PULASKI COUNTY SPECIAL SCHOOL DISTRICT

1. PULASKI COUNTY SPECIAL SCHOOL DISTRICT SCHOOL TEST COORDINATORS’ TRAINING – QUALLS August 30, 2013

2. GOALS • To discuss the rules that govern testing • To discuss test administration guidelines • To discuss the uses of the Qualls • To discuss how to prepare the materials for return • To discuss the interpretation of the results

3. ACTAAP RULES • 7.08.1 Any student who exhibits a substantial deficiency in reading, based upon statewide assessments conducted in grades kindergarten through two (K-2), or through teacher observations, shall be provided intensive reading instruction utilizing a scientifically-based reading program. The intensive instruction shall systematically, explicitly, and coherently provide instruction in the five essential elements of reading as defined in Section 3.23. The student shall continue to be provided with intensive reading instruction until the reading deficiency is corrected.

4. ACTAAP RULES • 7.08.3 All kindergarten students exhibiting substantial difficulties in reading will be evaluated by school personnel for the purpose of diagnosing specific reading difficulties. This evaluation will occur within 30 days of receiving the USR results.

5. ACTAAP RULES • 7.08.6 School personnel shall develop an Intensive Reading Improvement plan (IRI) that describes the intervention program for any student identified with substantial reading difficulty. The IRI shall be developed cooperatively by appropriate teachers and/or other school personnel knowledgeable about the student’s performance or responsible for remediation.

6. QELI • QELI is an assessment tool used to identify student development in areas related to school learning. • Meets the “Uniform Readiness Screening requirements • Results must be used to determine intervention for students.

7. QELI • Screen all children entering kindergarten. • Screen any first grade students attending a public school for the first time. • Include special education and LEP students.

8. IMPORTANT DATES • August 29 – STC attends training and pick up test materials • By September 5 – Conduct training for test administrators • September 9 – 13 – Teachers observe students and complete inventories. • September 17 – Schools return completed inventories.

9. SCHOOL TEST COORDINATOR • Inventory the QELI materials – notify DTC if additional materials are needed. • Train the test administrators • Provide a schedule to each test administrator • Provide instructions on how to complete and return folders

10. DEMOGRAPHIC INFORMATION • Complete and grid the information on the demographic

11. DEMOGRAPHIC INFORMATION • Ethnicity • Mark One • Race • Mark all that apply

12. STATE REPORTING ID NUMBER • All students must have a State ID number. • Write one number in each box. • Fill in corresponding number circle above the box.

13. STATE REPORTING ID NUMBER • Troubleshooting ID numbers • Check for pre-registration flag in eSchool if registered last spring • ID number beginning with “T” mean fields in eSchool are missing • Check the record and correct ASAP • Enter the student information into eSchool to request the ID number • Administer the QELI as scheduled • Add ID number before returning the inventory • Contact L. Green for assistance

14. BUILDING ID SHEET • Complete the information box. • Complete the building name box. • Print the school’s name in the row of boxes at the bottom of the grid. • Abbreviate if necessary • One letter per box • Fill in the corresponding letter of number circle above each box. Fill in the circles above the blank boxes.

15. BUILDING ID SHEET • Building Code is NOT optional. • The school LEA # must be written and gridded • The number is left justified. • Fill in the corresponding number circle above each box.

16. CLASS ID SHEET • Complete the information box • Use September 9, 2013 as the test date • Spell out Pulaski County Special

17. CLASS ID SHEET • Print the class name in the row of boxes • One letter per box • Fill in blank circles

18. CLASS ID SHEET • Enter the grade • Leave the form section blank • Enter the document count. Use all four boxes. • Place on top of the completed inventories

19. PACKING • Paper band inventories by class with the demographic page face up. • Class ID sheet is placed on top of the bundle • Label the band with the school name, teacher name, grade, and total number of inventories in bundle. • Number the bundle. X of 4.

20. The assessment QUALLS EARLY LEARNING INVENTORY

21. OVERVIEW • The Qualls Early Learning Inventory (QELI) is an assessment tool for use in the primary grades (Pre-K, K and 1st) to identify characteristics of student development. The Inventory assesses developing behaviors and should be used to inform classroom instruction as well as identify students in need of intervention or additional evaluation.

22. OVERVIEW • The QELI assesses six behavioral characteristics related to school learning: • General Knowledge – the extent to which the student possesses general information and facts expected of children at this age • Oral Communication – how well a student communicates ideas, describes what has been seen or heard, or asks about things

23. OVERVIEW • Written Language – the extent to which the student recognizes and writes letters or simple words • Math Concepts – how well a student understands and uses beginning mathematical ideas and processes • Work Habits – the extent of a student’s persistence, resourcefulness and independence in completing tasks • Attentive Behavior – the student’s ability to sustain focus on classroom activities

24. Appropriate Use of QELI • To describe the developmental level of a child in behavioral dimensions related to school learning • To provide information for planning instructional programs for individuals or student groups • To provide a baseline for monitoring improvement throughout the year • To help identify those students who might be at risk due • to delayed development • To enhance communication between Pre-K programs, • Kindergarten teachers and staff • To report both initial status and progress to parents

25. Inappropriate Uses of QELI • To select students for Kindergarten • Low scores are not necessarily an indication of a disability or deficiency • Remember: The Inventory documents learned behaviors and calls attention to skills that can be developed with proper instructional intervention • To retain students • To place students in special education • To evaluate a preschool program

26. Who Should Be Included • Suitable for all children • Can be used regardless of language background • Appropriate for students with special needs

27. The Inventory • Teacher’s Directions and Interpretive Guide • One for each teacher • Generally completed by the classroom teacher • Approximately 10 minutes per child • Based on multiple, recent observations of the child in a typical school setting • Complete one folder for each child

28. PRIOR TO COMPLETING INVENTORY • Develop a plan to ensure uniformity in the use of behavioral terms and interpretations • Teacher to teacher uniformity is essential to obtaining meaningful group scores • Uniformity for a single teacher over time • Uniformity from student to student • Local to national uniformity is important with respect to using terms the same way that they were used in the standardization of the inventory

29. PRIOR TO COMPLETING INVENTORY • Consensus with other teachers on meanings of terms • Rarely – The skill is observed once in a while. Skill must have been observed at least one time. • Sometimes – The skill has been observed but not observed consistently or on a regular basis. • Often – The skill has consistently been demonstrated.

30. PRIOR TO COMPLETING THE INVENTORY • Read the entire inventory • Pay attention to the wording of statements to accurately document students’ readiness skills • Focus on how frequently you observe a behavior. • Use the same standard for all students

31. Decide What is Appropriate • For some behaviors, it is more important to consider your most recent observations • Knowing personal information • Identify and name common colors • In these examples, a child’s most recent attempts are more relevant than total attempts since the beginning of the school year.

32. Decide What is Appropriate •However, some behaviors should be considered based on multiple observations over time … • Answer a direct questions • Certain questions also require thought about how appropriate a child’s response is, not just the frequency • In this example, if the child often uses a complete sentence, but the sentence is rarely relevant to the overall conversation, then “Rarely” describes the behavior more accurately than does “Often”

33. Completing the Inventory • Complete all items • Include as many ratings as possible • The intent of the Inventory is to obtain ratings of behaviors as they naturally occur in the classroom. • The same teacher should complete a child’s inventory • It is important to remember that the inventory describes what a child can do, not the reasons for a particular level of development.

34. QELI Results and Intervention

35. QELI RESULTS • In addition, data results • May be used as a communication and transition tool for Pre-K teachers • Should be used to: • Help guide instruction for the Pre-K and K student • Share results with all staff • Strengthen the K and Pre-K teachers’ knowledge of the areas of students’ strengths and weaknesses • Assist in long range planning

36. SCORE REPORTS

37. INDIVIDUAL STUDENT REPORTS • Communicates the results to parents • Can be used during parent-teacher conference • Sent home

38. CLASS SUMMARY • Summarizes students performances into categories • Helps identify the area where the largest percentage of students is in the Not Developed category • Used to help make adjustments in the curriculum

39. CLASS DIAGNOSITCS REPORT • Used to identify the students and obtain more detail about their ratings • Helps make decisions how the area of deficiency should be addressed.

40. QUESTIONS • Contact L. Green at 234-2082 or 804-9682.