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25 26 Teaching Strategies GOLD ® Transfer Request 

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It's my great pleasure to introduce you to a new member of our team - Nicol Russell. Nicol has joined Teaching Strategies as our new Director of Head Start Research and Support. Some of you may already know her from her past roles as a teacher, program and state-level administrator or in her role as a member of the NAEYC Governing Board. With 20+ years of experience championing high-quality early learning for all children, Nicol is a perfect fit for our Teaching Strategies family. Below you'll find Nicol's first blog post, but rest assured you'll hear more from her soon!
The End-of-the-Year Assessment Review

It's May and while the excitement of summer-time fun is seeping in (cue the swim suits and flip-flops), there is also a mad dash to wrap up the current school year.

A key component of any good end-of-year process is making time and space to review assessment data. It is important for teachers and administrators to review data as they make plans for their students and programs.

Here are some suggestions on ways to use end-of-the-year assessment data:

1. Individual Student Celebrations
World-renowned expert on formative assessment Margaret Heritage says, "[F]eedback that the teacher provides to students is also an essential resource so the students can take active steps to advance their own learning. In reality, the feedback to students can be understood as instructional action."[1] In addition to helping students become owners of their learning, formative assessment data can be used to celebrate growth and learning with students. If you are a classroom teacher, consider ways to give your students feedback on the growth they have made throughout the year. For instance, you could use the data from the Individual Child Report in MyTeachingStrategies® to create meaningful, relevant feedback. For younger students, this could be done with a drawing that illustrates concepts like growth, movement, change, or increase. Click here for more creative ideas. The time you take to reflect on growth and celebrate with students can help them feel accomplished and excited to keep on learning.

2. Transition Planning
As students transition from one grade to another (e.g., from preschool to kindergarten or from first to second grade), the information teachers are able to share with one another is invaluable. The teacher who has had a student for an entire school year has a cache of knowledge about that student-his or her interests, motivations, strengths, needs, and other nuanced information. For the teacher of the student's next class or grade, this comprehensive data about the incoming student can be very useful as she sets the student up for success from the first day. If your program is using the MyTeachingStrategies® platform, consider using the Development and Learning Report or the Snapshot (Birth Through Third Grade) Report to share information between grades. This becomes especially important if a child is transitioning from a Head Start classroom or other setting and is entering a public or charter school for the first time. Click here to read a recent blog post with great tips from Kai-leé Berke on preparing students for their transition from pre-K to kindergarten.

3. Program Planning
If you are a program administrator, the end of the year presents an opportunity to reflect on and analyze your program's data. As a former administrator of both a child care and a school district program, I know what you're thinking-Nicol, there is so much to do to end the year; data analysis isn't a priority. I've got teacher contracts to secure, parent-teacher conferences to oversee, IEP meetings to attend, and the list goes on and on. Well, you're right. You do have many important activities going on at this time of year. I'm here to say we have resources that can help you get it all done. For instance, if you are working on developing a professional development plan for your teachers, you can use data from the Interrater Reliability Report or the Online Professional Development Report in MyTeachingStrategies® to determine what kinds of professional development teachers may need to more effectively or efficiently use the formative assessment process in their classrooms. Or, you can plan to host an end-of-the-year "data dive day" with your staff and use the Alignment Report to start a dialogue about the students in your program and inform future plans for improvement. This can create a practice of continuous quality improvement that benefits the program and ultimately, the students.

As I think back to when I taught kindergarten, I remember feeling that the end of year was such a special time for me and my students.

Everything we were working on during the year was coming to an end and rather than feeling sad about it, we thought back fondly on our shared experiences: the laughter, the accidents, the time I forgot to bring the key to get back into the building when we went to the playground and then had to walk all the way around the school to the office to get back inside (I did that at least once a year). I hope that you make time in the flurry of all the other activities you are doing right now to reflect on the year, reminisce with one another, and feel proud of everything you did to help make this school year a great one.

- Nicol
That's me on the left with my colleagues Principal Paul Ohm, Head Start Grantee Director Erin Lyons, and AZ Department of Education ECE Program Specialist Millie Archer.
Photo courtesy of Sure Shot Photography.

[1] https://www.csai-online.org/sites/default/files/resources/4666/FA_Enabler_of_Learning.pdf

Support your teachers' implementation of ongoing, observational assessment with GOLD®.

Designed for teachers, by teachers, supports teachers' ability to incorporate observational assessment into everyday routines and experiences. And when GOLD® is access through MyTeachingStrategies ®, assessment data automatically links to curriculum planning, with robust online professional development, and cutting-edge reporting conveniently available through the same platform.
Visit TeachingStrategies.com/GOLD to learn more.

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Importance of Tracking Formative Assessment Data for End-of-Year Transition

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It's my great pleasure to introduce you to a new member of our team - Nicol Russell. Nicol has joined Teaching Strategies as our new Director of Head Start Research and Support. Some of you may already know her from her past roles as a teacher, program and state-level administrator or in her role as a member of the NAEYC Governing Board.

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GOLD Getting Started Checklist for New Administrators

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GOLD Getting Started Checklist for Returning Administrators

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GOLD Getting Started Checklist for New Teachers

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GOLD Getting Started Checklist for Returning Teachers

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This Checkpoints feature provides information when completing/finalizing checkpoint ratings for children in your class.

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Designed to significantly reduce the time it takes for you to complete checkpoint ratings based on the preliminary levels you have already entered with documentation.

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Ready-Set-Go Videos to Learn More About GOLD

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Ready-Set-Go Videos to Learn More About GOLD

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Watch the Ready-Set-Go videos below to learn more about GOLD. At A Glance, Documentation, On the Spot, Checkpoints and even videos about the Kindergarten Entry Survey to help as you transition students for that next big step!

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Watch the Ready-Set-Go! Videos below to learn about the Administration area of My Teaching Strategies.

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Ready-Set-Go! Videos for Reports in TSG.

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Ready-Set-Go! Videos for Reports in TSG.

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Watch the Ready-Set-Go! Videos below to learn about the Report area of My Teaching Strategies.

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Video: Forming Relationships Between Teachers and Families: An Introduction to Teaching Strategies Family

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Video: Forming Relationships Between Teachers and Families: An Introduction to Teaching Strategies Family

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Data quality in early childhood education (ECE) is not a new topic. If you're like me and you've been in the field for several decades, you have had conversations about ECE data quality many times. Like me, you've probably been involved in efforts such as "quality initiatives," "quality campaigns," and other rallying activities focused on improving data quality. For those of you who are new to the field, welcome and buckle up: a quality movement is likely coming your way.

The focus on data quality is merited, especially since data use is also an ECE priority. For instance, early learning programs looking to demonstrate efficacy have relied on data to conduct self-evaluations, while other programs have had their data evaluated by external reviewers for feedback on the program's effectiveness. At the educator level, data is often used to make judgments about the learning environment, teaching strategies, and instructional planning.

As these examples illustrate, the quality of data matters because the information is used to make important decisions. It can lead to actions that make a difference for children and their families, educators, or programs. However, before data can be transformational, it must first be trusted. To promote greater trust in data, it is important to define the purpose of the collection of data, identify potential types of data, and avoid some of the potential pitfalls that come with data collection.

The Purpose of Data Collection

The purpose of data collection is to gather information that can be acted upon. Data collection can provide information about the who, what, why, where, or when that form the context of a decision. It can give you an idea of how people are doing or how something is going. Ultimately, data collection gives you the opportunity to take stock of anything you did in the past, are currently doing, or are considering doing in the future.

Potential Types of Data

There is an array of data that may be collected at various levels of the early learning environment. These are examples of types of ECE data, collected at four different levels.

Child-level: attendance, individual learning needs, learning outcomes (e.g., GOLD®).

Teacher-level: education and credentials, professional experience, professional development and coaching needs

Program-level: implementation of curriculum and assessment processes, classroom quality, administration support needs

Community-level: family engagement, community needs, availability of services (e.g., health and education)

Potential Pitfalls and Ways to Avoid Them

I've spent a lot of my time as an ECE professional in roles in which I provided direct support to both data collectors and data users, which are not always overlapping groups. I was commonly asked, "Is the data reliable?" Usually, someone asks that question because they don't trust that it is reliable. It has caused me to spend time reflecting on how to minimize the collection or use of low-quality (non-trustworthy) data. In my opinion, there are three potential pitfalls: the people, the processes, and the technology.

People pose a potential pitfall because people are imperfect, and those imperfections can manifest in the ways data are collected or in the way the data are applied. Processes can be similarly problematic, especially if data collectors lack the option to stop using processes that don't work or start using processes that could be more beneficial. Technology is great-except for when it isn't. People may also struggle with questions about the technology they are using or are expected to use, which may prevent them from seeing how technology can help them collect and use data.

Now, it wouldn't be fair to list those potential pitfalls without providing you with some suggestions for avoiding them. The first suggestion is to start with a plan for success. This means detailing your vision in an implementation plan and coming up with strategies for reaching your goal. In your plan for getting better quality data and making better use of it, you can address each of the three potential pitfalls mentioned earlier: people, processes, and technology.

The second suggestion is to keep quality at top of mind when it comes to data collection and use. The three areas of focus (i.e., people, processes, and technology) can be used to keep the pursuit of quality in the collection and application of data targeted and specific. Think about the quality of the support you provide to the people (e.g., children and families). Think about the quality of the processes you have in place and how they help the program run effectively. Finally, think about the quality of the technology you have access to and how that technology can be leveraged to help you reach your data goals.

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Data Quality: As Good as You Make It - Teaching Strategies

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Data quality in early childhood education (ECE) is not a new topic. If you're like me and you've been in the field for several decades, you have had conversations about ECE data quality many times. Like me, you've probably been involved in efforts such as "quality initiatives," "quality campaigns," and other rallying activities focused on [...]

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I remember returning from the winter break with renewed energy for my children as well as my teaching. I'd start the new calendar year by pouring over all of the notes I'd written, the photos I'd snapped, and numerous other pieces of documentation I'd collected in the fall - to help me think about how to plan for the winter and spring. Now, as a researcher, I often think back to how I used data as a teacher and what, perhaps, I would do differently now.

Use data to tell BIGGER stories

Back then, I frequently used data as a tool to guide my instruction for individual children. In recent years, my reflection on data collection and its use has underscored the idea that data in aggregate can tell bigger stories that also matter, such as:

What does the data say about the whole class?

How does this year's data compare to my classroom from last year at this same time?

For example, looking at the way the whole class is performing in particular content areas is important, but perhaps through this lens, it is also possible to identify places where we can do a better job of constructing activities and lessons that foster particular kinds of skills and development. Also, looking at trends in this way can help to reflect on professional development needs and areas where we might need additional support to bolster our own practices.

Data-Driven Instruction

I've also found myself reflecting on the ways we use the term "data-driven instruction" in education, what it means and how this approach is implemented into practice.
Generally, I feel we often emphasize outputs as the main focus. These outputs include:

how children are doing at the end of the school year compared to where they started;

which children showed growth;

how much growth was shown; and

in what areas children displayed growth.

I think we often fall into a trap where we begin to focus only on child outcomes as a way of measuring how good we are at what we are doing. However, we also understand that many variables factor into child outcome data. For example, the quality of the data collected and reflection on whether anecdotal evidence that we collect as teachers capture the highest level of what children can do.

Once data is collected, it is critical to look at what the implications are for us as teachers to move them to the next rung on the ladder. As such, the inputs matter too. How we are collecting data including what we, as teachers, consider evidence for individual skills in addition to how we are rating children on measures of proficiency must also be considered. While it is important to individually monitor data for children on a personal level, it is also important to look at classroom-level patterns to examine trends that may be the result of broader lessons or activities that we plan as teachers. Looking at data in this way can inform the way that we tweak things for subsequent plans.

Questions to Guide Your Reflection
Questions to Consider when Reflecting on Data Collection and Child Outcomes:

How often am I collecting data as I observe individual children?

How often am I collecting data as I observe groups of children?

What does my data collection reflect about my teaching practices?

Am I collecting data on individual children as often as possible or am I focusing on children in groups instead?

Am I paying attention to trends over time during data collection periods?

How am I using the data I collect to inform lesson/activity planning for individual children?

How am I using the data I collect to inform plans for my own professional growth?

How am I comparing data points to ensure that the story I'm telling about children broadly makes sense?

How am I addressing gaps in my data?

Are there trends in my data collection (e.g. more evidence of certain objectives than of others at particular points in the data collection period)?

Am I privileging specific content areas while finding it harder to document others?

Questions to Consider when Reflecting on Data Collection and Your Practice:

Does my data reflect that children have ample opportunities to develop skills across all domains of the curriculum?

Are there areas that show gaps where perhaps I need to provide more opportunities for engagement?

Am I giving myself enough opportunities to capture what children can do individually?

How often am I observing what children can do collectively vs. individually?

Am I looking at patterns in my data before final checks are due to inform and adjust my instruction?

Are there areas where I feel I could benefit from coaching or Professional Development to support children or learn how to better provide lessons or activities that can help?

How is my data collection helping (or not helping) me work with families to support growth in my students?

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Student Learning Outcomes: 18 Questions to Consider When Reflecting on Data Collection | Teaching Strategies Blog

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While it is important to individually monitor data for children on a personal level, it is also important to look at classroom-level patterns to examine trends that may be the result of broader lessons or activities that we plan as teachers. Here are 18 questions to consider when reflecting on your data collection.

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5 Strategies for Developing the Art of Collecting Quality Observations - Teaching Strategies

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Discover 5 strategies to help you collect quality observations that will inform yuor instruction and drive positive child outcomes.

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Ready, Set, GO! Videos on Assessment and Documentation

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Assessment Data and the Learning Environment: Choosing Classroom Materials - Teaching Strategies

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Responsive, intentional teaching comes down to an ongoing cycle of learning: your learning promotes children’s learning. The more you learn about children, the better prepared you are to support their learning. When you gather and pay attention to information about what children know and can do, you can be more intentional in your decision-making. Often, […]

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Documentation is a great way to learn about a child and strengthen your relationship with them. Documenting a child's learning informs us about the child and helps us to select the right materials, plan appropriate activities, and ask questions that guide the child's learning.

Sometimes our days get busy, and documentation can slip through the cracks, leaving teachers to rush to enter documentation near the end of a checkpoint. But this leaves out many opportunities to collect valuable documentation in your daily interactions. For some, collecting documentation can be especially frustrating if they are not sure of what to observe, how to observe, or why to observe.

The beginning of a new school year or new checkpoint is a great time to reflect on your present system for documenting and entering information. Has it been working? Has it been valuable? Has something kept you from documenting in a timely manner?

As you embark on a new school year, I've compiled three tips to help jumpstart your documentation collection.

Tip #1: Review the items in the Coaching to Fidelity Tool that address assessment.
This will help you self-assess this area before you even begin the new school year. Taking stock of your current practices will support your personal growth in the indicator(s) needing focus.

Tip #2: Connect that teaching and observing are one.
Documenting daily supports your weekly planning and decision-making. When you shift your mindset from seeing documentation as an aspect of "compliance," something you need to do as part of your job but separate from your work of teaching children, you will see how it can help you learn more about the children in your classroom. You will begin to see the wonder and joy in learning more about each child through observation and documentation.

Tip #3: Be intentional about what you are observing and why.
Determine who you want to observe and during what time of day you would like to observe. Remember that even if you have a curricular objective/dimension in mind when you begin observing, a piece of high-quality documentation can often be associated with multiple objectives and/or dimensions. You can provide learning experiences that will authentically rely on skills associated with specific objectives, providing you with opportunities to document children's development in these areas, but you can also be intentional about gathering documentation during child-led experiences. Observing children when they are deeply engaged in learning or pursuing their individual interests will provide great insight into their strengths.

Bonus Tip: Use technology to your advantage.
If you have not used the the Teaching Strategies Teacher app or GOLD Documentation app this might be a great time to start familiarizing yourself with the features of the system. An app can be a great time-saving tool that makes documenting children's skills, abilities, and knowledge easier.

What can you do if you are not ready to use the apps yet? If you prefer to handwrite a note instead of retyping it, why not take a photo of the handwritten note with one of the apps to upload it? This will help you balance your present comfort level with handwritten notes while becoming familiar with the GOLD Documentation or Teaching Strategies Teacher app.

Observing children in their natural environment, with their peers, is a great way to get to know and understand the children in your classroom. Using these three tips to guide your documentation will support your decision-making and planning and strengthen your relationships with the children and their families.

About the Author: Paula Guzman-Bell

Paula began her career as a preschool teacher, working with mixed ages in a Head Start program, the Public School System and for a Private Provider. After 7 years as a teacher, Paula began coaching while working in a New Jersey school district, when she had the opportunity to attend the state's coaching programming. After that, she supported teachers and administrators for many years with the implementation of curriculum and assessment.

In more recent years, she continues to support coaches, teachers, administrators, and directors with curriculum and assessment implementation throughout the country.

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Three Tips to Get a Jumpstart on Documentation Collection - Teaching Strategies

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Documentation is a great way to learn about a child and strengthen your relationship with them. Documenting a child's learning informs us about the child and helps us to select the right materials, plan appropriate activities, and ask questions that guide the child's learning. Sometimes our days get busy, and documentation can slip through the [...]

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Rich, Meaningful, (and Useful) Documentation: Reflections From a Former Teacher on Quality Observations - Teaching Strategies

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With the first collection period coming to a close for many early childhood professionals, now is a perfect time to reflect on how we gather documentation on the children in our care. As a former preschool and kindergarten teacher, I understand how collecting observations can feel like a daunting ta…

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Preparing Child Records