2015 Oregon Kindergarten Assessment Test Administrator Training Required for District Test Coordinators (DTCs), School Test Coordinators (STCs), and Test.

2015 Oregon Kindergarten Assessment Test Administrator Training Required for District Test Coordinators (DTCs), School Test Coordinators (STCs), and Test Administrators (TAs) Oregon Kindergarten Assessment Fall 2015 1

Which skills are assessed on Oregon’s Kindergarten Assessment? English Letter Names (60 seconds) English Letter Sounds (60 seconds) Spanish Letter Sounds* (60 seconds) Early Literacy: One-on-one with teacher and student Number Concepts and Quantities Number Relationships and Operations Patterns Untimed, approximately 6-9 minutes total Early Math: One-on-one with teacher and student Interpersonal Skills Self-regulation Untimed, approximately 6 minutes (no student time) Approaches to Learning: Teacher observation of student 2 *Officially Identified Spanish Speaking English Learners (ELs) only

Approaches to Learning Early Math Early Literacy Why are these skills assessed on Oregon’s Kindergarten Assessment? 3 rd grade literacy high school graduation college retention college GPA job performance 3 rd and 5 th grade reading and math skills college graduation 3

What is and what isn’t Oregon’s Kindergarten Assessment? What it IS  It is a quick assessment of students’ selected skills in Early Literacy, Early Math, and Approaches to Learning  It is designed to measure what students know when they enter kindergarten  It is used to help the state, districts, schools, and early learning providers target resources where they are needed most  It is a consistent tool, used across the state What it is NOT  It is not used to determine if students are ready (or not) for kindergarten  It is not a placement test  It is not a comprehensive assessment of all of students’ knowledge and skills  It is not designed to measure what students learn in kindergarten 4

2015-16 Kindergarten Assessment Updates  A single Secure Student Booklet (with a section in Spanish/English and a separate section in English Only)  Revised instructions and directions to the student  Assessor Booklet (A2) is now non-secure  Secure Assessor Score Sheet for the TA  Verbal or pointed responses allowed in Early Math  Student Roster reports available within Consolidated Collections immediately after data entry  Field Test of alternate versions of English Letter Names and English Letter Sounds measures 5

Oregon Kindergarten Assessment Test Administrator Training Assessment Administration Assessment Security Assessment Accessibility Supports English Learners and the Kindergarten Assessment Administering Early Literacy English Letter Names English Letter Sounds Spanish Letter Sounds Administering Early Math Number Relationships and Operations Number Concepts and Quantities Patterns Administering Approaches to Learning The Child Behavior Rating Scale 6 Oregon Kindergarten Assessment Fall 2015

Assessment Administration Objectives  Be aware of what’s new this year in the statewide Kindergarten Assessment (slide 13)  Understand the roles and responsibilities of test administrators  Understand how to use valid assessment administration practices 8 Oregon Kindergarten Assessment Fall 2015

2015-16 Materials Overview Form A-1, Assessor booklet for Approaches to Learning measure. A-1 is secure. Form A-2, Assessor booklet for Early Literacy and Early Math, with instructions and procedures. A-2 booklets are non-secure. Form S, Student test booklet. S booklets are secure. Form A-2 S, Assessor Score Sheet for Early Literacy and Early Math, with scripts for Early Math, and areas for information about the student and performance on the assessment. A-2 S booklets are secure.  A complete testing packet includes a Form A-1 and a Form A-2 S for each individual student, then an A-2 booklet and an S booklet to be used during testing. 9

Before assessing:  Review Test Administration Manual and Assessor Booklet (A2)  Review student information including Individualized Education Programs (IEPs) or education plans to identify appropriate assessment formats and accommodations  Officially identify all Spanish Speaking English Learners using district process as outlined in EL Plan and make arrangements as needed to administer the Spanish Literacy assessment with a bilingual assessor  Provide students with an opportunity to establish rapport with the assessor and become familiar with the assessment format and procedures  Make arrangements for students who are not being assessed During assessment:  Ensure that students receive the appropriate assessment  Enforce assessment environment requirements Test Administrator Roles and Responsibilities 10

 Supervision at all times by a trained Test Administrator (TA)  Quiet environment void of distractions  Bilingual TA for officially identified Spanish- speaking English Learners  Only Universal Tools made available to students  Read student directions verbatim  No coaching Assessment Environment Requirements 11

Test Administrators Must:  Read the Test Administration Manual  Receive annual test administration and security training  Sign an Assurance of Test Security form  Only provide students with Universal Tools listed in the Oregon Accessibility Manual  Read verbatim the student directions provided in the A2 Assessor Booklet (non-secure) 12

Test Administrators May Not:  Allow untrained aides, volunteers, or substitutes to assist with assessment administration  Coach students  Allow students access to non-allowable supports  Allow students to help other students during assessment  Administer Spanish literacy measure and/or the bilingual version of Early Math to any student other than officially identified Spanish-speaking English Learners 13

 Test Administrators (TAs) must receive training each year  TAs establish and maintain an appropriate assessment environment for students  When in doubt about a particular assessment practice, before assessment begins:  Check the Test Administration Manual  Check your training notes  Ask your District Test Coordinator  If all else fails, assume the answer is “no” Summary 14

 Protects the integrity and confidentiality of secure assessment items and prompts  A test impropriety occurs when an assessment is not administered in a manner consistent with the Test Administration Manual  Improprieties include:  student coaching  mishandling of secure assessment materials  student given wrong assessment  unsecured assessment environment  missing the data entry deadline Assessment Security 16

 A quiet environment, void of distractions and supervised by a trained test administrator  Student access to only universal tools  Student data is treated as confidential  All paper assessment materials securely collected and accounted for after each assessment event Do not leave the assessment environment unsupervised or allow untrained staff to enter the assessment environment Secure Assessment Environment 17

 Providing students with any type of assistance that may affect how a student responds  Includes both verbal cues and nonverbal cues to the correct answer  Test Administrators (TA) should limit interactions with students to the student directions included in the Assessor Booklets and to identified accessibility supports Student Coaching 18

 Assessment opportunities 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 Potential Consequences of Impropriety 19

 Ensure that students take the correct version of the assessment and data is are entered with the correct SSID  Securely store assessment materials at all times  Securely shred assessment materials, after the review window closes  Report test improprieties within 1 day of learning of them (the district investigation must be completed within 30 days) Test Administrators Must: 20

 Allow students access to non-allowable accessibility supports  Allow students to remove assessment materials from the assessment environment  Provide students with unscripted feedback during the assessment  Copy or retain any assessment materials, including secure assessment booklets Test Administrators May Not: 21

 Only authorized staff who have signed an Assurance of Assessment Security form may have access to the assessment environment or secure assessment materials  Test Administrators must limit interactions with students during testing to what is permitted by the Test Administration Manual or the Oregon Accessibility Manual  District Test Coordinators must report all test improprieties to ODE within 1 day of learning of them Summary 22

 Kindergarten Assessment Resource Webpage: http://www.ode.state.or.us/go/ka http://www.ode.state.or.us/go/ka  Test Administration Manual: http:www.ode.state.or.us/go/tam http:www.ode.state.or.us/go/tam  Oregon Accessibility Manual: http://www.ode.state.or.us/search/page/?=487 http://www.ode.state.or.us/search/page/?=487  Assessment Security Forms: http://www.ode.state.or.us/go/testsecurity http://www.ode.state.or.us/go/testsecurity Online Resources for Administration, Accessibility, and Security 23

Assessment Accessibility Supports Objectives  Identify and understand the purpose of Universal Tools, Designated Supports, Accommodations and Modifications  Understand how to administer accessibility supports appropriately 25 Oregon Kindergarten Assessment Fall 2015

 “Practices and procedures that, when used in an assessment, provide equitable access to all students”  Accessibility Supports do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment  Only supports approved by the Accessibility Panel are allowed during assessment  Accessibility supports must be identified and implemented during classroom instruction prior to the student’s participation in the state assessment Accessibility Supports 26 Oregon Kindergarten Assessment Fall 2015

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  Modifications: Practice or procedure that compromises the intent of the assessment 27

KA Accessibility Supports Diagram 28 Oregon Kindergarten Assessment Fall 2015

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 Note: See the Oregon Accessibility Manual, Appendix C for detailed information on this process. Five Step Process 29 Oregon Kindergarten Assessment Fall 2015

 Universal Tools and Designated Supports can be addressed in four sections of the IEP:  “Consideration of Special Factors”  “Present Levels of Academic and Functional Performance (PLAAFP)”  “Statewide Assessment”  “Supplementary Aids and Services”  Accommodations are to be documented on the “Statewide Assessment” section of the IEP (cf. http://www.ode.state.or.us/search/page/?id=487 )http://www.ode.state.or.us/search/page/?id=487 Documenting Accessibility Supports 30 Oregon Kindergarten Assessment Fall 2015

 Refer to the Oregon Accessibility Manual for accessibility supports implementation guidance  Refer to student’s Individualized Education Plan (IEP), 504 Plan, or cumulative file to determine which accessibility supports must be provided Test Administrators Must: 31

 Provide accessibility supports for the first time on the day of testing  Provide the same accessibility supports for every student in the class, grade, or program  Provide a Designated Support or Accommodation to a student that was not selected based on an assessment of individual student need  Read response choices aloud  Translate assessment items Remember, if you can’t find it in the Test Administration Manual (TAM) or the Oregon Accessibility Manual (OAM), don’t do it. Test Administrators May Not: 32 Oregon Kindergarten Assessment Fall 2015

 All accessibility support decisions are to be based on individual student need  Designated Supports are available to any student for whom the need has been indicated by an educator or team of educators  Accommodations must be documented on a student’s Individual Education Plan (IEP) or Section 504 Plan. Documenting Universal Tools and Designated Supports on these plans is recommended  Accessibility Supports used during state testing must be selected from the current Oregon Accessibility Manual  Administration of supports for one student must not interfere with the assessment conditions of another student Summary 33 Oregon Kindergarten Assessment Fall 2015

English Learners and the Kindergarten Assessment Objectives  Understand proper identification of English Learners  Understand proper identification of Spanish-speaking English learners  Understand that all officially identified Spanish- speaking English Learners must take the Spanish Letter Sounds assessment and be administered the bilingual version of Early Math 35 Oregon Kindergarten Assessment Fall 2015

Proper Identification  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 (Title III, §3302 (A-D))  Only English Learner students that have been officially identified with Spanish as their primary language should receive the Spanish Literacy segment (Spanish Letter Sounds) of the assessment and the bilingual version of the Early Math 36

Decision Matrix 37

Test Administrator Roles and Responsibilities Please be mindful of the Test Administrator’s (TA’s) roles and responsibilities. These need to be considered in addition to the following:  Proper administration of the Spanish portion (to only officially identified Spanish speaking English Learners) should be done by a fluent bilingual Spanish/English assessor  If the district lacks the resources to provide a bilingual Spanish/English assessor, please contact the Regional ESD Helpdesk staff for assistance 38 Oregon Kindergarten Assessment Fall 2015

Accessibility Supports Please be mindful of the approved Kindergarten Assessment accessibility supports which can be found in the 2015-16 Oregon Accessibility Manual For example:  Directions can be signed  Directions can be interpreted into student’s language of origin 39 Oregon Kindergarten Assessment Fall 2015

Summary  All entering Kindergarten students should have a completed Home Language Survey upon registration  English Learners should be identified within 30 days of enrollment at the beginning of the school year, or within 2 weeks of the student being enrolled after the first 30 days have passed  If the student is officially identified as an English Learner and the student’s primary language is identified as Spanish, the student is required to take the Early Spanish Literacy measure (Spanish Letter Sounds) in addition to the English Literacy, Early Math, and the Approaches to Learning Segments  The Early Spanish Literacy measure is not optional, it must be administered to all officially identified Spanish Speaking English Learners after they have been officially identified  Only officially identified Spanish Speaking English Learners are administered Early Spanish Literacy and the Early Math Spanish/English version. In addition, supplemental Spanish instructions are available for the two English literacy measures if the Spanish speaking English Learner chooses to hear the directions in Spanish. 40 Oregon Kindergarten Assessment Fall 2015

Administering Early Literacy Prior to starting this test, the assessor must know whether or not the student is an officially-identified Spanish speaking English learner:  Option 1: If the student is an English Learner whose home language is Spanish, a district trained and endorsed bilingual assessor must administer all portions of this assessment a.For English Literacy measures the Spanish-speaking English Learner can choose instructions in either English or Spanish but will be asked to verbalize responses in English b.Only Spanish speaking English Learners are administered the Spanish Literacy measure c.For Early Mathematics, the English Learner can choose instructions in either English or Spanish, and can choose to verbalize responses in either language (or point without verbalizing)  Option 2: If the student is not an English Learner or is an English Learner whose home language is not Spanish, the student only receives instructions in English, does not complete the Spanish literacy measure, and will be administered the Early Mathematics instructions and items in English only 42

Administering Early Literacy Objectives  Learn the procedures for administration of  English Letter Names  English Letter Sounds  Spanish Letter Sounds  Early Literacy Field Test Measures 43 Oregon Kindergarten Assessment Fall 2015

Early Literacy: English Letter Names  A direct fluency assessment that measures students' ability to name the letters of the English alphabet, in both lower case and capitalized forms  All students participate  Students are shown letters in a chart  Students have 60 seconds to name as many letters as they can  TAs can plan on 1.5- 3 minutes administration time  Supplemental Spanish instructions are available only for officially identified Spanish-Speaking English Learners if the student chooses to hear the directions in Spanish 44

Preparation Before you begin: 1.Locate student information 2.Identify Spanish-speaking English Learners and make preparations for a bilingual TA to administer the assessment for those students 3.Review the IEP or 504 plan, and the Oregon Accessibility Manual for allowed universal tools, designated supports, and accommodations 4.Establish rapport with the student (recommended) 45

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 quie t location 46

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 “English Letter Names" chart  Read the directions to the student  Start the stopwatch when the student says the first letter name 47 Oregon Kindergarten Assessment Fall 2015

Example of TA Settings 48 Figure 1 Figure 2

Sample Student Chart (Operational item) 49 Sample (Not the actual chart in the 2015-2016 kindergarten assessment) Oregon Kindergarten Assessment Fall 2015

Sample Student Chart (Field Test Items) 50 40 English Letter Names Grid (found on page 2 of the student booklet) English Letter Names Field Test A 100 English Letter Names Grid (found on page 2 of the student booklet) English Letter Names Field Test C Samples (Not the actual charts in the 2015-2016 kindergarten assessment) Oregon Kindergarten Assessment Fall 2015

51 Directions in Assessor Booklet (A2)  Start the stopwatch when the student says the first letter name Oregon Kindergarten Assessment Fall 2015

Directions in Assessor Booklet (A2), continued 52  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 “Stop”  Record the number correct and number attempted

English Letter Names: 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). Once all measures for the test session have been completed: Record on 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 53 Oregon Kindergarten Assessment Fall 2015

Scoring Continued 54 SECURE

Additional Considerations If a student:  provides the letter sound instead of the letter name, say (allowed one time): “Say the name of each letter”  provides the letter name in a language other than English, say (allowed one time): “Say the name of each letter in English”  loses his/her place and skips a line, redirect the student to the correct row  clearly loses his/her place, point to the next letter  is non-responsive on a letter longer than 3 seconds, say: “Ok, do you know this one?” and point to the next letter 55 Oregon Kindergarten Assessment Fall 2015

Early Literacy: English Letter Sounds 56  A direct fluency assessment that measures students' ability to produce common sounds associated with letters of the English alphabet and common digraphs  All students participate  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 Spanish instructions are available only for officially identified Spanish-Speaking English Learners if the student chooses to hear the directions in Spanish Oregon Kindergarten Assessment Fall 2015

Preparation Before you begin: 1.Locate student information 2.Officially identify Spanish-speaking English Learners and make preparations for a bilingual TA to administer the assessment for those students 3.Review the IEP or 504 plan, and the Oregon Accessibility Manual for allowed universal tools, designated supports, and accommodations 4.Establish rapport with the student (recommended) 57

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 58

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 “English Letter Sounds” chart  Read the directions to the student  Start the stopwatch when the student says the first letter sound 59

Sample Student Chart 61 Sample (Not the actual chart in the 2015- 2016 kindergarten assessment) Oregon Kindergarten Assessment Fall 2015

Sample Student Chart (Field Test Items) 62 40 English Sounds Names Grid (found on page 3 of the Student Booklet) English Letter Sounds Field Test B 100 English Sounds Names Grid (found on page 3 of the Student Booklet) English Letter Sounds Field Test D Sample (Not the actual charts in the 2015-2016 kindergarten assessment)

Directions in Assessor Booklet (A2) 63  Start the stopwatch when the student says the first letter sound Oregon Kindergarten Assessment Fall 2015

Directions in Assessor Booklet (A2), continued 64  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 “Stop”  Record the number correct and number attempted

English 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 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). 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 65

Scoring Continued 66 SECURE Oregon Kindergarten Assessment Fall 2015

Additional Considerations If a student: Provides the letter name instead of the letter sound, say (allowed one time): “Say the sound of each letter” Appears provides the letter sound in a language other than English, say (allowed one time): “Say the sound of each letter in English” Loses his/her place and skips a line, redirect the student to the correct row Clearly loses his/her place, point to the next letter Is non-responsive on a letter longer than 3 seconds, say: “Ok, do you know this one?” and point to the next letter 67 Oregon Kindergarten Assessment Fall 2015

Early Literacy: Spanish Letter Sounds 68  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 Oregon Kindergarten Assessment Fall 2015

Preparation Before you begin: 1.Locate student information 2.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 3.Review the IEP or 504 plan, and the Oregon Accessibility Manual for allowed universal tools, designated supports, and accommodations 4.Establish rapport with the student (recommended) 69

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 quie t location 70

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 71 Oregon Kindergarten Assessment Fall 2015

Sample Student Chart 73 Sample (Not the actual chart in the 2015-2016 kindergarten assessment) Oregon Kindergarten Assessment Fall 2015

Directions in Assessor Booklet (A2) 74  Start the stopwatch when the student says the first letter sound Oregon Kindergarten Assessment Fall 2015

Directions in Assessor Booklet (A2), continued 75  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

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 76 Oregon Kindergarten Assessment Fall 2015

Scoring Continued 77 SECURE 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. 78

Data Submission  For the Fall 2015 collection, districts will submit each student’s number correct and the number attempted score for English Letter Names, English Letter Sounds, and Spanish Letter Sounds.  There are two additional fields in the Early Literacy collection: Form ID - All schools will enter a Form ID (located on the cover of the student booklet). Score - Schools selected for a field test item will enter a score in addition to the Form ID. To make the data entry process easier for districts, ODE is offering Kindergarten Assessment Data Collection Trainings in August and September 2015. Consult the ODE KA Resource Page for the training dates and times. 79 Oregon Kindergarten Assessment Fall 2015

Administering Early Math Objectives  Learn the procedures for administration of the Early Math Segment. 81 Oregon Kindergarten Assessment Fall 2015

Early Mathematics  Measures students' ability to understand numbers, number systems, patterns, relationships among numbers, and meanings of operations  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 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 82 Oregon Kindergarten Assessment Fall 2015

Preparation Before you begin: 1.Locate student information 2.Officially identify all Spanish-speaking English Learners and make preparations for a bilingual TA to administer the assessment to those students 3.Review the IEP or 504 plan, and the Oregon Accessibility Manual for allowed universal tools, designated supports, and accommodations 4.Establish rapport with the student (recommended) 83 Oregon Kindergarten Assessment Fall 2015

Materials Assessors need:  Clipboard  Pencil  Non-secure assessor booklet (A2)  Secure student booklet  Secure Assessor Score Sheet  A quie t location 84

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  Pages in the student booklet have to be turned, the assessor should be close enough to turn the pages if needed  Place the Student Booklet in front of the student  Open to sample item #1 86 Oregon Kindergarten Assessment Fall 2015

Sample Item #1 in Assessor Score Sheet 87 Oregon Kindergarten Assessment Fall 2015

Sample Item #1 in Student Booklet English OnlySpanish/English (Bilingual) 88

 Circle the student’s selected answer on Assessor Score Sheet  For each item, the three possible answers fall under columns A, B, C  New in 2015: verbal or pointed responses are accepted in the Early Math segment. If the student: Verbalizes their answer and doesn’t point, the verbalized answer is accepted. Points to an answer and doesn’t verbalize, the pointed answer is accepted. Verbalizes an answer and points to a different answer, prompt the student one time to point to their final answer, the pointed answer is accepted Verbalizes in either English or Spanish, or both intermittently, the bilingual answers are accepted (officially identified Spanish Speaking ELs only) Appears to verbalize an answer in a language other than English, prompt the student to point to their final answer.  If the student still does not know the answer or does want to select an answer, then select NA (no answer) and go to the next item Recording Student Answers 89

Early Math Responses: Verbalized or Pointed To Remember, new for 2015-16, students are allowed to verbalize responses if they choose to do so instead of pointing. If there is ever a confusion (such as student says one response but points to another), ask the student to point to his or her final answer. That pointed response is what should be recorded on the Assessor Score Sheet. 90 Oregon Kindergarten Assessment Fall 2015

91 Sample Item #2 in Student Booklet English OnlySpanish/English (Bilingual)

92 Sample Item #2 in Assessor Score Sheet Oregon Kindergarten Assessment Fall 2015

 Circle the student’s selected answer on the Assessor Score Sheet  For each item, the three possible answers fall under columns A, B, C  New in 2015: verbal or pointed responses are accepted in the Early Math segment. If the student: Verbalizes their answer and doesn’t point, the verbalized answer is accepted. Points to an answer and doesn’t verbalize, the pointed answer is accepted. Verbalizes an answer and points to a different answer, prompt the student one time to point to their final answer, the pointed answer is accepted Verbalizes in either English or Spanish, or both intermittently, the bilingual answers are accepted (Officially identified Spanish speaking ELs only). Appears to verbalize an answer in a language other than English, prompt the student to point to their final answer.  If the student still does not know the answer or does want to select an answer, then select NA (no answer) and go to the next item Recording Student Answers 93

Early Math Responses: Verbalized or Pointed To Again, new for 2015-16, students are allowed to verbalize responses if they choose to do so instead of pointing. Remember, if there is ever a confusion (such as student says one response but points to another), ask the student to point to his or her final answer. That pointed response is what should be recorded on the Assessor Score Sheet. 94 Oregon Kindergarten Assessment Fall 2015

Recording Student Answers, Continued 95 What Student will see in “S” Booklet What Assessor will see on the Assessor Score Sheet

Providing Encouragement “Good effort” “Keep trying” “Next” “Do your best” “Thank you” “Buen esfuerzo” “Sigue intentando” “La siguiente” “Haz lo mejor que puedas” “Gracias”  Avoid providing visual or auditory clues about the correctness of response during the assessment  It is allowable to say these encouraging words: 96 Oregon Kindergarten Assessment Fall 2015

Additional Considerations  The Early Math assessment items are in order of difficulty  It is important to persist through the assessment to get a true picture of what the student knows  If the student does not provide an answer, remind the student to do their best 97 Oregon Kindergarten Assessment Fall 2015

Data Submission  For the Fall 2015 collection, districts will submit raw data (A, B, C, or NA) for each of the 16 items through ODE’s Consolidated Collections 98 Oregon Kindergarten Assessment Fall 2015

Oregon Kindergarten Assessment Test Administrator Training Assessment Administration Assessment Security Assessment Accessibility Supports English Learners and the Kindergarten Assessment Administering Early Literacy English Letter Names English Letter Sounds Spanish Letter Sounds Administering Early Math Number Relationships and Operations Number Concepts and Quantities Patterns Administering Approaches to Learning The Child Behavior Rating Scale 99

Administering Approaches to Learning Objectives  Understand the purpose of the assessment  Learn procedures for administration 100 Oregon Kindergarten Assessment Fall 2015

Assessment Security  Approaches to Learning (Booklet A-1) is a secure booklet that contains confidential student information  Keep the assessment materials in a secure, locked location 101 Oregon Kindergarten Assessment Fall 2015

 Conducted through teacher observation of children’s behavior with other adults and children in a classroom setting  Includes items that measure  Self-Regulation  Interpersonal skills  Based on the Child Behavior Rating Scale which has been  Demonstrated to be strongly predictive of reading and math achievement in elementary grades  Validated in a wide range of cultural contexts Approaches to Learning 102

Approaches to Learning: Preparation Approaches to Learning must be completed by the student’s classroom teacher Teachers need:  A writing utensil  The assessor booklet for Approaches to Learning (A1) 103

Approaches to Learning  15 Items  Teacher responds to each item by circling numbers on a 1- 5 scale, based on observation of individual students during regular classroom routines and activities  The 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 104 Oregon Kindergarten Assessment Fall 2015

Read the Item 105 NeverRarelySometimesFrequently /usually Always 1. Follows directions12345 Sample Circle a Response NeverRarelySometimesFrequently /usually Always 1. Follows directions12345 Sample Recording Teacher Response Oregon Kindergarten Assessment Fall 2015

Additional Considerations  The scale is not a direct assessment, it can be completed outside of classroom time  It is highly recommended to complete the scale in the last three weeks of the six week assessment window  Circle one value per item  Complete all 15 items for each student in the order they appear in the assessor’s booklet 106

Data Submission  For the Fall 2015 collection, districts will submit raw scores for all 15 items through ODE’s Consolidated Collections 107 Oregon Kindergarten Assessment Fall 2015

 Kindergarten Assessment Resource Webpage: http://www.ode.state.or.us/go/ka http://www.ode.state.or.us/go/ka  Test Administration Manual: http:www.ode.state.or.us/go/tam http:www.ode.state.or.us/go/tam  Oregon Accessibility Manual: http://www.ode.state.or.us/search/page/?=487 http://www.ode.state.or.us/search/page/?=487 Online Resources for the Oregon Kindergarten Assessment 108 Oregon Kindergarten Assessment Fall 2015

Questions? 109 Oregon Kindergarten Assessment Oregon Kindergarten Assessment Fall 2015

2015 Oregon Kindergarten Assessment Test Administrator Training Required for District Test Coordinators (DTCs), School Test Coordinators (STCs), and Test.

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2015 Oregon Kindergarten Assessment Test Administrator Training Required for District Test Coordinators (DTCs), School Test Coordinators (STCs), and Test.

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Presentation on theme: "2015 Oregon Kindergarten Assessment Test Administrator Training Required for District Test Coordinators (DTCs), School Test Coordinators (STCs), and Test."— Presentation transcript:

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