# data[].attributes.attachment_link.description
Hi kindergartners, we don't go to the pumpkin patch at Hillcrest during the fall but we do lots of pumpkin activities, I hope you enjoy the little pumpkin I sent home and you do some activities with it too! Watch the video about the pumpkin life cycle and then do the activity.

# data[].attributes.attachment_link.description
Listen to the song and then draw a jack-o-lantern picture! Take a :photo: of your picture and add it to your journal. Is your pumpkin, sleepy, sad, mad or happy?

# data[].attributes.body
OSPI resources (choice boards, activities, support guides, etc.)

# data[].attributes.attachment_link.title
Copy of  WaKIDS Data Collection w/prompts

# data[].attributes.body
You can find it across the top menu in the assessment tab in Teaching Strategies.

# data[].attributes.attachment_link.title
GOLD Objectives for Development and Learning for WaKIDS booklet

# data[].attributes.headline
OSPI Resources for Family Connections and Support for Remote learning and data collection

# data[].attributes.subject
OSPI Resources for Family Connections and Support for Remote learning and data collection

# data[].attributes.attachment_link.readable_text
The Family Connection component of WaKIDS provides an opportunity for families to meet individually with their child's kindergarten teacher at the beginning of the school year.

These one-on-one meetings are intended to welcome families to school and provide a safe environment for families to speak freely with the teacher. They help families and teachers begin to build relationships so that they can work together to help children be successful in school. Thus, the earlier these meetings occur, the more helpful they are.

The Family Connection offers families an opportunity to:

Get to know the teacher,

Share information about their child, and

Ask questions.

Second Substitute House Bill 1723

Three full school days: Legislation, Second Substitute House Bill 1723, passed in 2013, permits schools to use up to three full school days for the Family Connection without applying for a 180-day waiver from the State Board of Education. Section 2, paragraph 5: "Schools administering the Washington kindergarten inventory of developing skills may use up to three school days at the beginning of the school year to meet with parents and families as required in the parent involvement component of the inventory."

Resources for Families Online Learning at Home

Below is a listing of reources that can be used to support online learning:

About Conducting WaKIDS Family Connection

Resources for Remote WaKIDS Assessment
WaKIDS Implementation Guide for Teachers 2020-21
This guide provides an overview of the requirements of WaKIDS during the 2020-21 school year and includes considerations for conducting each of the three components of WaKIDS remotely - Family Connection, Early Learning Collaboration and Whole-child Assessment.

# data[].attributes.attachment_link.description
The Family Connection component of WaKIDS provides an opportunity for families to meet individually with their child's kindergarten teacher at the beginning of the school year. These one-on-one meetings are intended to welcome families to school and provide a safe environment for families to speak freely with the teacher.

# data[].attributes.attachment_link.description
1) Watch the video from my teacher friend. 2) Get a piece of paper and scissors. 3) Click the green :add: Add Response button. 4) Use the :video: to record yourself using your scissors to cut your paper, you will need to point your Chromebook down to show your scissors cutting.

# data[].attributes.body
Sample WaKIDS Pacing Guide Option #2

# data[].attributes.attachment_link.title
#1 WaKIDS in Distance Learning Forum (1).pdf

# data[].attributes.headline
Using an additional questions sheet for meeting with families to ensure that we're meeting their needs during distance learning

# data[].attributes.subject
Using an additional questions sheet for meeting with families to ensure that we're meeting their needs during distance learning

# data[].attributes.headline
15 minutes/week 1:1 with each child and family to check in and see how things are going- a great chance to ask families what they're seeing in their child's development

# data[].attributes.subject
15 minutes/week 1:1 with each child and family to check in and see how things are going- a great chance to ask families what they're seeing in their child's development

# data[].attributes.body
Resources are dropped off each week with really clear daily activities for families and students- keeps it all in one place and accessible for everyone

# data[].attributes.headline
Walking through the materials available was useful, as was working with the other teachers and cooperatively figuring out what is going to work.

# data[].attributes.subject
Walking through the materials available was useful, as was working with the other teachers and cooperatively figuring out what is going to work.

# data[].attributes.headline
Trying to make my students' transitions into learning smoother, working on supporting their families better, feeling as comfortable as possible with the materials

# data[].attributes.subject
Trying to make my students' transitions into learning smoother, working on supporting their families better, feeling as comfortable as possible with the materials

# data[].attributes.body
Looking for ideas of how to do this remotely we started Tuesday

# data[].attributes.headline
Maybe a revised calendar for assessment?  Weekly?

# data[].attributes.subject
Maybe a revised calendar for assessment?  Weekly?

# data[].attributes.body
This should be coming soon from OSPI

# data[].attributes.attachment_link.title
#1 WaKIDS in Distance Learning Forum Agenda .pdf

# data[].attributes.attachment_link.title
Teaching Strategies - Early Childhood Education Solutions

# data[].attributes.attachment_link.description
The leading provider of early learning solutions - curriculum, assessment, family engagement, professional development & more

# data[].attributes.headline
WaKIDS Page on OSPI with resources for distance learning

# data[].attributes.subject
WaKIDS Page on OSPI with resources for distance learning

# data[].attributes.attachment_link.description
The Whole-child Assessment is not a test, but a practice that allows teachers to observe children while they're engaged in everyday activities (transitions, instruction, learning centers, etc.) This is an opportunity for children to show their skills, knowledge, and abilities in an authentic way as they interact with the learning environment.

# data[].attributes.headline
Teaching Strategies Recorded webinar for WaKIDS

# data[].attributes.subject
Teaching Strategies Recorded webinar for WaKIDS

# data[].attributes.body
Access Password: m%c84w27

# data[].attributes.attachment_link.title
Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

# data[].attributes.headline
Webinar from Teaching Strategies about their Distance learning solutions

# data[].attributes.subject
Webinar from Teaching Strategies about their Distance learning solutions

# data[].attributes.attachment_link.readable_text
Teaching Strategies® Distance Learning Solution

Introducing Teaching Strategies® Distance Learning Solution

A free webinar event hosted by Teaching Strategies.

Join Teaching Strategies® product leadership to learn about our new Distance Learning Solution. Teaching Strategies' Distance Learning Solution will offer programs the leading early childhood education solution to ensure each and every child receives a strong foundation for success in school and in life no matter the back-to-school scenario-distance learning, a traditional classroom setting, or hybrid model.

Join us to explore how you can:

Prepare for any back-to-school scenario-distance learning, traditional classroom, or hybrid models easily pivoting between print and digital.

Ensure 24/7 access to your curriculum including new family resources.

Build powerful family partnerships with new two-way communication, family observations, and a robust library of videos modeling learning activities that families can do at home.

Set teachers up for success in adapting to substantial change with unlimited access to a robust library of on-demand online courses to help them keep up with the most current early childhood best practices for classroom or remote learning.

Integrate formative assessment to assess COVID-19 learning loss, meet children's individual needs, and ensure all children can progress.

Presented by:
Breeyn Mack
Vice President, Educational Content
Teaching Strategies

Webinar Slide Deck
You can download a PDF of the slides used during the webinar here.

Webinar Description

This webinar from Teaching Strategies will share lessons learned from decades of innovation in high-quality early childhood programs, and highlight the ways that applying these strategies can build program quality and support success for all children from birth through third grade.

Kai-leé Berke, Teaching Strategies' Chief Academic Officer, will define developmentally appropriate practice; offer support for building strong teacher-child relationships through responsive caregiving and teaching; showcase the powerful impact of project-based, hands-on investigations that encourage children's creativity and critical thinking skills; and provide strategies for building a high-quality learning environment that will help lay the foundation for children's future success in school and in life.
Date & Time:

Thursday, October 1, 2015 at 1:00 PM EDT
Presenter:
Kai-leé Berke,
Chief Academic Officer, Teaching Strategies
Thank you for registering!
You are now registered-you will receive a confirmation email with your event details shortly. We look forward to seeing you soon!

Please Note: At this time, we do not offer certificates of participation or completion for our webinars.

# data[].attributes.attachment_link.description
Teaching Strategies® Distance Learning Solution Introducing Teaching Strategies® Distance Learning Solution A free webinar event hosted by Teaching Strategies. Join Teaching Strategies® product leadership to learn about our new Distance Learning Solution.

# data[].attributes.attachment_link.title
WaKIDS in Distance Learning Kickoff Agenda 

# data[].attributes.attachment_link.title
WaKIDS in Distance Learning Kickoff Presentation

# data[].attributes.headline
I need further support in how to share with families. The app where they can upload or share documentation. 

# data[].attributes.subject
I need further support in how to share with families. The app where they can upload or share documentation. 

# data[].attributes.body
The name of the app is: My Teaching Strategies Family. It should be available in any app store.

# data[].attributes.headline
I really appreciated the breakout rooms, but I need so much more hand holding to figure out how to electronically connect these things. 

# data[].attributes.subject
I really appreciated the breakout rooms, but I need so much more hand holding to figure out how to electronically connect these things. 

# data[].attributes.body
Thanks! We're setting up the weekly sessions to be more step-by-step support for using the resources that were referenced.

# data[].attributes.headline
How will we do this? Encouraging us to not overwhelm families

# data[].attributes.subject
How will we do this? Encouraging us to not overwhelm families

# data[].attributes.body
yet it is overwhelming to figure out how to do this digitally

From OSPI: The relationship between teachers and families has never been more critical to the child’s learning.  Families will appreciate knowing that their child’s teacher wants to support their child’s development, in all areas, including their ability to make friends and kick a ball. The assessment deadline has been extended to November 13. Take the entire time to collect information about each child. Review which objectives you will be able to assess yourself over the assessment period and which you will need family input on. Of those you will seek parent/guardian support, start with a few focused objectives that are most important to the family and slowly introduce more over the full assessment period.  OSPI understands the complexity of observational assessment with remote learning with the emphasis that data are to be used formatively to guide instruction.

# data[].attributes.headline
sharing with families some of the assessment

# data[].attributes.subject
sharing with families some of the assessment

# data[].attributes.headline
Either a massage or tropical vacation!!!!

# data[].attributes.subject
Either a massage or tropical vacation!!!!

# data[].attributes.body
YEs! Self care in all of its forms

# data[].attributes.headline
goal planning and reflection sheet, as well as the mighty minutes. We will be needing parent support this year!

# data[].attributes.subject
goal planning and reflection sheet, as well as the mighty minutes. We will be needing parent support this year!

# data[].attributes.headline
Surprised that the entire WA Kids assessment is being required, we were hopeful some would be optional or removed for assessment...

# data[].attributes.subject
Surprised that the entire WA Kids assessment is being required, we were hopeful some would be optional or removed for assessment...

# data[].attributes.body
From OSPI:  The WaKIDS assessment is already a subset of essential elements, with just a few objectives in each domain, or area of learning. Teaching Strategies GOLD® includes 38 objectives and a total of 74 dimensions, where WaKIDS includes 20 objectives with a total of 31 dimensions Teachers have a two-week extension this year until November 13th to complete this assessment. It should be done slowly over the course of this period focusing on building the relationship with families and inviting them to share photos and videos of their child’s growth. Invite families to review the list of objectives and ask which they would like to focus on first.  Many other items like “speaks clearly” and “writes name” can be collected while focusing on other objectives. OSPI asks teachers and families to do the best they can to learn about all areas of growth and development, recognizing that we are all learning how to engage in kindergarten remotely.

# data[].attributes.body
how to use technology to make it more engaging/easy for kids and parents

From Participant: choice boards/class boards...seesaw or classdojo

From OSPI: OSPI has some data collection materials that will be translated into will be available in 9 languages: Chinese, Khmer, Korean, Punjabi, Russian, Somali, Spanish, Tagalog, and Vietnamese. These translated documents will be available in early fall.

Additionally, Teaching Strategies GOLD® has enabled the use of a family mobile app where families can share media files (photos, videos) for teachers’ documentation purposes. Teaching Strategies has provided a webinar demonstrating how to use this feature. Information about how to access this webinar can be found on teachers’ landing page in MyTeachingStrategies®.

# data[].attributes.headline
Purposeful play!!!!!!!!!! There is a big difference between what I am hearing and reality. How do we implement this in a way that is going to follow health guidelines

# data[].attributes.subject
Purposeful play!!!!!!!!!! There is a big difference between what I am hearing and reality. How do we implement this in a way that is going to follow health guidelines

# data[].attributes.body
From OSPI: Consider Discussion Prompts,
Look-fors and Observation Activities to find assessment
related-activities and reference resources, like Intentional Teaching
Experiences® and Mighty Minutes® available in MyTeachingStrategies®.Families
may have a lot to share about how their children demonstrate their social
emotional skills at home and in their communities. Should certain dimensions prove impossible to observe with a particular child, OSPI recognizes that “Not Observed” is a valid response when used sparingly, selecting “Other” and “N/A.”

# data[].attributes.body
What support will virtual K teachers to get, such as para educators, who could help collect data for assessments?

What if parents don't help? Or can't? Are we doing packets?

From OSPI: Teachers will need to find out the schedules of each child’s family to determine to when and to what extent families will be able to engage in conversations. Conversations do not have to be lengthy, and can be spread across the full assessment period, which ends November 13.  Again, the priority of WaKIDS is the relationships with families and kindergartners.

# data[].attributes.body
things people find useful

TS Gold app

What's the story you are going to tell?  Poster

Chapstick

Discussion prompts look fors and Observational Activity booklet

# data[].attributes.headline
Is it ok to use parent report for skills or do we need to also have documentation of them sending in a picture or evidence

# data[].attributes.subject
Is it ok to use parent report for skills or do we need to also have documentation of them sending in a picture or evidence

# data[].attributes.body
From OSPI: The purpose of collecting this information is to help guide instruction and document the child’s growth, which connects the teacher and family with the evidence, some of which families may be providing.  Consider using Discussion Prompts, Look-fors and Observation Activities to help families understand what to look for and suggested activities for each stage of growth. As the teacher, use your professional judgment about the quality of information you receive from families, and if it is not reasonable to use for the assessment, collect additional information. Only the teacher assesses the developmental level based on the evidence, and OSPI encourages teachers to upload as much evidence as possible to share information about the child’s growth with the family.

# data[].attributes.body
How valid are this year's scores going to be? What can we do for this (if anything?)...

Hopefully the assessment data will be very useful for understanding where students are and supporting their development and growth

# data[].attributes.body
Questions about S/E and how can we assess when child doesn't get to interact with peers?

From OSPI: Even where learning is taking place entirely remotely, teachers will need to do the best they can to observe children and finalize the assessment. This can be done through a combination of one-on-one and small group interactions with children and families, collected work samples and documentation of observational evidence provided by families.  If certain observations prove to be infeasible, teachers may select “Not Observed,” and select “Other” and fill in “N/A.”

# data[].attributes.body
New stuff that I need to use -   show how to - not me just reading all the directions

Thanks!  We're setting up the weekly sessions to be more step-by-step support for using the resources that were referenced. You can register at https://www.pdenroller.org/Catalog/Event/107357

Also: Teaching Strategies has produced a webinar demonstrating how to use this feature which is posted teachers’ landing page in MyTeachingStrategies®. Mighty Minutes® could brighten a family’s day with songs, rhymes, chants, and games that also offer opportunities to observe children’s skills and development.

# data[].attributes.body
required amounts of time/wk. w/ families

This is set by individual school districts.

# data[].attributes.body
Family observation - what does that look like? watch and relay what they see, will they have the checklist we normally have.

# data[].attributes.body
I hear you!

# data[].attributes.headline
going to try to do some 1:1 sessions to do some assessments

# data[].attributes.subject
going to try to do some 1:1 sessions to do some assessments

# data[].attributes.headline
utilizing synchronous and asynchronous learning for observations

# data[].attributes.subject
utilizing synchronous and asynchronous learning for observations

# data[].attributes.headline
Will we get accurate information asking parents to help us with assessments?

# data[].attributes.subject
Will we get accurate information asking parents to help us with assessments?

# data[].attributes.body
Families should be considered reliable reporters of their child’s development. If they understand that the goal of the assessment is to make sure that the activities provided meet their child’s needs and current stage of development; if they know what to look for, and how to create the opportunities for their child to demonstrate what they know and can do, we can accept what they tell us and show us about their child.

# data[].attributes.body
Is there a document to help guide the information we share with parents. Details and expectations (of the State) for us to share.
From OSPI: There is a family app you can share. It’s called MyTeachingStrategies Family and you and see a picture of the app here: https://play.google.com/store/apps/details?id=com.teachingstrategies.myts.family&hl=en_US. Teaching Strategies has provided a webinar in the upcoming weeks demonstrating how to use this feature. Information about how to access this webinar is on teachers’ landing page in MyTeachingStrategies®.

# data[].attributes.body
choice boards

# data[].attributes.body
Ask on Seesaw about counting as high as they can frequently so they are practiced but also familiar with the task.

Physical objectives/components... help needed.

Embedding fun physical activities into assignments for kids (and to justify WA Kids).

# data[].attributes.headline
Understanding on How I Can Complete WaKids Virtually

# data[].attributes.subject
Understanding on How I Can Complete WaKids Virtually

# data[].attributes.body
I am here so that I can make this process as seamless as possible for families.

# data[].attributes.attachment_link.description
The Whole-child Assessment is not a test, but a practice that allows teachers to observe children while they're engaged in everyday activities (transitions, instruction, learning centers, etc.) This is an opportunity for children to show their skills, knowledge, and abilities in an authentic way as they interact with the learning environment.

# data[].attributes.headline
real life expectations in these circumstances

# data[].attributes.subject
real life expectations in these circumstances

# data[].attributes.body
From OSPI: Some social emotional assessment activities are provided here: Discussion Prompts, Look-fors and Observation Activities. Also consider choosing from the many activities available in MyTeachingStrategies®.

# data[].attributes.body
What will the WaKIDS assessment look like in real-life

From OSPI: Even if children are participating in remote asynchronous learning, teachers should plan to have meetings with families and children at the start of the year to establish a relationship. Once the relationship has been established, teachers can build upon that foundation to gather baseline information about children’s skills. Teachers may need to schedule meetings at hours convenient for families, which could include evenings or weekends. During these meetings, let families know that the reason for the WaKIDS assessment is to help assure teachers and family members that the instruction is appropriately gauged for their child’s current level of development., Use these initial meetings to make a plan with families for how you will conduct the assessment, including inviting families to document their children’s activities and learning.

Remember that because the assessment is “observational”, it’s looking for what children know and can do. The assessment is not separate from learning activities, it is embedded within them.  Evidence of students’ skills and abilities can be collected through work samples, photographs, videos and anecdotal information shared by families.  If teachers are providing learning packets to families, they should consider what to include that can be returned as evidence of children’s skills and abilities.  The evidence builds a relationship of respect for the child’s work and family’s support.

# data[].attributes.headline
how to make sure we get non-bias observations from parents 

# data[].attributes.subject
how to make sure we get non-bias observations from parents 

# data[].attributes.body
From OSPI: Families should be considered reliable reporters of their child’s development. If they understand that the goal of the assessment is to make sure that the activities provided meet their child’s needs and current stage of development; if they know what to look for, and how to create the opportunities for their child to demonstrate what they know and can do, we can accept what they tell us and show us about their child.  As the teacher, use your professional judgment about the quality of information you receive from families, and if it is not reasonable to use for the assessment, collect additional information. Only the teacher assesses the developmental level based on the evidence, and OSPI encourages teachers to upload as much evidence as possible to share information about the child’s growth with the family.

# data[].attributes.headline
Mighty Minutes...maybe to help if I need parents to participate with something that is challenging for me to assess in our circumstances.

# data[].attributes.subject
Mighty Minutes...maybe to help if I need parents to participate with something that is challenging for me to assess in our circumstances.

# data[].attributes.body
From OSPI: Just as before, teachers will need documentation of the evidence used to make assessment determinations, and as before, these may be things like collected work samples, photos, videos, or anecdotal notes. This year, teachers may encourage families to provide documentation and to collect it through whatever means works best for them.  OSPI encourages teachers to upload all evidence and assess preliminary levels to guide conversations with families.

Teaching Strategies GOLD® has enabled the use of a family mobile app where families can share media files for teachers’ documentation purposes. Teaching Strategies has provided a webinar demonstrating how to use this feature. It can be found on teachers’ landing page in MyTeachingStrategies®. After the webinar is posted, OSPI will also send written instructions to all users in MyTeachingStrategies®.

# data[].attributes.headline
We shared challenges of trying this mostly online

# data[].attributes.subject
We shared challenges of trying this mostly online

# data[].attributes.headline
Do we need parent signatures to use their child's data in WaKids?

# data[].attributes.subject
Do we need parent signatures to use their child's data in WaKids?

# data[].attributes.body
The data sharing agreements for families are usually part of the registration materials

# data[].attributes.body
Do we need to have parent's sign permission to use data?

You just need to utilize your district's forms for data sharing. There isn't a specific WaKIDS testing permission required.

# data[].attributes.headline
How to assess skills we don't directly observe, especially social.  Are we ok with parent report

# data[].attributes.subject
How to assess skills we don't directly observe, especially social.  Are we ok with parent report

# data[].attributes.body
From OSPI: Families should be considered reliable reporters of their child’s development. If they understand that the goal of the assessment is to make sure that the activities provided meet their child’s needs and current stage of development; if they know what to look for, and how to create the opportunities for their child to demonstrate what they know and can do, we can accept what they tell us and show us about their child. Consider Discussion Prompts, Look-fors and Observation Activities to find assessment related-activities and reference resources, like Intentional Teaching Experiences® and Mighty Minutes® available in MyTeachingStrategies®.

Families may have a lot to share about how their children demonstrate their social emotional skills at home and in their communities. Also, consider how you will structure small group synchronous learning and what you would like the interactions between students you hope to foster. How do the skills in 2c, 3a and 3b contribute to successful online learning communities?   Should certain dimensions prove impossible to observe with a particular child. OSPI recognizes that “Not Observed” is a valid response when used sparingly, selecting “Other” and “N/A.”

# data[].attributes.body
Anything, but

# data[].attributes.headline
Communicating to parents, building relationships, and letting them know that you will need their help! 

# data[].attributes.subject
Communicating to parents, building relationships, and letting them know that you will need their help! 

# data[].attributes.body
non-biased observations from their perspective.

# data[].attributes.body
More information regarding assessment protocol available via distance learning (ESGI, Google Forms already made, Surveys/questionnaire for parents)

We'll keep adding those resources here and on the OSPI WaKIDS Website as they become available

# data[].attributes.body
Is it possible to use ESGI for assessments (expensive, but potentially worth it).

It is a district/school decision whether or not to purchase the license for EGSI. If you have access to it, it may be a useful tool for some aspects of the assessment.

# data[].attributes.headline
Using some of the questions and making them relevant for remote learning

# data[].attributes.subject
Using some of the questions and making them relevant for remote learning

# data[].attributes.body
The idea of putting together a backpack of materials (like jump rope) to make sure kid have access

choice boards

# data[].attributes.headline
Everything is new for us, so we're trying to be flexible.

# data[].attributes.subject
Everything is new for us, so we're trying to be flexible.

# data[].attributes.headline
Trying to communicate with families through technology more than the spring.

# data[].attributes.subject
Trying to communicate with families through technology more than the spring.

# data[].attributes.body
Try to make a relationship and communicate with caretakers.

Talking about ourselves in these meetings.

Mention the time factor but allow more opportunities to meet.

Having a bank of questions/talking points to utilize as needed.

# data[].attributes.body
I want to support my buildings and teachers.

# data[].attributes.headline
To go into this new style of teaching with confidence for myself and my students.

# data[].attributes.subject
To go into this new style of teaching with confidence for myself and my students.

# data[].attributes.headline
Needing insight and resources to assess remotely 

# data[].attributes.subject
Needing insight and resources to assess remotely 

# data[].attributes.body
Wrap my brain around how to complete the whole child assessment in a remote setting.

# data[].attributes.headline
I am looking for resources to make this Huge observational based assessment virtual

# data[].attributes.subject
I am looking for resources to make this Huge observational based assessment virtual

# data[].attributes.headline
Would like to learn how best to observe through zoom.

# data[].attributes.subject
Would like to learn how best to observe through zoom.

# data[].attributes.headline
Ideas on how to implement wakids through distance learning.

# data[].attributes.subject
Ideas on how to implement wakids through distance learning.

# data[].attributes.headline
I want a refresher on WA Kids, and also some ideas on how to tackle remote kinder teaching/learning

# data[].attributes.subject
I want a refresher on WA Kids, and also some ideas on how to tackle remote kinder teaching/learning

# data[].attributes.headline
Help with how to administer WAKIDS assessment in a remote learning format

# data[].attributes.subject
Help with how to administer WAKIDS assessment in a remote learning format

# data[].attributes.headline
I am really overwhelmed being in a hybrid teaching scenario.  In addition to teaching two different cohorts in person (each cohort attends school two days per week) and maintaining on-line teaching via Google Classroom, I have no idea how to fit in WaKIDS assessments.  

# data[].attributes.subject
I am really overwhelmed being in a hybrid teaching scenario.  In addition to teaching two different cohorts in person (each cohort attends school two days per week) and maintaining on-line teaching via Google Classroom, I have no idea how to fit in WaKIDS assessments.  