Work Sampling 5 th Edition ® Florida Kindergarten Readiness Screener Onsite Workshop 2014-2015

Work Sampling 5th Edition®

Florida Kindergarten Readiness ScreenerOnsite Workshop

2014-2015

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

Materials

• Developmental Guidelines• Developmental Checklist (in TAM)• Class Record Form• Sample Observation Tools (in TAM)• Work Sampling System Reference Table (in

TAM)

Workshop Legend

Activity

An activity A group discussion

Group Discussion

Check and Connect

Discuss with a partner

Pre-Assessment

K-W-L

What do I know? What do I want to know? What did I learn?

Group Discussion

Concepts in Assessment

1. What is assessment and why do we do it?2. What assessments do you currently use?3. What are some “pros” and “cons” of your

current assessments?

What is Assessment?

Check and Connect

A tool or process of answering specific questions about various aspects of children’s knowledge, skills, behavior, or personality.

What is Assessment?

Introducing The Work Sampling System

What is Work Sampling?

• Authentic Performance Assessment

• Curriculum Embedded

• Instructional Assessment

• Authentic Performance Assessment

• Curriculum Embedded

• Instructional Assessment

Authentic Performance Assessment

Work Sampling helps teachers:Work Sampling helps teachers:to docum

ent and

evaluate

children’s

skills,

knowledge, and

behaviors

use actual classroom

experiences, activit

ies, and

products

Curriculum Embedded Assessment

Text placed hereWork Sampling enables teachers to:learn about their students by encouraging

them to show what they know and what they can do.

Work Sampling enables teachers to:learn about their students by encouraging

them to show what they know and what they can do.

Activities might include:

Solving problems Writing in journals Interacting with peers Constructing with blocks Painting Doing experiments

Activities might include:

Solving problems Writing in journals Interacting with peers Constructing with blocks Painting Doing experiments

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

Evaluation

A student’s work is assessed through:

– Guidelines and Checklists

– Teacher observations

– Work samples

A student’s work is assessed through:

– Guidelines and Checklists

– Teacher observations

– Work samples

Domains

• Personal and Social Development

• Language and Literacy

• Mathematical Thinking

• Scientific Thinking

• Physical Development, Health, and Safety

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

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

National Research Council Early Childhood Assessment: Why, What, and How (2008)

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

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

Head Start and Early Head Start School Readiness Frequently Asked Questions. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/hs/sr

The Assessment Cycle

Assessment Cycle

Assessment Cycle

The assessment cycle for Work Sampling begins with . . .

a. Asking questions

b. Taking action

c. Rating performance Check and Connect

Work Sampling Components

Guidelines and Checklists

Guidelines and Checklists are organized by:

DomainsBroad areas of a student’s growth.

Functional ComponentsSubsets of a domain comprised of several performance indicators.

Performance IndicatorsSkills, behaviors, and accomplishments to be taught and assessed in the classroom.


Domains

•Personal and Social Development•Language and Literacy•Mathematical Thinking•Scientific Thinking•Physical Development, Health, and Safety


Functional Components

• Process and Practices

• Number• Operations &

Algebraic Thinking• Measurement• Data Analysis• Geometry


Performance Indicators

• Reasons quantitatively and begins to use some tools

• Identifies patterns and makes generalizations


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.

Let’s Use . . .

• Developmental Guidelines

• Developmental Checklist

• Class Record Form

Guidelines – Preschool 4Domain with Description

Components labeled with letters

Performance Indicators with Rationale and Examples

Developmental Checklist – FLKRS

Text placed here

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.

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

Developing Observation Skills

Documentation Steps

Step 1• Gather data through

recorded observations, work samples, and/or photographs.

• Make ratings on the Checklist in response to your informal observational notes.

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.


Fact vs. Interpretation


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.

Group Discussion


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?

Before Observing

The context for

the observation

How to record

observational

information

Tools for recording

observation

Context for Observing Participating in the action Stepping out of the action Reflecting on the action after the fact

Participating in the Action

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 PlayAs 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.

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.

Let’s Look at an Observation

Text placed here

What skills and behaviors do you note from this observation?

Understanding the Developmental Guidelines

and Checklists

Documentation Steps




Developmental Checklists Group Discussion

Comparing the WSS Checklist with FL Standards

Let’s Practice! Activity

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.

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.

FL Early Learning and Developmental Standards for Four-Year Olds

FL Standards and WSS - Responses

What is the WSS domain, functional component, and performance indicator represented by these responses, e.g., I.C.1?

Techniques for Observation and Documentation

Brief Note

Text placed here

1/15- Raelee• Skit of Mrs. B. with TW, GK, ES• Org. grp into roles• Raelee acted w express/--phys & verb

Anecdotal Note

Text placed here

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?)

Rating Scale

Time Sample

Child Domain Process Notes

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

Matrix

Tally

Domain Process Notes

General Process Notes

Recording Tools

Legal pads Index cards Calendars Butcher

paper Sticky notes

Carpenter’s aprons

Audio recorders

Digital Cameras

Video cameras

Tablets

Group Discussion

Let’s Practice!

Choose one activity that kindergarten teachers do every day.

Which performance indicators could you observe during that activity?

Activity

Bonus:

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.

Let’s Practice!

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.

Linking Observations to Performance Indicators

Let’s Revisit!Observation Note for Mina

Text placed here


• 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.

Activity

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. Check

and Connect

Observation Note and 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.

Activity




Observation Note for Dalia (K)

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?

Observation Note (Dalia) and Performance Indicators

Communicating with Parents

Sharing the Data

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

Factors to Consider When Assessing Diverse Learners

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.

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.

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.

Assessing Diverse Learners

When using Work Sampling with students with special needs, it is permissible to modify the Developmental Checklists.

a. True

b. False Check and

Connect

Using Work Sampling withEnglish Language

Learners

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.

Questions and Discussion

K-W-L

What do I know? What do I want to know? What did I learn?

Group Discussion

Post-Assessment

ContactEmailHere.com

Thank You!

Thank you for attending this workshop on

The Work Sampling System for FLKRS

It is now time to complete the end-of- training evaluation!

Documents

Work Sampling 5 th Edition ® Florida Kindergarten Readiness Screener Onsite Workshop 2014-2015