Purposes of the Kindergarten Assessment

1. 2018-19 Kindergarten Assessment Early Literacy & Early Math Training Required for District Test Coordinators (DTCs), School Test Coordinators STCs), and Test Administrators (TAs)

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

3. The Kindergarten Assessment Is

4. The Kindergarten Assessment: • Is a requirement of all districts in the state of Oregon • All students are required to participate • All Test Administrators (TAs) are required to participate in annual training

5. Oregon Kindergarten Assessment Window • Begin no later than the first day of school • Lasts 6 calendar weeks • Early Literacy and Early Math must be administered within the first 3 weeks of the window

6. Accessibility

7. Accessibility Supports Equitable access to all students Do not compromise the construct the assessment Only approved supports found in the Oregon Accessibility Manual Oregon Accessibility Manual

8. Accessibility Supports

9. Types of Supports Universal Tools (Available to all students) Designated Supports (Based on student need) Accommodations (Students on IEP or 504 Plan) Oregon Accessibility Manual

10. Documenting Accessibility Supports Options available to the IEP team for documenting Universal Tools and/or Designated Supports on an IEP are: • Statewide Assessment • Present Levels of Academic and Functional Performance (PLAAFP) • Considerations of Special Factors • Supplementary Aids and Services • Accommodations are to be documented on the “Statewide Assessment” section of the IEP Oregon Accessibility Manual

11. Accessibility Support Responsibilities Oregon Accessibility Manual

12. Questions to Consider

13. Preparing for Early Literacy and Early MAth

14. Before Test Administration & Before Students Arrive:

15. Overview

16. 2018-19 Early Literacy and Early Math Materials Student Materials Teacher Materials Teacher Materials

17. Required Information • Please be sure to fill out the following information for every student: • First and last name • District • SSID • If the student is receiving special education services • If the student speaks English as a second language • Student’s home language, if it is not English • If Accessibility Supports are required and which ones will be used • First and last name of TA for both measures

18. Attempt Codes The “Y” Test Attempt Code is used when a student is given the opportunity to test. They may or may not complete the assessment. The “N” Test Attempt Code is used when a student is not given the opportunity to test. This is used only when the assessment was not presented at all

19. Administration Codes for “Y” 0 3 4 7 C

20. Administration Codes for “N” 1 4 5 6 7 9 D

21. Best Practices • 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

22. Early Literacy

23. English Uppercase and Lowercase Letter Name Recognition: Overview • Direct, untimed assessments that measures both uppercase and lowercase letter name recognition • Students will be presented with two separate 26-item grids • Students will be given 5 seconds between each letter and some will require additional processing time • Spanish instructions are provided for students as a designated support, but may be translated into other languages, based upon need

24. English Letter Name Recognition: Instructions Located in the Assessor Booklet: • Read directions verbatim • Do not provide feedback on sample items (Except for “Good effort,” “Keep trying,” “Next letter,” “Do your best,” and “Thank you.”) • 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.

25. English Letter Name Recognition Scoring: If the student:

26. English Letter Name Recognition: Scoring Record on Operational Scoresheet: • Attempt Code: Y or N • Admin Code: (provided on scoresheet) • Number Correct: Number of correct letters • Asmt Admin Dt: Date measure was administered

27. Sample English Letter Name Recognition Scoring 0 SC 24 9/6/18

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

29. English Letter Sound Recognition: Overview • A direct, untimed assessment that measures English letter sound recognition • Students will be presented with a 26-item grid of letter pairs • Students will be asked to identify as many sound as they can • Students will be given 5 seconds between each letter sound and some students will require additional processing time • Spanish instructions are provided for students as a designated support, but may be translated into other languages, based upon need

30. English Letter Sound Recognition Scoring: If the student:

31. English Letter Sound Recognition Scoring: If a student: • 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 (Example: c, as in cat or c as in face, or g, as in go or g, as in barge) • 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

32. Sample English Letter Sound Recognition Scoring 0 22 9/6/18 SC

33. English Letter Sound Recognition: Additional Considerations If a student: • is unable to name a letter sound after 5 seconds, please direct the student to move to the next letter pair. • is 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?” • provides the letter name instead of the letter sound, say: “Please tell me the sound of that letter pair.” • provides the letter sound in a language other than English, say: “Please tell me the sound of the letter pair in English.” • loses his/her place, direct the student to the correct letter. The TA is allowed to point to each letter in the chart.

34. Group Interpretive Guidance for Early Literacy

35. Early Math

36. Early Math: Overview • 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 • Spanish instructions are provided for students as a designated support, but may be translated into other languages, based upon need

37. Early Math Instructions • Detailed instructions are located in the Operational Assessor Booklet • Read the directions verbatim • It is allowable to say: “Good effort,” “Keep Trying,” “Next,” “Do your best,” and “Thank you.” • Item graphics are now also located in the Operational Assessor Booklet

38. Early Math Scoring For each item, the 3 possible answers fall under columns A, B, and C Circle each answer on the Operational Scoresheet. N is used if the student doesn’t respond or the response is not listed.

39. Early Math Scoring • Verbal or pointed responses are acceptable • 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 • Verbalizes in a language in which the directions were given, in English, or both, bilingual answers are acceptable

40. Interpretive Guidance for Early Math • At this time, the Oregon Department of Education does not have interpretive guidance around the Early Math measure at this time. • Guidance will be provided in subsequent years.

41. Providing Encouragement • *English phrases can be translated into any language necessary

42. Regional ESD Partners ESD partners are available to assist with ordering , answer questions about test administration, and provide addition materials if needed. Amy Rockwell • 1-800-970-8372 ext. 1 or 503-540-4470 • helpdesk@wesd.org Karen Brown-Smith • 1-800-706-4447 ext.3124 • Karen.Brown@imesd.k12.or.us

43. ODE Contact Information Holly Dalton Early Literacy and Early Math Assessment Specialist • holly.dalton@state.or.us • 503-947-5927 Elyse Bean Kindergarten Data Owner • Elyse.bean@state.or.us • 503-947-5905 ODE Helpdesk Technical Assistance • ode.helpdesk@state.or.us • 503-947-5715