yet a third occasion, a teacher might save the collage the student made by gluing shapes into a design. When ready to evaluate a student’s performance and progress, a teacher’s judgments about his or her sense of balance and symmetry will be based on these and many other observations rather than on a single example of his or her work.
Documenting observations effectively requires that teachers differentiate between facts (what you actually see and hear) and interpretations and opinions of these actions. During one school day, teachers may record observations when interacting with a child or a group of children, stepping briefly out of the action, or by making notes after the children have gone home. Teachers document observations of children’s learning related to the performance indicators creatively, using a variety of methods, tools and electronic equipment including tablets, smart phones, or computers.

36. Fact vs. Interpretation
Documented Observations
Fact vs. Interpretation
Documenting observations effectively requires that teachers differentiate between what is actually seen and heard and what are opinions and interpretations of these actions. This might seem like an easy distinction, but in the teacher’s world where everything is happening at once, it is worthwhile to point out the difference and discuss how to break the process down a bit.

37. Documented Observations
Group Discussion
Sample 1:
9/4 at 10 a.m.- Jeremy is too distracted to do his work
Sample 2:
9/4 at 10 a.m. Jeremy has worked on math for 15 minutes-completed one problem of five. Builds with rods. Talks continually with others about baseball. Walked to and from pencil sharpener and water fountain five times.
For instance, both of these are examples of teacher feedback about Jeremy at 10am on September 4th.
Talk with the people around you to discuss other major differences that you see between the 2 observations and report back. Have participants share out their thoughts.
Which sample includes only facts? Which includes interpretation?
Language that describes the actions of children at work and play is more informative than words that convey judgment.

38. Documented Observations
Notes:
9/04 at 10 a.m.
Jeremy has worked on math for 15 minutes-completed one problem of five.
Builds with rods.
Talks continually with others about baseball.
Walked to and from pencil sharpener and water fountain five times.
Interpretations:
Distracted?
Will linking math to baseball interest him?
Both records convey that Jeremy is not paying attention, but the first sample ONLY gives the teachers impressions, vs. the second record that gives enough detailed information to explain why he is not completing his work. It allows the teacher to ask questions about how to better support his learning. Is he distracted? Would relating the problems to baseball peak his interest? Often it is helpful for teachers to break their observations into 2 parts where they can list their notes and their interpretations, like you see here.

39. Before Observing The context for the observation
How to record observational
information
Tools for recording observation
Although teachers may have experience informally observing students, observing systematically and recording those observations may be less familiar. Before beginning to record and observe, let’s consider three key issues:
The context for the observation
How to record observational information
Tools for recording observation

40. Context for Observing Stepping out of the action
Participating in the action
Stepping out of the action
Reflecting on the action
after the fact
The biggest challenge of using the Work Sampling System is finding an effective way to create a written record of important information. Keep in mind that you do not need to record every single behavior. When working with or talking to a student, you may be able to record sentence length comments and anecdotal notes.
Teachers typically observe and record children’s learning in three different situations:
Participating in the action
Stepping out of the action
Reflecting on the action after the fact
We will look at participating in the action first. Teachers are typically in the middle of the classroom action, they may be talking with a single student, guiding a small group etc. Simultaneously teachers are watching students, listening to them, taking mental notes, asking questions. How can teachers take advantage of this opportunity to make observations while in the middle of the action?

41. Participating in the Action
When teachers are in the midst of classroom action and conducting an observation, they might be conferring with a single student, guiding a small group through a lesson, or having a discussion with the entire class. At the same time, teachers are watching students, listening to them, taking mental notes about who is working with whom, and asking questions that extend students’ thinking. Clearly, teachers are gathering a wealth of information as they interact in the classroom.
When working with or talking to a student, teachers may be able to record sentence length comments and anecdotal notes. If teachers are leading a small group or whole class discussion, they may only be able to use short-hand notes or checkmarks as shown here. That’s okay. Observations collected during the action will be quick, but gather the most current pictures of student performance. Capturing that in short-hand here will inform the interpretation later.

42. Stepping Out of the Action
Take 3-5 minutes to step back and observe one child, a pair of children, or a small group
Do this multiple times per week
4/6 Recci: Dramatic Play
As I approach the house area, Recci is playing with the doctor’s kit. He silently administers oxygen to a doll, takes its temperature, and tests its reflexes. He uses the stethoscope and says “I can hear his heart for real.” He uses the blood pressure cuff asking for help from Lisa in attaching it to the doll’s arm.
Recording student learning in the 2nd context- Stepping Out of the Action- is an extremely effective way to learn about students. It allows you to focus on one student at a time.
To keep teachers from becoming overwhelmed observing in this context, they will need to plan a meaningful observation of one to two students for 3-5 minutes each day based on the assessment questions which are informed by the Guidelines and Checklists. Doing this consistently each day, you can see that teachers will be gathering a wealth of information in a short amount of time!
Here you can see a good example of an anecdotal record that can be collected during one of these time periods.

43. Reflecting After the Fact
Norman is currently working on controlling the computer mouse. He understands that he needs to put the cursor arrow on an object to activate it, but has difficulty coordinating movements to do so. When using the keyboard, he presses the screen occasional instead of pressing a key.
Recording student learning and performance in the 3rd context- Reflecting After the Fact- involves taking a moment after an event occurs or at the end of the day to document what transpired.
By taking a few minutes during a break in the day, at the end of the day, or at a certain time during each week, teachers can record some events that occurred. Teachers will need to try to make a few notes about a few children each day, and the evidence will add up to a substantial amount fairly quickly.
Here you can see an example of reflecting after the fact.

44. Let’s Look at an Observation
Text placed here
Based on this observation, what does Mina know and what did she do? What skills and behaviors did she demonstrate?
What skills and behaviors do you note from this observation?

45. Understanding the Developmental Guidelines and Checklists
Great! Now that we have documented some observations, let’s talk about what we’ll do with those.

46. Step 1 Step 2 Documentation Steps
Gather data through recorded observations, work samples, and/or photographs.
Step 2
Make ratings on the Checklist in response to your informal observational notes.
We’ve gone through Step 1. Now Step 2…
Let’s talk about how we will use the recorded observations to make ratings on the Checklist.

47. Developmental Checklists
Group Discussion
Developmental Checklists
Once teachers have collected the evidence either through observations, or student work or pictures with notations, it’s time to compare that to the performance indicators. In other words, the teacher will compare the evidence of the student’s performance of an indicator to the expectations detailed in the Guidelines, considering whether each child’s accomplishments match the description in the Guidelines. Returning to the Guidelines and ratings frequently are critical for making the Work Sampling System a reliable assessment.
Remember the ratings:
Not Yet:
Skill, knowledge, or behavior is not yet demonstrated.
In Process:
Skill, knowledge, or behavior is emerging but not consistently demonstrated.
Child can perform part of a skill, but not all of it.
Proficient:
Skill, knowledge, or behavior is consistently demonstrated and observed in child’s range of performance.
Proficiency is determined within context of what is expected for the child’s age.
Then remember that rationales and examples of each indicator can be found in the Guidelines manuals.

48. Comparing the WSS Checklist with FL Standards
We’ve talked a lot about the Work Sampling System components- domains, functional components, and performance indicators. In case anyone here is beginning to feel overwhelmed by what will be required, let’s take a minute and put this back into perspective for what kindergarten teachers are already expected to do. Let’s compare the Work Sampling System with Florida’s Standards and Benchmarks.

49. Also use the Work Sampling Developmental Checklist.
Activity
Let’s Practice!
Work with a partner. Link the WSS Performance Indicators to the FL Standards for Approaches to Learning. Write the Domain, Functional Component, and Performance Indicator in the box next to each standard.
See next slide.
Also use the Work Sampling Developmental Checklist.
For this activity, work with a partner or those around you. You’ll need the slide with the Approaches to Learning section from the Florida Early Learning Developmental Standards and Benchmarks document. You’ll also need the Developmental Checklist.
Identify the WSS domain, functional component, and performance indicator associated with each FL standard. Write the domain Roman Numeral, component letter, and performance indicator number.
Give participants time to work on this.
What are you noticing? Hopefully you are finding that the performance indicators teachers will be assessing with Work Sampling are very closely aligned with what teachers are already accountable for measuring according to the Florida Standards and Benchmarks.
Give participants time to share any thoughts.

50. FL Early Learning and Developmental Standards for Four-Year Olds

51. FL Standards and WSS - Responses
Here are the WSS sections associated with the FL standards in Approaches to Learning.
Now look back at the Developmental Checklist. We know the Domain is Personal Social Development. What functional components did not link to the FL Standards? Which performance indicators did you note?
What is the WSS domain, functional component, and performance indicator represented by these responses, e.g., I.C.1?

52. Techniques for Observation and Documentation
Now, changing the focus to some practical considerations, let’s talk about some helpful techniques for observation and documentation.
Teachers may find many ways to record observational data in the classroom. Each technique makes different demands on teachers time and energy and provide a different type of information. Most teachers use multiple methods to capture information. Let’s take a look at some examples of recording methods.

53. Brief Note 1/15- Raelee Skit of Mrs. B. with TW, GK, ES
Org. grp into roles
Raelee acted w express/--phys & verb
Text placed here
Brief notes are quick written records that serve as a reminder on observed events. Here you can see a brief note that describes how Raelee showed her understanding of a story through participation in her reading group.

54. Anecdotal Note Text placed here
Anecdotal notes are more detailed narrative accounts that describe a particular event factually. Often they are created by jotting down brief notes and adding details later. They provide rich, detailed information. Here you see an anecdotal note from a preschool teacher who stepped out of the action to observe Dwight’s participation in a cooking activity.

55. Running Record A: picks up rec prism block, stacks on end, “I did it!”
S: “No, that’s not right, it isn’t a tower. It’s…” Puts hand on A block
A: grimaces, slaps at S hand, screams “NO!”, throws self backwards onto floor, hitting head, arching back
T: quickly comes over to A, puts herself between A and S, says “A, it looks like you’re upset. I’ll help you calm down. Remember, can I rub your back? (voice tone anxious?)
A: “No!” thrashes fists by side, arches back again
T: “Well, I’ll just sit here then” (calmer voice tone?)
Running records are more detailed narrative accounts of behavior recorded in a sequential manner, as it happens. They include all behavior that occurs within a given time frame. They provide rich information, but require teachers to step out of the action.

56. Rating Scale
Rating scales are tools that indicate the degree to which a student possesses a certain skill. You can set up the rating scale to use any rating terms that best fit your needs.

57. Time Sample
Time samples are used to record the frequency of a behavior over time. Time sampling can be helpful when you need very specific information about a particular aspect of a child’s behavior. This example illustrates how a teacher used time sampling to monitor a students ability to sustain attention on a task.

58. Child Domain Process Notes
Child Process Notes are divided into six sections, one for each domain and one for additional comments. This technique is designed to document observations for all five domains for one student in one place. Here you can see part of the Child Process Notes. You see the domains listed with the functional components under them.

59. Making the Most of Observations
Consider ways to collect evidence for a whole class or large group to document observations efficiently.
Matrixes
Tallies
Domain Process Notes
General Process Notes
So far, we have talked about techniques for observation and documentation, but each of the examples have been for individual children. Those are excellent techniques and ones that many teachers have found successful. However, one way to leverage teachers’ time and effort is to also use some sort of group documentation. Here are a couple of ideas. We’ll talk about matrixes, tallies, domain process notes, and general process notes.
You have access to these forms in your Work Sampling System materials.

60. Matrix
Matrixes provide a way to write very brief notes or make a simple rating of a skill or set of skills for a few children or your entire class. Names of the students are listed on the left hand side of the page and specific skills, concepts or behaviors are listed across the top. You can see on the example that the teacher used a coding system to note attainment of a skill and even adds in notes. You could even use check marks to make it even more simple.

61. Tally
Tallies are used to count the instances of a particular behavior or event during a pre-determined time interval. The above example illustrates how a teacher used a tally to record children’s choices during the course of a week.

62. Domain Process Notes Again, use of these forms is entirely optional.
This is called the Domain Process Notes form. It has three columns and shows all five domains. This form can be used to record observations for all developmental domains either for three children or for one child at three different times.

63. General Process Notes
The General Process notes consist of a 20-box grid with space to write children’s names or dates of observations at the top of each box. It is open-ended and can be used in many ways (e .g ., to observe 20 children once, or five children at four different times, or four children during the course of a week). The boxes are the size of small Post-it notes (1 ½” x 2”). Using these notes enables teachers to transfer the notes to a student’s folder easily and effectively. Some teachers write directly on the forms; after the forms are completed they are cut up and placed in children’s observation folders.

64. Legal pads Index cards Calendars Butcher paper Sticky notes
Group Discussion
Recording Tools
Legal pads
Index cards
Calendars
Butcher paper
Sticky notes
Carpenter’s aprons
Audio recorders
Digital Cameras
Video cameras
Tablets
What other examples have you used or have you seen teachers use that might be able to be adapted to document for the Work Sampling System?
Give participants time to share ideas.
Here are some other tools that can be used in a variety of ways:
(Depending on the recording methods chosen, teachers will need a variety of tools to
carry out their observations efficiently and effectively. The possibilities range from
simple materials like note pads and index cards to sophisticated electronic devices. It
is critical to think ahead and prepare for what is needed so the tools are ready once
observations begin.)
Mailing labels- Attach a strip or sheet of labels to a clipboard. After jotting notes on a label, remove it and put it in the child’s file. These labels can also be preprinted and dated using a computer.
Legal pad- Use large ones to accommodate a whole class list or place smaller ones in several key locations around the classroom so there is always one nearby. Attach a pen or pencil to the pad.
Index cards- Attach a card for each child to a file folder with tape so that the cards overlap. Alternatively, color-code them by domain and store on a ring or file them in a box.
Calendars- Weekly calendars and large desk calendars may also be used for recording observations.
Butcher paper- Hang butcher paper around the room and make notes directly on the paper or attach Post-its® to it.
Self-stick notes- These come in a variety of colors and sizes and can be used placed directly in students’ files.
Carpenters’ aprons- Wearing a carpenter’s apron enables some teachers to have Post-its and pens ready to record spontaneous as well as planned observational notes.
Audio recorders- Use an audio recorder to dictate your observations. The disadvantage of this tool is that the taped information must be transcribed.
Digital cameras- Many teachers find taking a photograph a quick way to capture a record of an event or product.
Video cameras- These are useful tools for documenting active work.
Tablets- Teachers use these to input observational data. These systems generally allow data to be sorted by student, date, and domain.

65. Choose one activity that kindergarten teachers do every day.
Let’s Practice!
Choose one activity that kindergarten teachers do every day.
Which performance indicators could you observe during that activity?
Let’s take a moment to reflect and think about the ways that teachers can collect evidence in their daily practice. On page XXX of your training workbook, you will find a spreadsheet that will help you list activities and classroom situations that will highlight information from the checklist indicators.
For this activity, think about something that a kindergarten teacher would do every single day, like circle time, reading centers etc. Then, select one domain that will tie in with that activity. Finally, using the spreadsheet on page XXX of your training manual, think about which performance indicators you could observe for that one domain.
The bonus here is to describe how you could collect evidence of those indicators for multiple students at one time.
Bonus:
Describe how you could collect evidence of those indicators for multiple students at one time.

66. Let’s Practice! Give participants time to work on the activity.
What do you notice? Is it hard to find activities that lend themselves to observations or evidence collection? Did you find yourself going into domains other than the one you initially selected for this activity? If so, that’s a good thing. Remember, to keep it simple, we asked you to focus on one domain. However, in the life of the real classroom, you will want teachers to see how they can assess in several domains for one activity.

67. Ideas for Managing Evidence
Set up one folder for each child containing records listed previously.
Use a large three-ring binder with a separate section for each child. Include the Checklist, along with all the other observational data and notes in each child’s section.
Store all students’ Checklists together in one folder and keep observational data for the whole class in a binder organized by domain.
Before we wrap up this topic of techniques and tools, let’s brainstorm a few ideas for keeping all this evidence manageable and organized.
Some teachers have had success with these ideas:
Set up one folder for each child containing evidence on forms or in ways we have already discussed.
Use a large three-ring binder with a separate section for each child. You can punch holes in the Checklist and include it, along with all the other observational data and notes, in each child’s section.
Store all students’ Checklists together in one folder and keep observational data for the whole class in a binder organized by domain.

68. Linking Observations to Performance Indicators
Now let’s talk through the process of actually linking those good observations to the performance indicators.
Let’s look at Mina (Mee-na).

69. Observation Note for Mina
Let’s Revisit!
Observation Note for Mina
Text placed here
Here is a teacher’s recorded observation for 4-year-old Mina. Let’s link the observation to performance indicators.

70. Linking Observations to Performance Indicators
Activity
Linking Observations to Performance Indicators
Let’s revisit the observation for Mina.
Rate Mina for the fall rating period.
Only focus on the Reading Component under the Language & Literacy Domain.
When we make Checklist ratings, we have to compare the evidence of the child’s performance of an indicator to the expectations detailed in the Guidelines. We have to ask ourselves whether the child’s accomplishments match the description in the Guidelines.
Then we’ll rate:
Proficient, if the evidence matches the description in the rationale and examples.
In Process, if the evidence shows that the child’s skills in this area are emerging.
Not Yet, if you have collected evidence of the child attempting to do the skill, and the child cannot demonstrate it.   
So take a few moments to compare your observations to these Performance Indicators for the Functional Component of Reading under the Domain of Language and Literacy. Based on what you have observed, mark Mina P, IP or NY for the four indicators.
Give participants time for the activity.

71. Inter-rater reliability
Inter-rater reliability is the degree of agreement between two raters and is important for keeping the fidelity of the assessment high.
Using the checklist you’ve just completed, add the number of “NOT YETs” and then divide your number with your neighbor’s.
We are looking for 95% inter-rater reliability.
Let’s check our Inter-rater reliability. Check and Connect.
Did anyone find that they needed or wanted more evidence to make a rating? This may happen to teachers as they rate their children. The Work Sampling System is designed to be an on-going assessment so that teachers can collect additional evidence as needed to make these ratings. Rather than a one shot assessment where children may or may not really show all they know, with Work Sampling, it is completely appropriate and desirable for the teacher to revisit the performance indicator with a child to gather more data.
Check and Connect

72. Performance Indicators
Observation Note and
Performance Indicators
Here are the performance indicators to which Ms. Miranda linked the observation of Mina.

73. Linking Observations to Performance Indicators
Activity
Linking Observations to Performance Indicators
Now that you have been through both steps of the documentation process, let’s try a Case Example.
Mark the Developmental Checklist in the appropriate areas, based on your documented observations.
Let’s try a few more case examples. We’ll watch the videos so that you can complete Step 1 and make observations. Then we’ll take some time to link those observations to performance indicators.
Step 1
Gather data through recorded observations, work samples, and/or photographs.
Step 2
Make ratings on the Checklist in response to your informal observational notes.

74. Observation Note for Dalia (K)
View Video: practice#1
You are now going to watch a video of a Kindergarten student named Dalia. The video begins as a small group lesson where the teacher, Ms. Ali, is explaining the concept of investigating. She then works individually with Dalia to further discuss counting and number concepts. Note your observations of Dalia during the video.
(After the video): Use the Checklist to make your ratings, based on your observations and the additional evidence that was collected on Lamayia.
You will find an example of the evidence collected for Lamayia on page XXX of your training manual.

75. Inter-rater reliability
Dalia (Kindergarten)
Using the checklist you’ve just completed, add the number of “NOT YETs” and then divide your number with your neighbor’s.
We are looking for 95% inter-rater reliability
What was difficult? What was easy?
Check and Connect

76. Observation Note (Dalia) and Performance Indicators
Here are the indicators to which Ms. Ali linked this observation.

77. Communicating with Parents
By now, hopefully you see the wealth of knowledge that teachers will have collected and interpreted as they make ratings across the domains for their children. Imagine how rich the initial parent conference can be with this information!

78. Sharing the Data Check and Connect
The classroom teacher has a wealth of specific knowledge about how the child approaches learning.
By using work samples and Checklists, the classroom teacher can communicate clearly with specialists and family members about how the child performs in the classroom.
The Work Sampling System provides rich, detailed, individualized portraits of children, including those with special needs.
Checklist ratings become more accurate when specialized teachers include their own observations and evidence to paint a complete picture of the child.
Check and Connect- Talk with a partner about how you see teachers using the Work Sampling System data with parents and other teachers.
The Work Sampling System is an instructional assessment that is sensitive to classroom context. Teachers differ in their approaches to teaching, just as learners differ in the ways they learn. Because of these differences, assessments (similar to the classrooms they are intended to be used in), should be dynamic, open to change, and relevant to a wide range of learning styles and experiences. The Work Sampling System is a comprehensive means of assessing students’ social, emotional, physical, and academic progress. It is based on teachers’ observations of students who are actively working and creating products within the context of their daily classroom experience. It’s also designed to provide meaningful feedback to teachers, students, their families, and other educators and professionals.

79. Factors to Consider When Assessing Diverse Learners
So far, we have discussed how to use the Work Sampling System with kindergarteners, and how the data can inform conversations with parents. Now let’s talk for a bit about learners with diverse needs. As we all know and have experienced, there can be a number of factors that influence student performance and will impact our use of the Work Sampling System.

80. Observational Assessment
Provides a representative and complete view of a student – classroom-based and ongoing.
Observation data reveal whether or not the child solved a problem correctly, and also illustrate the manner in which the child approached the task and solved the problem.
Observational assessment gives a representative and complete view of a student because it is classroom-based and ongoing. Because classroom observation occurs in a context that is familiar and comfortable for the child, teachers are likely to acquire an accurate picture of this child as a learner. Children’s behavior is not influenced by “test anxiety” or misrepresented because the child misunderstands the directions to a task, as can happen with other types of assessment. The information teachers collect from observation reveals not only whether or not the child solved a problem correctly, but also illustrates the manner in which the child approached the task and solved the problem.

81. Guidelines and Checklists: Making Modifications
Modifications may include:
Interpreting performance indicators in a more inclusive way.
Deleting certain performance indicators or functional components.
Supplementing the Work Sampling System with other, more specialized assessments.
The Work Sampling System has been used successfully to assess children with special needs. In fact, several features of the Work Sampling System make it particularly appropriate and advantageous for the assessment of children with special needs.
As teachers use the Work Sampling System with children with special needs they most often make adaptations to the Checklists. In many places, it is possible to change the language of the performance indicators to encompass varied expressions of the indicator and the use of adaptive equipment. The language used for indicators in the Guidelines is designed to be inclusive as that a child’s development can be noted even with a handicapping condition present.
At other times, omitting certain indicators or functional components is an appropriate modification. Some performance indicators may not be appropriate for individual children. In such cases, these specific indicators would be replaced with more relevant performance indicators or a different assessment. For example, many of the performance indicators in the Physical Development, Health, and Safety domain may not be appropriate for children with moderate to severe cerebral palsy.
Obviously, there are limits to the applicability of the Work Sampling System for some students with disabilities. When development in a given domain is very different or delayed, a specialized instrument administered by a psychologist or special education teacher may be necessary to supplement the information obtained through the WSS. When a student’s functioning is below that of a 3-year-old, other assessments are more informative than the Work Sampling System.

82. Assessing Diverse Learners
When using Work Sampling with students with special needs, it is permissible to modify the Developmental Checklists.
True
False
Check and Connect
The answer is yes. A child with cerebral palsy, for example, may be unable to demonstrate skills that require fine motor skills – see domain Physical Developmental and Health. A child with an oromotor deficit may be unable to demonstrate the skills on the Speaking functional component – may be unable to produce language.

83. Using Work Sampling with English Language Learners
It is very likely that you will support teachers who will have English Language Learners in their kindergarten classes. How does the Work Sampling System fit with this group of students and their needs?

84. Assessing English Language Learners in the Selected Domains
For the Language and Literacy domain, many teachers rate the child based on his or her performance when using the English language.
It is recommended that teachers use a child’s preferred language to document the skills in the other domains.
It is up to the district’s policies in terms of how teachers should best use Work Sampling for these learners, and what additional assessments might be necessary.
It is recommended that the assessment of an English language learner’s skills on all of the selected domains is documented and rated using his or her preferred language. However, for the Language and Literacy domain, many teachers rate the child based on his or her performance when using the English language. In all such cases, teachers should defer to their state and district policies for how to best use the Work Sampling System for these learners.

85. Questions and Discussion
Let’s start to bring this all together and help you focus on the next steps you’ll need to address.

86. K-W-L Group Discussion What do I know? What do I want to know?
What did I learn?
Before we leave today, let’s revisit your initial expectations and what you hoped to get from the day.
Give participants time to complete column 3 and to reflect on column 2. Were there other questions we need to address together today?
If participants have specific/individual questions, take time after the post-assessment to address those individually.

87. Post-Assessment Give participants time to complete. Answer Key: True
False

88. Thank You! ContactEmailHere.com
Thank you for attending this workshop on
The Work Sampling System for FLKRS
It is now time to complete the end-of- training evaluation!
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