Florida Kindergarten Readiness Screener (FLKRS) 2010 Train-the-Teacher

1. Florida Kindergarten Readiness Screener (FLKRS)2010Train-the-Teacher

2. FLKRS/ECHOS™ Train-the-Teacher Agenda Welcome Overview of FLKRS/ECHOS™ Reviewing the FLKRS/ECHOS™ Forms & Ratings Reviewing the FLKRS/ECHOS™ Domains/Benchmarks Using the FLKRS/ECHOS™ Screening Results Completing the FLKRS Forms Wrap Up

3. FLKRS/ECHOS™ OverviewAdministration Requirements ECHOS™ should be completed by a certified teacher, trained in its administration Kindergarten teachers may NOT administer the ECHOS™ to students they taught in VPK

4. FLKRS/ECHOS™ OverviewAdministration Accommodations For students with disabilities and English Language Learners (ELLs), a flexible setting that is quieter than the regular classroom should be considered.

5. FLKRS/ECHOS™ OverviewPlanning for the Administration ECHOS™ is designed to be an embedded assessment or an assessment that is a natural part of the ongoing activity in the classroom.

6. FLKRS/ECHOS™ OverviewFrequency of Demonstration “The behaviors and skills prescribed in each benchmark need to be observed only oncefor the appropriate indicator and rating to be entered.” – FLKRS Administration Manual (page 10)

7. FLKRS/ECHOS™ OverviewUnderstanding the Code -Domains/Benchmarks The “1” of the code (1-A-1) refers to the Language & LiteracyDomain. The “A” refers to the Subdomain, Concepts of Print. The second “1” refers to the Benchmark, Knows how to use a book.

8. FLKRS/ECHOS™ OverviewUnderstanding the Code - Indicators These are the progress Indicators for the respective ECHOS™ Benchmarks.

9. FLKRS/ECHOS™ OverviewUnderstanding the Code - Ratings One of four ratings (performance levels) is identified for each FLKRS/ECHOS Benchmark No Opportunity to Observe Not Yet Demonstrating Emerging/Progressing Demonstrating

10. FLKRS/ECHOS™ OverviewPlanning forObservations Remember the behaviors and skills you want to observe Observe the behaviors in context Incidental observations Planned observations

11. FLKRS/ECHOS™ OverviewPlanning forObservations Get organized to record your observations Matrix (FLKRS Class Record Form) Note cards Sticky notes/Mailing labels

12. FLKRS/ECHOS™ OverviewIndicators Demonstrated Teachers do not need to make a subjective determination about the frequency or extent to which the Indicator was demonstrated. This is simply a Yes/No evaluation.

13. FLKRS/ECHOS™ OverviewRecording Observations Teachers should first record their observations, filling in only the Indicator Demonstrated column.

14. FLKRS/ECHOS™ OverviewRecording Observations Only after all observations have been made, will the teacher fill in the Rating.

15. FLKRS/ECHOS™ OverviewECHOS™ Scoring Accommodations If a Potentially Limiting Physical Condition student is bubbled on the student demographic page 0f the FLKRS 2010 Student Response Folder, the teacher may not be able to observe the Domains/Benchmarks noted. Ortho Impairment: Items 16, 18, and 19 Deaf/Hard of Hearing: Item 18 Visual Impairment: Item 19 Dual-Sensory Impairment: Items 18 and 19

16. FLKRS/ECHOS™ OverviewECHOS™ Scoring Considerations If fewer than 14 domains/benchmarks are observed for any reason or combination of reasons, the overall ECHOS status is Not Scorable (NS).

17. FLKRS/ECHOS™ OverviewECHOS™ Scoring Considerations If all 19 benchmarks are observed and recorded correctly by the teacher, then no more than five may be rated as Not Yet Demonstrating for the student’s overall rating to be at least Emerging/Progressing.

18. Reviewing the FLKRS/ECHOS™ Forms & Ratings

19. Class Record Form

20. FLKRS 2010Student Response Teacher Record

21. FLKRS2010Student Response Folder

22. FLKRS2010Student Response Folder Reminders • DO NOT create your own Pre-ID labels! • Only scannable Student Response Folders from the current (2010) administration can be scored. • Fill out the folder using #2 pencil only. • Do not use correction fluid, paper clips, tape, or rubber bands with the Student Response Folders.

23. Understanding the RatingsNo Opportunity to Observe Any Indicator This should ONLY be bubbled if the teacher was not able to observe ANY of the three indicators associated with a domain/benchmark within the first 3o days of school.

24. Understanding the RatingsNot Yet Demonstrating When the teacher has provided opportunities for the student to demonstrate a benchmark, and NONE (“0”) of the indicators are observed, grid the bubble under Not Yet Demonstrating.

25. Understanding the RatingsEmerging/Progressing and Demonstrating For the Emerging/Progressing and Demonstrating ratings, the number and/or combination of indicators observed will determine the appropriate rating.

26. Understanding the RatingsWhen either indicator is required This type of indicator uses the word “OR” In these cases, the performance rating reflects that the student can demonstrate at least one of multiple indicators.

27. Understanding the RatingsWhen two indicators are required This type of indicator uses the word “AND” In these cases, the performance rating reflects that the student must demonstrate MORE THAN ONE indicator to receive the rating. This type of rating occurs on items 1, 10, and 15.

28. Understanding the Ratings Grid the Highest Rating If multiple indicators are observed and more than one rating applies, grid the highest rating.

29. Reviewing the FLKRS/ECHOS™ Domains/Benchmarks

30. FLKRS/ECHOS™ Domains/Benchmarks The following slides provide an overview of the 19 ECHOS™ Domain/Benchmark items. We will clarify any Benchmark (Indicator) items that may be confusing. There are suggested classroom activities for each item on pages 28-31 of the FLKRS Administration Manual.

31. FLKRS/ECHOS™ Domains/BenchmarksItem 1: Concepts of Print Knows how to use a book Shows curiosity about all aspects of print Identifies front and back of book and where story begins Recognizes that the purpose of print is to tell the story Rating Emerging/Progressing  A or B or C Demonstrating B and C 31

32. FLKRS/ECHOS™ Domains/BenchmarksItem 2: Oral Language and Vocabulary Shares information about events that happen outside of school. Shares events with class Describes an event in one or two simple sentences Elaborates on an event in great detail Rating Emerging/Progressing  A or B Demonstrating  C 32

33. FLKRS/ECHOS™ Domains/Benchmarks Item 3: Comprehension Retells a story or part of a story that has been read to the class. Listens attentively when the teacher reads books in class Retells one part of the story accurately Retells whole story or event experienced in class Rating Emerging/Progressing  A or B Demonstrating  C 33

34. FLKRS/ECHOS™ Domains/BenchmarksItem 4: Comprehension Demonstrates understanding of story elements. Answers literal questions about story elements including character, setting, and plot Makes predictions based on illustrations or portions of stories Answers questions (e.g., inferential, cause and effect) about stories read by teacher Rating Emerging/Progressing  A Demonstrating  B or C 34

35. FLKRS/ECHOS™ Domains/Benchmarks Item 5: Writing Demonstrates awareness of distinction between “kids writing” and conventional writing. • Rereads own scribble writing • Recognizes difference between scribbling/drawing pictures and conventional writing • Uses phonetic spellings mixed with conventional spellings when writing Rating Emerging/Progressing  A Demonstrating  B or C

36. FLKRS/ECHOS™ Domains/BenchmarksItem 6: Number Sense and Operations • Counts objects in a collection by creating one-to-one correspondence between each number word and each object. • Counts five objects and associates last counting word with “how many” • Provides correct number of objects (up to 10) upon request • Creates a collection of one to 20 items by counting them out • Rating • Emerging/Progressing  A • Demonstrating  B or C 36

37. FLKRS/ECHOS™ Domains/BenchmarksItem 7: Geometry Identifies two-dimensional shapes and their uses. Recognizes and names circle, square, triangle, rectangle, in size or orientation Identifies, builds, and draws various types of triangles and rectangles Describes two-dimensional shapes (e.g., by identifying and counting sides) Rating Emerging/Progressing  A Demonstrating  B or C 37

38. FLKRS/ECHOS™ Domains/Benchmarks Item 8: Algebraic Thinking Recognizes, creates, and analyzes patterns. • Recognizes and creates repeating pattern (e.g., red, blue, red, blue) • Copies patterns with blocks, cubes, colors, and shapes • Recognizes and iterates the unit or core of a pattern Rating Emerging/Progressing  A or B Demonstrating  C

39. FLKRS/ECHOS™ Domains/Benchmarks Item 9: Data Analysis Analyzes data by classifying, organizing, representing, and using information to ask and answer questions. • Sorts objects and counts number in each group • Creates a chart of play choices of classmates • Answers simple questions by reading a chart or graph Rating Emerging/Progressing  A or B Demonstrating  C

40. FLKRS/ECHOS™ Domains/BenchmarksItem 10: Responsible Decision Making Uses classroom materials purposefully, safely, and respectfully. Takes care of personal property Asks permission to use someone else’s property Uses and stores classroom equipment and supplies Rating Emerging/Progressing  A or B or C Demonstrating B and C 40

41. FLKRS/ECHOS™ Domains/BenchmarksItem 11: Social Problem Solving Talks to, and plays cooperatively with, other students. Joins play or activity when invited by adults or peers Asks student to join in activity; engages in extended conversation about an event with teacher or peers Takes turns and shares; plans roles before entering dramatic play Rating Emerging/Progressing  A or B Demonstrating  C 41

42. FLKRS/ECHOS™ Domains/BenchmarksItem 12: Approaches to Learning Shows eagerness and curiosity about new topics and ideas. Observes and comments on new topics and ideas Asks questions (e.g., “How can the caterpillar live in the cocoon with no food or water?”) Willingly discusses a new idea with teacher or another student Rating Emerging/Progressing  A or B Demonstrating  C 42

43. FLKRS/ECHOS™ Domains/Benchmarks Item 13: Scientific Inquiry Uses the techniques of scientific inquiry, problem solving, questioning, and reasoning. • Asks questions about objects and events • Observes an object (e.g., flower, rock) and names its properties • Conducts experiments and explorations during active play Rating Emerging/Progressing  A or B Demonstrating  C

44. FLKRS/ECHOS™ Domains/Benchmarks Item 14: Production, Distribution and Consumption Explores the kinds of work that people do and how that work benefits family and community. • Identifies different jobs that people (community helpers) do • Role plays different jobs with costumes/hats • Draws picture of, or writes about, people who provide services Rating Emerging/Progressing  A or B Demonstrating  C

45. FLKRS/ECHOS™ Domains/BenchmarksItem 15: Civic Ideals and Participation Identifies the need for rules and authority figures and the consequences of breaking the rules. Identifies classroom rules Takes turns and shares responsibility for classroom chores Discusses how school rules and consequences are for the safety of all students Rating Emerging/Progressing  A or B or C Demonstrating B and C 45

46. FLKRS/ECHOS™ Domains/BenchmarksItem 16: Fitness Engages voluntarily in large-muscle activity. Runs while on playground Plays on climber for long periods with repetition of motor movements Incorporates jumping, skipping, and throwing in play Rating Emerging/Progressing  A or B Demonstrating  C 46

47. FLKRS/ECHOS™ Domains/Benchmarks Item 17: Fine Motor Skills Demonstrates increasing ability to use hands and fingers to perform tasks. Uses some computer keys accurately Uses scissors to cut paper unassisted Uses tools such as a stapler, tape, scissors, or markers Rating Emerging/Progressing  A Demonstrating  B or C 47

48. FLKRS/ECHOS™ Domains/BenchmarksItem 18: Dance Creates movements that correspond to different types of music. Claps or marches to beat of music Moves body to indicate different musical beats, tempos, and dynamics (e.g., loudness and softness) Responds through purposeful movement (e.g., swaying, skipping, dramatic play) to different types of music Rating Emerging/Progressing  A or B Demonstrating  C 48

49. FLKRS/ECHOS™ Domains/Benchmarks Item 19: Visual Arts Applies media, techniques, and processes to create original art. • Mixes colors and media in creations • Selects purposefully different techniques for different projects • Plans and creates original art with varying media, processes, and techniques Rating Emerging/Progressing  A Demonstrating  B or C

50. Using the FLKRS/ECHOS™ Screening Results