Distance Learning and Work Sampling System
The Work Sampling System is an assessment designed to help teachers learn about their students by encouraging students to show what they know and do in multiple domains. WSS can be used with children ages 3 through grade 3. Teachers observe and interact with students as they solve problems, perform multiple activities and work with their peers. Teachers have the information needed to provide students with feedback and to make informed decisions to guide instruction. WSS is responsive to classroom teaching, aligns with current standards and reflects changes in the field of assessment. WSS is a teacher friendly, online tool saving time and instilling confidence in assessment decisions.
The information in this document is intended to support teachers assessing children via remote learning through Work Sampling System. WSS is a performance-based assessment that helps inform teachers to make instructional decisions in your classroom. During this pandemic many of you are leading your class remotely and are unable to meet with your students in person. We know you are working hard to find creative ways to interact with and observe students via computer to obtain information on the WSS indicators. We would like to offer some tips for gathering documentation remotely.
Manage Your Expectations
First, be realistic as you will not be able to collect the valuable assessment information virtually that you are able to collect in the classroom, and that is okay!
Although you are not able to physically be with your students you can engage with them remotely. Using WSS during distance learning will require thinking about things in a completely different way. Although this is not an ideal setting, teachers always find a way to make the best out of any situation. One positive outcome to teaching children remotely is that younger siblings are able to participate with movement and music, and story time. These younger siblings are our future students so this may create a great opportunity to prepare them for learning now.
Another advantage to remote learning is that parents are usually close by and can hear the language you are using with their child. This gives you the opportunity to model how to acknowledge children, model how to read to children, and review rules with children. This insight can be a wonderful benefit for parents.
During this school year you might consider gathering documentation in select areas of Work Sampling System. For example, collect evidence in Language Arts and Math and review linked documentation weekly in those areas. Feel free to collect more documentation if you have the opportunity or you can link to indicators that match what the child did or said. You will still need to complete the checklist in all domains if you were able to assess the child in those indicators. If you are unable to assess an area, you can mark the indicator (DNO) for Did Not Observe.
Tips
- Incorporate assessment into your lessons, for example, read the children a story, then ask them to draw a picture. They can hold up the drawing to the camera for you to screenshot, talk about it or if able, create google doc account and ask the families to upload.
- Be intentional about the evidence you choose to upload into WSS.
- To build relationships, have children bring favorite toy or stuffed animal to class each day. These are great conversation starters. Children can build relationships with other children; “We both have a transformer!” Having a toy can also help with fidgeting.
- Ask children to take pictures of something in their house and tell you about it – these can be conducted during one on one conversations or within small groups.
- Encourage parents to read a book to the class or share a skill they have.
- Some schools are having parents pick up a two-week packet with materials that the teacher will use for the upcoming two weeks. For example, a playdough mat and playdough that children can use to explore making letters, shapes, or work on fine motor skills. Teachers use the materials in the kit and items found in the home. Parents then return the items and pick up a new packet.
- When doing individual sessions, you can assess each child on what was covered during large group and small group sessions. For example, “Get out your bears and let’s see if we can make color families with them. I see you made a red family, and a yellow family, what other ways can we sort our bears?” Child, “By size.”
- In Google Classroom (or your platform) have assignments for children to do for the week and ask parents to help them with skills.
- Model for parents how to work with their child. “Do you see how they are alternating the bears red/blue/red/blue. That is an AB pattern. What other items could they pattern in the home?” (silverware, colored candy or cereal)
- Label and describe what the child/children are doing so parents can hear your language. “I see you put the largest block on the bottom of the stack. That keeps your structure sturdy.”
- In your packet send home items they can put in order (small plastic bags of 3 different size shells, 3 lengths of yarn). Ask parents or students what they could put in order around the house (shoes, pans, plates, food storage containers, etc.).
- Choice boards (“Bingo grid”) are great to use with students to do at home. Create a choice board every week for the students to choose what to do with the materials sent home or items in the home. They can put an X over the item once completed.
- YouTube videos can be incorporated into lessons. For example, Body Bop is a great song for children to get the wiggles out. The benefit of music videos is that you can see how they are moving and rate the child’s physical development. Videos are a great opportunity for younger siblings to participate also.
Gathering Documentation
Observational Notes
As you are listening and watching children remotely take quick “jog notes.” These are notes that will “jog” your memory later in the day when you have time to input student data into WSO (Work Sampling Online). Remember, notes are based on observations of children. They provide positive, factual, rich, and comprehensive information.
Matrices
Use matrices as you would in the classroom. Once you teach a small group lesson you can assess in small group or individual sessions. Once you have assessed all the students that you need for that indicator, you can input your documentation in WSO. Create matrices ahead of time for the activities you have planned.
Photos
Have parents take photos of students in action or short videos. They can upload and send to you. You can decide if you are able to use the photo. Remember you can upload the photo or write it as a note. You can also screen shot the children and upload to WSO.
Videos
Have parents take short videos of student and send to you. For example, you can act out or show videos of nursery rhymes such as “Little Miss Muffet” during small or large group. Ask parents to send in videos of their child reenacting the nursery rhyme.
Work Samples
You can screen shot the work sample and label what they said and upload to WSO. Choose work samples intentionally to acquire information that you need about each child. For example, have children write his/her name in salt and have parents take a picture. Read stories to students and have them retell the story during individual time by drawing a picture.
Developmental Checklist
You will still need to complete a checklist on every student. As stated earlier, focus on Math and Language first. If you are able to gather other documentation in other domains that is a bonus. You will need to rate every indicator if possible even if you don’t have documentation. If you have not observed the indicator you can mark DNO (Did Not Observe). Use your class profile report to help you decide what indicators you need to plan for instruction and observation in the upcoming weeks.
Family Conferences/Narrative Summary
Family conferences may be done virtually or by phone. Make sure parents/guardians have a copy of the narrative summary prior to the meeting. Remember that we want to always start with a positive and then let parents know what areas we want to continue to work on with the child. Suggest ways to extend the child’s learning at home. Always end with a positive specific statement about the child. If possible include observational notes that the child said or did in the narrative summary. Individualize the narrative summary and show how the child demonstrates the skills.
Ideas
Below are some ideas of Work Samples
Work Sample example 1
Work Sample example 2
Work Sample example 3
Water Painting
Take a paint brush and a cup of water outside. Have your child dip the paint brush into the water and paint on stairs, pavement, or your driveway! This activity helps develop small hand and arm muscles. There’s virtually no prep time and clean-up is a breeze!
Paint brush hack: If you don’t have a paint brush handy, use a clothespin and attach a common household items (muffin liner, kitchen sponge, pompom, pipe cleaner, piece of a loofah, etc.).
Please take pictures of ALL letters attempted and upload to your page.
Example of a Full Day Pre-K Schedule
8:00-8:15
Morning Time Activities “Emotions Match”
15 min
8:15-8:30
Large Group: “Who is Here?” Good Morning Song
15 min
8:30-8:45
Morning Message/ Large Group Literacy: Weather, Rhyming Game, Finger Play
15 min
8:45-9:05
Breakfast
20 min
9:20-9:50
Small Group Session 1*
Group One: (Maggie, Matt, Lucy, Javier)
TEAMS: 1-to-1 Correspondence
Bring your Fall Numbers activity
If you are not on TEAMS, you are encouraged to complete Independent Activities: Groups Two, Three, and Four in your home packet
30 min
9:50-10:00
Break
10 min
10:00-10:30
Small Group Session 2*
Group Three: (Tim, Javas, Kim, Quintoria)
TEAMS: 1-to-1 Correspondence
Bring your Fall Numbers activity
If you are not on TEAMS, you are encouraged to complete Independent Activities: Groups One, Two and Four in your home packet
30 min
10:30-11:25
Lunch
55 min
11:50-1:20
Recess/ Outdoor Play/ Specials (if applicable)
90 min
1:30-1:45
Closing Activity*
15 min
*Schedule may change due to the needs of the children.*