2015 Oregon Kindergarten Assessment Test Administrator Training

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

2. Which skills are assessed onOregon’s Kindergarten Assessment? *Officially Identified Spanish Speaking English Learners (ELs) only

3. Why are these skills assessed onOregon’s Kindergarten Assessment? high school graduation 3rd grade literacy 3rd and 5th grade reading and math skills college retention college GPA college graduation job performance

4. What is and what isn’tOregon’s Kindergarten Assessment? What it IS 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 • 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

5. 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

6. 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 Oregon Kindergarten Assessment Fall 2015

7. 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 Oregon Kindergarten Assessment Fall 2015

8. 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 Oregon Kindergarten Assessment Fall 2015

9. 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.

10. Test Administrator Roles and Responsibilities Before assessing: • Review Test Administration Manual (TAM) and Assessor Booklet (A2) • Review student information including Individualized Education Plans (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

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

12. 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 Accessibility Supports listed in the Oregon Accessibility Manual (OAM) • Read verbatim the student directions provided in the A2 Assessor Booklet (non-secure)

13. Test Administrators May Not: • Allow untrainedaides, 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

14. Summary • 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 (DTC) • If all else fails, assume the answer is “no”

15. 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 Oregon Kindergarten Assessment Fall 2015

16. Assessment Security • 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

17. Secure Assessment Environment • 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

18. Student Coaching • 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

19. Potential Consequences of 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

20. Test Administrators Must: • Ensure that students take the correct version of the assessment and data 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)

21. Test Administrators May Not: • 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

22. Summary • 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

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

24. 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 Oregon Kindergarten Assessment Fall 2015

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

26. Accessibility Supports • “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 and found in the Oregon Accessibility Manual are allowed during assessment • Accessibility supports must be identified and implemented during classroom instruction prior to the student’s participation in the state assessment Oregon Kindergarten Assessment Fall 2015

27. 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

28. KA Accessibility Supports Diagram Oregon Kindergarten Assessment Fall 2015

29. Five Step Process • Expect participation in statewide assessments for all students • Learn accessibility supports • Select accessibility supports • Administer accessibility supports • Evaluate and improve use of supports Note: See the Oregon Accessibility Manual, Appendix C for detailed information on this process. Oregon Kindergarten Assessment Fall 2015

30. Documenting Accessibility Supports • Options available to the IEP team for documenting any/all Universal Tools and/or Designated Supports on the IEP are: • “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 ) Oregon Kindergarten Assessment Fall 2015

31. Test Administrators 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 to determine which accessibility supports must be provided

32. Test Administrators May Not: • 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 Remember, if you can’t find it in the Test Administration Manual (TAM) or the Oregon Accessibility Manual (OAM), don’tdo it. Oregon Kindergarten Assessment Fall 2015

33. Summary • All accessibility support decisions are to bebased 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 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 notinterfere with the assessment conditions of another student Oregon Kindergarten Assessment Fall 2015

34. 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 Oregon Kindergarten Assessment Fall 2015

35. 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 Oregon Kindergarten Assessment Fall 2015

36. 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 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 should receive the Spanish Literacy segment (Spanish Letter Sounds) of the assessment and the bilingual version of the Early Math

37. Decision Matrix

38. 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/Englishassessor • If the district lacks the resources to provide a bilingual Spanish/English assessor, please contact the Regional ESD Helpdesk staff for assistance Oregon Kindergarten Assessment Fall 2015

39. 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 Oregon Kindergarten Assessment Fall 2015

40. Summary • All entering Kindergarten students should have a completedHome 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 mustbe 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. Oregon Kindergarten Assessment Fall 2015

41. 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 Oregon Kindergarten Assessment Fall 2015

42. 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 • 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 • Only Spanish speaking English Learners are administered the Spanish Literacy measure • 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

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

44. 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

45. Preparation Before you begin: • Locate student information • Identify Spanish-speaking English Learners and make preparations for a bilingual TA to administer the assessment for those students • 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)

46. 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

47. 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 Oregon Kindergarten Assessment Fall 2015

48. Example of TA Settings Figure 1 Figure 2

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

50. Sample Student Chart (Field Test Items) English Letter Names Field Test A 100 English Letter Names Grid (found on page 2 of the student booklet) 40 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