Why WaKIDS ? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference

1. 1 Why WaKIDS? A Holistic Approach to Kindergarten Entry Assessments WSSDA Annual Conference November 22, 2013

2. Session Outcomes • Be able to explain origins and purpose of WaKIDS • Speak knowledgeably about state level data and implications for early learning and K-12 • Identify potential parent engagement and community outreach strategies in response to data • Identify school board policy responsibilities regarding WaKIDS

3. Background • WSSDA Closing the Achievement Gap Task Force report: http://www.wssda.org/Portals/0/Resources/Publications/agtf.pdf • Readiness Gap and Early Intervention section is our focus for today (pgs. 36-37)

4. Welcome to WaKIDS! http://k12.wa.us/wakids/

5. Why WaKIDS? • Smoothing transitions to kindergarten • Informing instruction • Building collaboration across early learning and K–12 sectors • Informing local and state policy

6. What Makes WaKIDS Stand Out in Washington • Cross-Sector Partnership • First state K assessment and only one to be observational, strengths-based and whole child-focused • Formally recognizes: • Parents as partners • Collaboration of early learning and K—12 • Process and product

7. The Path to WaKIDS: Some Key Steps Legislature initiates state-funded full-day kindergarten; establishes 2017– 2018 timetable for implementation (RCW 28A.150.315) 2007 With 22% SF FDK, over 21,000 students participate in WaKIDS 2012 DEL wins Race to the Top Grant; includes funding for WaKIDS 2011 OSPI Kindergarten Readiness Survey 2005 Three WaKIDS assessments are piloted 2010 2011 OSPI pilots WaKIDS using Teaching Strategies GOLD; 6,661 students participate. Legislature requires WaKIDS in SF FDK, beginning 2012—2013; allows waivers (RCW 28A.655.080); 2006 Washington Learns recommends a kindergarten readiness assessment tool; Department of Early Learning (DEL) & Thrive by Five established 2013 With 43.75% SF FDK, over 38,000 students participate in WaKIDS 2009 Legislature appropriates funding to DEL to pilot a kindergarten assessment process

8. Over 21,000 Students Participated in WaKIDS - Fall 2012

9. Fall 2012 WaKIDSStudents’Skill Levels Varied Across Areas of Development and Learning – Fall 2012

10. 10 Fall 2012 WaKIDS Students’ Skill Levels Varied WithinAreas of Development and Learning – Fall 2012

11. Statewide, the Opportunity Gap is Evident in the First Few Weeks of Kindergarten – Fall 2012

12. Children of All Races Are Represented Across All Levels of Development – Fall 2012

13. Students on Free and Reduced Lunch Were Less Prepared for Kindergarten – Fall 2012 The percentages represent students who demonstrated the characteristics of entering kindergartners. Percentages have been rounded.

14. Early Childhood Education and Assistance Program (ECEAP) • Comprehensive preschool program for 3- and 4-year-old children • School-readiness focus on whole child: • Preschool (minimum 320 hours/year) • Family support services • Health and nutrition services

15. ECEAP • 8,741 enrollment slots in current school year • 271 sites in 36 of 39 counties Children prioritized based on: • Income (families up to 110 percent of FPL—annual income at or below $25,355 for family of 4 for the 2012-13 school year) • Developmental risk factors (e.g., delays) or environmental risk factors (e.g., child protective services involvement) • Children in foster care or experiencing homelessness

16. ECEAP Fall 2012 Enrollment

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18. Building Connections With Early Learning • 2012–13 school year: • DEL supported 39 of 40 ECEAP contractors who volunteered to use GOLD for all or part of their ECEAP children • 2013–14 school year: • All ECEAP Contractors will use GOLD three times a year for all ECEAP children

19. Connections With Early Learning • Many Head Start Grantees use Teaching Strategies GOLD® • Early Achievers – use of WaKIDS or assessment tool aligned with WaKIDS • WaKIDS gives early learning and kindergarten teachers a common framework and shared expectations of children • WaKIDS is an opportunity for preschool and kindergarten to learn together and support P–3 alignment

20. Early Learning Collaboration Goals • Develop a shared understanding and common expectations for kindergarten readiness; • Share emerging best practices within and across regions; • Build and strengthen relationships between early learning providers and kindergarten teachers;

21. Early Learning Collaboration Goals • Analyze regional WaKIDS data to inform practice and improve future school readiness; and • Coordinate with districts and elementary schools to engage kindergarten teachers, elementary principals and administrators in the ESD/Coalition convenings • Share and better familiarize districts and the early learning community with Teaching Strategies GOLD, the data being collected, and the reports that can be generated;

22. Possible Questions to Consider • What critical questions must be answered to ensure that the data is reliable and inclusive of different experiences? • Does our region have an “opportunity gap”? If so, what does it look like in our region? • Are there specific ways to analyze the data that will help us better understand the current realities of different populations of kids (race/ethnicity, socio-economic, English-language learners, etc.)

23. Possible Questions to Consider (cont'd) • Based on the early learning and kindergarten math and/or literacy data – what are some strategies you would employ in your communities to strengthen children’s readiness? • Who would you involve in those conversations? • What tools or resources would you need to make changes happen? • What other data would you like to have about children to inform your conversations? • With whom do you want to share the data? • Do different audiences require different framing and messaging to understand and use the data appropriately?

24. Board Policy Considerations • What is the Board’s role in impacting decisions about early childhood education and readiness to learn? • What policies currently exist that support partnerships and effective transition between pre-school, childcare programs and K-12? • Do they need to be reviewed to align with WaKIDS legislation? • If not currently offering all-day K, what program or cost-benefit analysis should take place to determine if this should be considered?

25. Board Policy Considerations (cont'd) • Do we have policies that clearly articulate and align practices between early learning and K-12 that support readiness to learn? • If not using WaKIDS, how is our district assessing each student’s level of reading and math readiness and what targets are we using to determine who needs early intervention? • Is the Board prioritizing resource allocation as it relates to early childhood education and readiness to learn?

26. Thank You! All I really need to know I learned in kindergarten…Share everything; play fair; don’t hit people; put things back where you found them; clean up your own mess; don’t take things that aren’t yours; say you’re sorry when you hurt somebody; wash hands before you eat; flush; warm cookies and cold milk are good for you; live a balanced life; take a nap every afternoon; when you go out into the world, watch for traffic, hold hands, and stick together; and wonder…… (Robert Fulghum) • Mary Fertakis, Past President, WSSDA & Director, Tukwila School Board, mfertakis@comcast.net • Claire Wilson, Executive Director, Learning, Teaching and Family Support, PSESD & Board President, Federal Way Public Schools cwilson@psesd.org • Kathe Taylor, Director, Early Learning Assessment, OSPI, kathe.taylor@k12.wa.us • Nicole Rose, PreK-3/ECEAP Administrator, Department of Early Learning, nicole.rose@del.wa.us • Gretchen Stahr Breunig, WaKIDS Professional Development Coordinator, OSPI, gretchen.breunig@k12.wa.us