Early Literacy: Spanish Letter Sounds Measures students' ability to give the sound of the letters of the Spanish alphabet, in both lower case and capitalized forms Requires a bilingual Spanish speaking assessor All officially identified Spanish-speaking English Learners (ELs) participate in the assessment Students are shown letters in a chart Students have 60 seconds to name as many letter sounds as they can TAs can plan on 1.5- 3 minutes administration time Supplemental English instructions are available for officially identified Spanish-speaking English Learners if the student chooses to hear the directions in English I’m Rudyane Rivera Lindstrom, and I work as an Education Equity Specialist with Office of Learning-Education Equity Unit. In addition to the English letter names and letter sounds assessment, officially identified Spanish-speaking English Learners will also be administered the Spanish Letter Sounds assessment. This measure requires a bilingual Spanish speaking assessor. The Spanish Letter Sounds assessment measures the students’ ability to give the sound the letters of the Spanish alphabet, in both lower case and capital forms. It is a direct fluency assessment that provides information about how quickly and accurately the student recognizes the sounds of letters of the Spanish alphabet. All officially identified Spanish Speaking English Learners will have the opportunity to participate in this assessment, with accommodations if determined to be necessary for equal access for that individual student. In this assessment, the student is shown a chart with upper and lowercase Spanish letters Students have 60 seconds to name as many letter sounds as they can. While the actual measure is timed for 60 seconds, TAs can plan on 1.5- 3 minutes total administration time—taking into account reading the directions and transition time. Supplemental English instructions are available for officially identified Spanish-speaking English Learners if the student chooses to hear the directions in English. ***The measure itself will be administered in Spanish only. Oregon Kindergarten Assessment Fall 2015

Preparation Locate student information Before you begin: Locate student information Officially identify all Spanish-speaking English Learners and make preparations for a bilingual TA to administer the assessment. Students who have been officially identified as English Learners and whose home language is Spanish must be assessed in Spanish Letter Sounds Review the IEP or 504 plan, and the Oregon Accessibility Manual for allowed universal tools, designated supports, and accommodations Establish rapport with the student (recommended) In preparation for assessment, the test administrator should: Locate student information including: Secure Student Identifier (SSID) if assigned by your district at the time of administration Student’s legal name Officially identify all Spanish-speaking English Learners and make preparations for a bilingual TA to administer the assessment . Remember that students who have been identified as English Learners and whose home language is Spanish must be assessed on Spanish Letter Sounds. Review the Oregon Accessibility Manual  for the universal tools, designated supports, and accommodations that are appropriate for the Kindergarten Assessment. Establish rapport with the student (recommended). Prior to administration of the assessment, assessors can introduce themselves, ask simple questions, or tell a story so the child is more comfortable during the assessment.

Materials Assessors need: Clipboard Stopwatch/timing device Pencil Guide (optional for student use) Non-Secure Assessor booklet (A2) Secure Student booklet Secure Assessor Score Sheet A quiet location Just like English Letter Names and English Letter Sounds, the Spanish Letter Sounds measure is timed, which means the assessor will need to have a stopwatch or timing device. Again, it is best practice to have a stopwatch that can be set at one minute and count down. Other kinds of quiet timing devices are acceptable as well. As with the previous measures, the assessor also needs a clipboard, stopwatch/timing device, pencil, guide (optional for student use), the assessor booklet (A2)-non-secure, the student booklet, the scoring sheet, and a quiet location.

Setting the Stage Seat yourself across the table from the student who is also seated Place the Assessor Score Sheet (folded to the appropriate page) on the clipboard Position yourself so the student cannot see the documents on the clipboard or the stopwatch/timing device Place the Student Booklet in front of the student Open to the “Spanish Letter Sounds” chart Read the directions to the student Start the stopwatch when the student says the first letter sound As before, the bilingual assessor should: Be seated across a table from the student who is also seated, Place the Assessor Score Sheet (folded to the appropriate page) on the clipboard Be positioned so that the student cannot see the documents on the clipboard or the stopwatch/timing device, Place the Student Booklet in front of the student, Open to the “Spanish Letter Sounds” chart, Read the directions to the student, and Start the stopwatch when the student says the first letter sound. Oregon Kindergarten Assessment Fall 2015

Example of TA Settings Figure 1 Figure 2 Once again, figure one shows the Assessor materials set up accordingly. Figure two shows the TA seated across the table from the student who is also seated. Figure 2

(Not the actual chart in the 2015-2016 kindergarten assessment) Sample Student Chart Sample (Not the actual chart in the 2015-2016 kindergarten assessment) For Spanish Letter Sounds, this chart is an example of what will be shown in front of the student. There are no sample or practice items in the student booklet for the literacy measures. It is okay to use a guide or marker for the student to track the rows. This could be as simple as a sheet of paper used to reveal one row at a time. The student can be asked if this makes it easier for them or not. The assessor will need to determine (after observing the student) whether the student can move the marker down independently or whether they will need assistance. Oregon Kindergarten Assessment Fall 2015

Directions in Assessor Booklet (A2) The assessor booklet (A2) is non-secure and offers the procedures, directions, and scoring information. The instructions for the Spanish Literacy portion are available in both English and Spanish; however, remember that this assessment necessitates a fluent bilingual Spanish/English assessor. ***Students can choose to hear the directions for the assessment in either Spanish or English, but the measure itself will be administered in Spanish. In the directions, the assessor reads the bolded items verbatim and performs the gestures indicated. The assessor will start the stopwatch/timing device when the student names the first letter sound. Start the stopwatch when the student says the first letter sound Oregon Kindergarten Assessment Fall 2015

Directions in Assessor Booklet (A2), continued After 60 seconds mark the last letter with a bracket ] Note: if the student completes the measure prior to 60 seconds, the assessment ends. Do not restart or continue from the beginning Let the student finish the row or come to a natural stopping point before saying “Alto” Record the number correct and number attempted on the Assessor Score Sheet After 60 seconds, mark the last letter attempted with a bracket ] and let the student finish the row or come to a natural stopping point before saying, “Alto.” If the student completes the grid prior to the full 60 seconds, the assessment ends. Do not restart or continue again from the beginning. The timed nature of the assessment should be subtle—the student should not be abruptly cut-off. While it is important that the last letter sound spoken at 60 seconds is bracketed, the assessor can wait to say stop until the student completes their thought or completes the row—whatever makes the most sense. The assessor will then record the number correct and number attempted in the Assessor Score Sheet

Spanish Letter Sounds: Scoring If the student: is correct, do not mark the letter and count as correct. self corrects, write SC above the letter and count as correct. says incorrect letter sound, slash through the letter, and count as incorrect. skips letter, slash through the letter and count as incorrect. encounters a letter blend and gives isolated (separate) letter sounds, count as incorrect. makes hard or soft consonant sounds, count as correct. Either is acceptable. is non-responsive on a letter for longer than three seconds, slash through the letter, count as incorrect and move to the next letter, giving encouragement if needed (If the student is trying to answer, they can be given a few seconds more to respond). Once all measures for the test session have been completed Record in the Assessor Score Sheet: Test Attempt Code Y or N Admin Code (codes provided on score sheet) Number of correct letters in # correct Number of attempts in # attempted The assessor will keep the student response record on the Spanish Letter Sounds chart in in the Assessor Score Sheet (Secure). Scoring guidance is available in the assessor booklet (A2). Once all measures for the assessment session have been completed, the assessor records: Test Attempt Code, Admin Code, number of correct letters, and number of attempts on the space provided on the Assessor Score Sheet. Oregon Kindergarten Assessment Fall 2015

Scoring Continued SECURE This is page 3 of the Assessor Score Sheet for Spanish Letter Sounds. Oregon Kindergarten Assessment Fall 2015

Additional Considerations If a student: provides the letter name instead of the letter sound, say (allowed one time): “Di el sonido de cada letra.” appears to provide the letter sound in a language other than Spanish, say (allowed one time): “Di el sonido de cada letra en español.” loses his/her place and skips a line, redirect the student to the correct row. clearly loses his/her place in the row, point to the next letter. is non-responsive on a letter longer than three seconds, say: “Bueno, ¿sabes esta?” and point to the next letter. * *If the student does not identify a letter in the second row, the timed fluency assessment can be discontinued. The score will be 0. At this point, it is best practice to ask the student if he/she recognizes any letters on the page (remove the guide if used). While this does not contribute to the score, it is still valuable information. Some additional things to consider when administering Spanish Letter Sounds. If the student: * Denotes a change from August 18, 2015 provides the letter name instead of the letter sound, say (allowed one time): “Di el sonido de cada letra.” appears to provide the letter sound in a language other than Spanish, say (allowed one time): “Di el sonido de cada letra en español.” loses his/her place and skips a line, redirect the student to the correct row. clearly loses his/her place in the row, point to the next letter. is non-responsive on a letter longer than three seconds, say: “Bueno, ¿sabes esta?” and point to the next letter.