1. Kathe Taylor, Director of Early Learning Assessment Gretchen Stahr Breunig, Professional Development Coordinator Lance Sisco, Data Analyst 2014 WaKIDS Data Summary January 20, 2015 1

2. WaKIDS Data Summary Explains Charts on the State Report Card In January, OSPI releases the annual WaKIDS Fall Data Summary. The summary provides tables and charts of state report card data with a brief narrative of talking points. Data summary is drafted in lay person language for the general public. 2

3. Report Card Chart #1: Interpreting the Percent of Entering Kindergartners by Range of Demonstrated Skills Each bar of the chart demonstrates the range of skills, knowledge, and behavior in one of the six areas of development. The percent of students at or above the black line in each bar represents the percent of students demonstrating the characteristics of entering kindergartners in that area of development. Skills typical of 5-6 year old kindergartners are in the purple band of GOLD™, and exceed expectations for entering kindergartners. At kindergarten entry, most students demonstrate skills typical of an older, Pre-K, 4-year-old child represented in GOLD™ by the last level of the blue band where it does not overlap purple. * Students above the black line demonstrate characteristics of entering kindergartners 3

4. Report Card Chart #2: Interpreting the Percent of Students who Demonstrate Characteristics of Entering Kindergartners in Multiple Domains Students within each grouping will differ on the areas/domains in which they demonstrate these characteristics. For example, the 3 domains in which students demonstrate characteristics of entering kindergartners in 3 of 6 domains will not necessarily be the same for each student. *Colors in the above chart are not associated with the color band system used in WaKIDS Teaching Strategies GOLD. 4

5. Report Card Chart #3: Interpreting the Percent of Students who Demonstrate Characteristics of Entering Kindergartners Math continues to be the area of greatest challenge for entering students. *Colors in the above chart are not associated with the color band system used in WaKIDS Teaching Strategies GOLD. 5

6. New Ways to View WaKIDS Data! You don’t even need to wear special goggles to see it! 6

7. Teachers Scored Older Students at Higher Developmental Levels (2014 State WaKIDS Data) 7

8. What do the trends in age mean? To be eligible for kindergarten, students need to be 5 by midnight on August 31 prior to the year they start school. Older students—e.g., students who are already 6 or turn 6 early in the kindergarten year—are more likely to demonstrate skills of entering kindergartners during the fall checkpoint. These trend lines give validity to the data, as teachers do not factor in the age of the child when observing and assessing students. 8

9. Another Look at the Ways Skills Varied Across Developmental Areas 9

10. What do the stacked bars mean? Within each developmental area, the majority of WaKIDS students “met expectations” by demonstrating the characteristics of entering kindergartners. The percent of students in the stacked blue/purple bar demonstrate the characteristics of entering kindergartners, e.g. on another chart, these are the students at or above the black line. The percent of students in the stacked blue/green/yellow/red bar of each area do not demonstrate the characteristics of entering kindergartners. These are the percent of students below the black line. 10

11. The Trend Lines for Schools Implementing WaKIDS for 3 Years are Flat 11

12. Why Might the Trend Lines be Flat? No common intervention To understand better what is happening, the performance of subpopulations (students who may have experienced a common intervention) would need to be analyzed. 12

13. The Distribution of Scores Statewide in Each Developmental Area Gives Face Validity to the Data 13

14. How to Interpret the Distribution Charts The colors of the chart represent the colored bands of GOLD™ developmental levels. The bars of the chart demonstrate the range and distribution of students’ scale scores in each area of development. As we would anticipate: The peak number of entering kindergartners were scored at the level just below the purple band; the distribution is skewed toward the blue/purple end Students scored at all levels 14

15. Students’ Scores Varied Among the Objectives in Each Developmental Area 15

16. How to Interpret the Stacked Objective Bar Charts Each stacked bar represents an objective in the designated area. The numbers below the bars correspond to the specific GOLD™ objectives and dimensions (see Appendix for full list) The darkest shade of olive represents the percent of children who met developmental level expectations. Lighter shades of olive demonstrate the percent who fell 1, 2, or more than 2 developmental levels away from expectations. This data can be used to think strategically about targeted interventions—which skill areas need more attention. 16

17. The Characteristics of Entering Kindergartners Vary Across Regions 17

18. A Quick Comparison Across Areas of Development 18

19. What Do You See? When the pie charts for each area are displayed together, we see differences, such as: The purple “slice” is largest for literacy. The greatest variability in developmental levels is in math and language. 19

20. A Quick Comparison of Kindergartners by Expected Skills 20

21. What Do You See? When the pie charts for each area are displayed together, we see differences, such as: Similar percentages of students in the areas of physical and literacy met expectations for entering kindergartners Similar percentages of students in the areas of social emotional and cognitive met expectations for entering kindergartners 21

22. How is WaKIDS Data Being Used at the State Level? Some examples: Results Washington is Governor Inslee’s data-driven continuous improvement system. One early learning goal in Results Washington is to “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.” Results Washington will look at increases in each domain individually and also the number of students with readiness skills in 6 of 6 domains. 22

23. How is WaKIDS Data Being Used Regionally and at the State Level? Some examples: State professional development initiatives are being directed toward early numeracy (see: Learning Pathways in Numeracy: Addressing Early Numeracy Skills)Learning Pathways in Numeracy: Addressing Early Numeracy Skills Community organizations (e.g., county health departments) are using WaKIDS data to look at relationships between health and student characteristics City of Seattle is working with the Educational Research Data Center (ERDC) to match pre-K GOLD™ data with WaKIDS GOLD™ data to provide feedback to preschool providers on their students’ skills when entering kindergarten 23

24. Conclusion Like WaKIDS students, WaKIDS is evolving developmentally. We look forward to your questions and ideas for new ways to analyze the data, and urge you to share the data widely. 24

25. Contact Information Kathe Taylor, kathe.taylor@k12.wa.uskathe.taylor@k12.wa.us Lance Sisco, lance.sisco@k12.wa.uslance.sisco@k12.wa.us Gretchen Stahr Breunig, gretchen.breunig@k12.wa.usgretchen.breunig@k12.wa.us WaKIDS data on State Report Card WaKIDS 2014 Data Summary 25

26. Bonus Section! Appendix: Extra slides 26

27. Objectives for Development & Learning: WaKIDS 2014 (Teaching Strategies GOLD™) Social-Emotional 1.Regulates own emotions and behaviors b. Follows limits and expectations c. Takes care of own needs appropriately 2. Establishes and sustains positive relationships c. Interacts with peers d. Makes Friends Physical 4. Demonstrates traveling skills 5. Demonstrates balancing skills 6. Demonstrates gross-motor manipulative skills 7. Demonstrates fine-motor strength and coordinator a.Uses fingers and hands b.Uses writing and drawing tools Language 9. Uses language to express thoughts and needs a.Uses an expanding expressive vocabulary b.Speaks clearly c.Uses conventional grammar d.Tells about another time or place 10. Uses appropriate conversational and other communication skills a.Engages in conversations b.Uses social rules of language Cognitive 11. Demonstrates positive approaches to learning c. Solves problems d. Shows curiosity and motivation e. Shows flexibility and inventiveness in thinking 12. Remembers and connects experiences a.Recognizes and recalls 13. Uses classification skills Literacy 15. Demonstrates phonological awareness, phonics skills, and word recognition a.Notices and discriminates rhyme b.Notices and discriminates alliteration c.Notices and discriminates discrete units of sound 16. Demonstrates knowledge of the alphabet a.Identifies and names letters b.Identifies letter-sound correspondences 17. Demonstrates knowledge of print and its uses b. Uses print concepts 18. Comprehends and responds to books and other texts a.Interacts during reading experiences, book conversations, and text reflections b.Uses emergent reading skills c.Retells stories and recounts details from informational texts 19. Demonstrates writing skills a.Writes name b.Writes to convey ideas and information Mathematics 20. Uses number concepts and operations a.Counts b.Quantifies c.Connects numerals with their quantities 21. Explores and describes spatial relationships and shapes b. Understands shapes 22. Compares and measures 27

28. Social Emotional 28

29. Physical 29

30. Language 30

31. Cognitive 31

32. Literacy 32

33. Math 33

34. Social Emotional 34

35. Physical 35

36. Language 36

37. Cognitive 37

38. Literacy 38

39. Mathematics 39

40. Social Emotional 40

41. Physical 41

42. Language 42

43. Cognitive 43

44. Literacy 44

45. Math 45