1. Required for District Test Coordinators (DTCs), School Test Coordinators (STCs), and Test Administrators (TAs) Holly Peterson Kindergarten Assessment Specialist 1

2. Purposes of the Kindergarten Assessment: Provide local and statewide information that gives families, schools, communities, and state-level policy makers a snapshot of the social, self-regulatory, and academic skills of incoming kindergartners. Provide a consistent, statewide tool for identifying systemic opportunity gaps, determining Early Learning resource allocation to best support students in need, and measure improvement over time. 2

3. The Kindergarten Assessment is: NOT used to determine if an individual student can enter kindergarten. NOT a diagnostic tool for placing children in specific programs or classrooms. NOT a comprehensive assessment of students’ knowledge and skills. NOT designed to measure what students learn in kindergarten. 3

4. Skills Assessed on 2016-17 Oregon’s Kindergarten Assessment : English Uppercase Letter Name Recognition (26 letters) English Lowercase Letter Name Recognition (26 letters) English Letter Sound Recognition (26 sounds) *Spanish Letter Sound Recognition (26 sounds) Early Literacy (Direct assessment) Counting and Cardinality Operations and Algebraic Thinking Early Math (Direct assessment) Interpersonal Skills Self-Regulation Approaches to Learning (Teacher observation) *Officially identified Spanish-speaking English Learners only. 4

5. Updates for 2016-17: All testing materials are non-secure. Kindergarten Assessment Assurance of Test Security Form Early Literacy measures are letter/sound recognition. Early Literacy measures are untimed. Sample items have been added to Early Literacy measures Revised instructions for Early Literacy measures. Linking study for Legacy Literacy measures Approaches to Learning Scoresheet.  YouTube Videos of example test administration in English and Spanish 5

6. Test Administrator Training: 1) Assessment Administration 2) Assessment Accessibility Supports 3) English Learners and the Kindergarten Assessment 4) Administering Early Literacy 5) Administering Early Math 6) Administering Approaches to Learning 6

7. 2016-17 Materials Overview: Operational Assessor Booklet Operational Student Booklet Operational Scoresheet  Approaches to Learning document (New Format)  Operational + Legacy Letter Names materials for linking study  Operational + Legacy Letter Sounds materials for linking study 7

8. Operational Booklets: 8

9. Operational Scoresheet: 9

10. Approaches to Learning Scoresheet: 10

11. Test Administrator Roles and Responsibilities: Before assessing: 1) Review 2016-17 Test Administration Manual (TAM), Oregon Accessibility Manual (OAM), Assessor Booklet, Student Booklet, and Scoresheet 2) Review student information including Individual Education Plans (IEPs) or educational plans to identify appropriate assessment formats and accessibility supports 3) Confirm all officially identified Spanish-speaking English Learners using district process as outlined in the EL Plan and make arrangements as needed to administer the Spanish Literacy assessment to these students with a bilingual assessor who is endorsed by the district 4) Provide students with an opportunity to establish rapport with the assessor and become familiar with the assessment format and procedures 11

12. Kindergarten Assessment Assurance of Test Security Form: Prior to administering the KA, all staff who will be handling confidential student information, must sign a Kindergarten Assessment Assurance form. Staff includes: 1) DTCs 2) TAs 3) Volunteers 4) Data submitters 5) Parents 12

13. Assessment Environment Requirements: Quiet environment void of distractions Bilingual TA for officially identified Spanish- speaking English Learners Ensure that universal tools, designated supports, and accommodations are available Read student directions verbatim 13

14. Test Administrators May Not: Coach students Allow students access to non-allowable supports Allow students to help other students during the assessment Administer the Spanish literacy measure and/or the bilingual version of Early Math to any student other than officially identified Spanish-speaking English Learners 14

15. Assessment Validity:  A test impropriety occurs when an assessment is not administered in a manner consistent with the Test Administration Manual. Improprieties include: Student coaching Giving a student the wrong assessment (example: the wrong language) Missing the data entry deadline Mishandling confidential student data Improprieties must be reported within 1 day of learning about them and the district investigation must be completed within 30 days 15

16. Potential Consequences of an Impropriety: Assessment may be invalidated If the district determines that the testing impropriety qualifies as gross neglect of duty, then the district must report it to Teacher Standards and Practices Commission (TSPC) within 30 days Districts may also evaluate cases according to their own Human Resource policies 16

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18. Accessibility Supports: Provide equitable access to all students Do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment Only approved supports found in the Oregon Accessibility Manual are allowed during the assessment Accessibility supports must be identified and implemented during classroom instruction prior to the student’s participation in the state assessment 18

19. Universal Tools, Designated Supports, Accommodations, and Modifications:  Universal Tools: Available to all students based on student preference and selection  Designated Supports: Access features available for use by any student for whom the need has been indicated by an educator or team of educators  Accommodations: Changes in procedures or materials that increase equitable access during assessment. Must be documented on student’s Individual Education Plan (IEP) or Section 504 plan 19

20. KA Accessibility Supports Diagram: 20

21. Process for Administering Accessibility Supports: 1. Expect participation in statewide assessments for all students 2. Learn accessibility supports 3. Select accessibility supports 4. Administer accessibility supports 5. Evaluate and improve use of supports 21

22. Documenting Accessibility Supports:  Options available to the IEP team for documenting any/all Universal Tools and/or Designated Supports on the IEP are:  “Statewide Assessment”  “Present Levels of Academic and Functional Performance (PLAAFP)”  “Consideration of Special Factors”  “Supplementary Aids and Services”  Accommodations are to be documented on the “Statewide Assessment” section of the IEP 22

23. TA’s Responsibilities for Accessibility Supports: Must:  Refer to the Oregon Accessibility Manual for accessibility supports implementation guidance  Refer to student’s Individualized Education Plan (IEP), 504 Plan, or cumulative file as applicable to determine which accessibility supports must be provided May Not:  Provide accessibility supports for the first time in the day of testing  Provide the same designated supports or accommodations for every student in the class, grade or program without consideration for individual student need  Provide a Designated Support or Accommodation to a student that was not selected based upon individual need 23

24. English Learners and the KA:  Upon enrollment to Kindergarten, students should receive a Home Language Survey to properly identify primary language. If a primary language other than English is identified, then Title III procedures should also be followed to determine whether the student is an English Learner  Proper identification must happen within 30 days of the start of school, or within 2 weeks of a student’s enrollment in a district after the first 30 days have passed (Title III, §3302 (A-D))  Only English Learner students that have been officially identified with Spanish as their primary language may receive the Spanish Literacy segment (Spanish Letter Sound Recognition) of the assessment and the bilingual version of the Early Math segment 24

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26. TA Roles and Responsibilities:  Proper administration of the Spanish portion (to only officially identified Spanish-speaking English Learners) must be done by a fluent bilingual Spanish/English assessor certified by the district  If the district lacks the resources to provide a bilingual Spanish/English assessor, please contact the Regional ESD Helpdesk staff for assistance 26

27. Before you begin test administration, you will need: 1) Student information 2) List of officially identified Spanish- speaking English Learners 3) List of designated supports and accommodations 4) Assessor Booklet 5) Student Booklet 6) Scoresheet 7) Approaches to Learning document  Timer for schools assigned one of the Legacy Literacy measures 27

28. Setting the Stage (for direct measures) Develop a rapport with the student Be engaging and positive Seat yourself next to the student Place the Student Booklet in front of the students Place scoresheet (folded to the appropriate page) on the clipboard Direct the student to the sample item associated with each measure 28

29. English Letter Name Recognition English Letter Sound Recognition Spanish Letter Sound Recognition *Legacy Letter Name and Legacy Letter Sounds 29

30. Early Literacy: Students are administered the Kindergarten Assessment one time. Test Administrators must know before administering the test whether or not the student has been officially identified as a Spanish-speaking English Learner. Only officially identified Spanish-speaking English Learners are administered the Spanish Literacy segment and receive the bilingual Early Math version. In addition, supplemental Spanish instructions are available for the English Early Literacy measures for officially identified English Learners only. If you do not know this information, do not proceed with this assessment until it is officially known whether or not the student is an officially identified English Learner whose language of origin is Spanish. 30

31. English Letter Name Recognition: A direct assessment that measures both uppercase and lowercase letter name recognition (untimed) Students are presented with a sample item for each of the measures Students will be presented with two separate, 26 item grids (one uppercase and one lowercase) Students will be asked to identify as many uppercase/lowercase letters as they can out of 26 Students will be given 5 seconds between each letter *Some students will require additional processing time between letters Supplemental Spanish instructions are available for officially identified Spanish-speaking English Learners only 31

32. Assessor Instructions: (New for 2016-17) Indicates when to refer to materials. Indicates when the TA needs to demonstrate or show something to the student. Indicates when the TA is required to give verbal directions to the student. 32

33. Assessor Directions for Upper and Lowercase English Letter Name Recognition: 33

34. Upper and Lowercase Letter Name Recognition 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 name, slash through the letter, and count as incorrect does not name a letter, slash through the letter and count as incorrect Record on Assessor Scoresheet: Attempt Code : Y or N Admin Code: (provided on scoresheet) Number Correct: Number of correct letters Asmt Admin Dt: Date measure was administered 34

35. Additional Considerations for English Letter Name Recognition: If a student is: 1) unable to name a letter after 5 seconds, please direct the student to move to the next letter. 2) unable to name any of the letters in the first row, say: “Can you tell me the names of any letters in the chart?” 3) provides the letter sound instead of the letter name, say: “Please tell me the name of the letter” 4) provides the letter name in a language other than English, say: “Please tell me the letter name in English” 5) loses his/her place, direct the student to the correct letter. The TA is allowed to point to each letter in the chart. 35

36. English Letter Recognition: 36

37. English Letter Sound Recognition: A direct assessment that measures English letter sound recognition (untimed) Students are presented with a sample item for each of the measures Students will be presented with a 26 item grid of letter pairs (a capital and lowercase letter that are next to each other) Students will be asked to identify as many sound as they can out of 26 Students will be given 5 seconds between each letter *Some students will require additional processing time between letter sounds Supplemental Spanish instructions are available for officially identified Spanish-speaking English Learners only 37

38. *Updated English Letter Sound Recognition Instructions: 38

39. Assessor Directions for English Letter Sound Recognition: 39

40. English Letter Sound Recognition 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 or does not say the sound, slash through the letter, and count as incorrect says a long or short vowel sound, count either as correct says a hard or soft consonant sound for c or g, count either one as correct is unable to accurately articulate the sound (due to a speech disorder, etc.), but demonstrates knowledge of the sound, count as correct Record on Assessor Scoresheet: Attempt Code: Y or N Admin Code: (provided on scoresheet) Number Correct: Number of correct letter sounds Asmt Admin Dt: Date measure was administered 40

41. Additional Considerations for English Letter Sound Recognition: If a student is: 1) unable to name a letter sound after 5 seconds, please direct the student to move to the next letter pair. 2) unable to name any of the letter sounds in the first row, say: “Can you tell me the sounds of any letter pairs in the chart?” 3) provides the letter name instead of the letter sound, say: “Please tell me the sound of that letter pair” 4) provides the letter sound in a language other than English, say: “Please tell me the sound of the letter pair in English” 5) loses his/her place, direct the student to the correct letter. The TA is allowed to point to each letter in the chart. 41

42. English Letter Sound Recognition: 42

43. Spanish Letter Sound Recognition: A direct assessment that measures Spanish letter sound recognition (untimed) Students are presented with a sample item for each of the measures Students will be presented with a 26 item grid of letter pairs (a capital and lowercase letter that are next to each other) Students will be asked to identify as many sounds as they can out of 26 Students will be given 5 seconds between each letter *Some students will require additional processing time between letter sounds 43

44. Spanish Letter Sound Recognition 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 or does not say the sound, slash through the letter, and count as incorrect. is asked to produce the sound of Bb or Vv, the pronunciation of “b” or “v” are acceptable. is asked to produce the sound of Ll, “ele” or “elle” are acceptable. is asked to produce the sound of Cc, “c” as in casa or “c” as in cinco are acceptable. is asked to produce the sound of Rr, “ere” as in pero or “erre” as in perro are acceptable. is asked to produce the sound of Gg, “g” as in gente or gato are acceptable. is unable to accurately articulate the sound (due to a speech disorder, etc.), but demonstrates knowledge of the sound, count as correct. Record on Assessor Scoresheet: Attempt Code: Y or N Admin Code: (provided on scoresheet) Number Correct: Number of correct letter sounds Asmt Admin Dt: Date measure was administered 44

45. Additional Considerations for Spanish Letter Sound Recognition: If a student is: 1) unable to name a letter sound after 5 seconds, please direct the student to move to the next letter pair. 2) unable to name any of the letter sounds in the first row, say: “Can you tell me the sounds of any letter pairs in the chart?” 3) provides the letter name instead of the letter sound, say: “Please tell me the sound of that letter pair” 4) provides the letter sound in a language other than Spanish, say: “Please tell me the sound of the letter pair in Spanish” 5) loses his/her place, direct the student to the correct letter. The TA is allowed to point to each letter in the chart. 45

46. Spanish Letter Sound Recognition: 46

47. Legacy Literacy Measures Instructions: 47

48. Legacy Letter Name 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 name, slash through the letter, and count as incorrect. skips letter, slash through the letter and count as incorrect. 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). Record on the Operational + Legacy Letter Names Score Sheet: Test Attempt Code: Y or N Admin Code: (codes provided on score sheet) Number of correct letters: in # correct Number of attempted: in # attempted Asmt Admin Dt: Date measure was administered 48

49. Legacy Letter Sound 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 long or short vowel sound, count as correct. Either is acceptable. 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). Record in the Assessor Scoresheet: Test Attempt Code: Y or N Admin Code: (codes provided on scoresheet) Number of correct letters: in # correct Number of attempted: in # attempted Asmt Admin Dt: Date measure was administered 49

50. Linking Study (For select school only): 50

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52. Early Math:  All students participate in Early Math  Officially identified Spanish-speaking English Learners must be given the bilingual version  Non English Learners and English Learners who are not officially identified Spanish-speaking English Learners must be given the English Only version  The student booklet has one item per page  There are two sample items and sixteen assessment items  This assessment is not timed  TAs can plan on 6-9 minutes administration time 52

53. Before Administering Early Math: Officially identify all Spanish-speaking English Learners and make preparations for a bilingual TA to administer the assessment to those students Students who have been officially identified as Spanish-speaking English Learners must be assessed using the bilingual version of Early Math Review the IEP or 504 plan, and the Oregon Accessibility Manual for allowed universal tools, designated supports, and accommodations 53

54. Sample Item #1 in Student Booklet English Only Spanish/English (Bilingual) 54

55. Recording Student Answers:  Circle the student’s selected answer on Assessor Score Sheet  For each item, the three possible answers fall under columns A, B, C  N is used if the student doesn’t respond  Verbal or pointed responses are accepted Verbalizes their answer and doesn’t point, the verbalized answer is accepted. Verbalizes an answer, but points to a different answer, prompt the student one time to point their final answer, the pointed answer is accepted For officially identified Spanish-speaking English Learners only: Verbalizes in either English or Spanish, or both, the bilingual answers are accepted. Appears to verbalize an answer in a language other than in English, prompt the student to point to the final answer. 55

56. Providing Encouragement: “Good effort” “Keep trying” “Next” “Do your best” “Thank you” “Buen esfuerzo” “Sigue intentando” “La siguiente” “Haz lo mejor que puedas” “Gracias” 56

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58. Approaches to Learning: Conducted through teacher observation of children’s behavior over a period of time with other adults and children in a classroom setting Includes 15 items that measure Self-Regulation and Interpersonal Skills Must be completed by the classroom teacher The teacher responds to each item by circling numbers on a 1-5 point scale: 1) The child never exhibits the behavior described by the item. 2) The child rarely exhibits the behavior described by the item. 3) The child sometimes exhibits the behavior described by the item. 4) The child frequently or usually exhibits the behavior described by the item. 5) The child always exhibits the behavior described by the item.  If they behavior was not observed, please use an item response of 6. 58

59. Additional Considerations: The classroom teacher may assess all of the students in a classroom one item at a time or rate all 15 items for each individual student *It is important to keep in mind a child’s cultural background It is important to keep in mind that very seldom children will “never” exhibit behavior described by an item. 59

60. Cultural Responsiveness *Geneva Gay (2000; 2010) defines culturally responsive teaching as the implicit use of the cultural knowledge, prior experiences, frames of reference, and performance styles of diverse students to make learning more appropriate and effective for them. Culturally responsive pedagogy should include the following characteristics: Acknowledge the legitimacy of the cultural heritages of different ethnic groups, both as legacies that affect students’ dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum. Builds bridges of meaningfulness between home and school experiences as well as between academic abstractions and lived sociocultural realities. Uses a wide variety of instructional strategies that are connected to different learning styles. Teaches students to know and praise their own and each other’s cultural heritages. Incorporates multicultural information, resources, and materials in all subjects and skills routinely taught in schools. 60

61. For the 2016-17 collection, districts will submit scores for all 3 measures through ODE’s Consolidated Collections. Trainings for data submission will take place on August 23 rd or September 22 nd, 2016. 61

62. Questions: Thank you for attending today’s training. 62