The Oregon Kindergarten Assessment Test Administrator Training

1. The Oregon Kindergarten AssessmentTest Administrator Training Early Literacy and Math

2. 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

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

4. 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

5. Standardized Administration • First Priority: Minimize departures from standard administration. Every student gets the same opportunity. • Give directions verbatim • Time carefully • Keep materials secure • Second Priority: Maximize performance as much as you can given standard administration. • Perform the directions • Engage the student • Make eye contact • Business-like but not unfriendly approach • Sensitive to student’s needs and responses

6. Test Security • Only Test Administrators trained in the current year may administer the Kindergarten Assessment. • Give every student equal opportunity to perform their best in a non-distracting environment. • Keep assessment materials in a secure location. • When in doubt about a particular testing practice, before testing begins: • Check the Manual • Check your training notes • Ask your School Test Coordinator • If all else fails, assume the answer is “no”

7. 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

8. Do Not Coach Students • Do not Provide students with any type of assistance that may affect how a student responds • Do not give verbal or nonverbal cues to the correct answer • Limit interactions with students to the student directions included in the Assessor Booklets and to identified accessibility supports

9. Report Problems • If you have an irregularity with one of your tests… • Tell your Principal or Lit Specialist on the same day it occurs.

10. Kinder Assessment Materials

11. Accessibility Supports Accessibility supports allow students to participate but do not affect what the test measures. • Approved supports include: • Enlarged fonts. • Audio amplification devices. • Sign Language • Markers or rulers to focus student attention on a single line. • Testing in a separate location. • See Appendix L of the Test Administration Manual for a full list of allowable supports

12. 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

13. Preparing for the Early Literacy Segment Assessors need: • Clipboard • Stopwatch/ timing device • Pencil • Assessor booklet (Green) • Student booklet (Orange) • Student Score Sheet (White) • A quiet location

14. English Language Learners • If the student has not yet been identified using the Pre-LAS as a Spanish-Speaking ELL, the classroom teacher will administer the English Literacy and Math Segments of the KA. • If the student has been identified using the Pre-LAS as a Spanish-speaking ELL, the ELD Specialist (or IAs) will administer the English Literacy and Math Segments of the KA. • Spanish Literacy Segments of the Kindergarten Assessment • If the student is later identified as an ELL using the Pre-LAS, the ELD specialist will administer the additional Spanish Literacy measures of the KA at that time.

15. Early Literacy Early Literacy Letter Names

16. The Letter Names Measure • 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 • This is a 60 second timed assessment

17. Procedure for the Letter Names Measure • Seat yourself across the table from the student who is also seated • Position yourself so the student cannot see the documents on the clipboard or the stopwatch/timing device • Place the Student Copy English Letter Names in front of the student

18. Sample Student Chart(not the actual form included in the fall 2013 kindergarten assessment) SAMPLE

19. Read the directions verbatim to the student • Start the stopwatch/timing device when the student says the first letter name • At 60 seconds mark the last letter with a bracket and then say “Stop”

20. English Letter Names: Scoring If the student: • is correct, do not mark 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). • self corrects, write SC above the letter and count as correct. Once all measures for the session have been completed: Record on the Assessor Score Sheet: • Test Attempt CodeY or N • Admin Code (codes provided on score sheet) • Number of correct letters in # correct • Number of attempts in # attempted Oregon Kindergarten Assessment Fall 2015

21. Practice SC ] Correct: 13 Attempted: 18

22. Additional Considerations If a student: • Provides the letter sound instead of the letter name, repeat the directions verbatim (allowed one time): “Say the name of each letter” • Provides the letter name in a language other than English, repeat the directions verbatim (allowed on time): “Say the name of each letter in English” • Loses his/her place and skips a line, redirect the student to the correct row • is non-responsive on a letter longer than 3 seconds, say: “Ok, do you know this one?” and point to the next letter • Does not name a letter in the first row, move to second row. If the student still does not identify a letter in the second row, the timed fluency assessment can be discontinued

23. Field Test • In response to recommendations made by the Kindergarten Content and Assessment Advisory Committee, ODE is field testing alternative letter name and letter sound grids reorganized with easier letters towards the top or smaller grids with fewer letters overall. The intent is to implement Early Literacy measures in future years that measure improvement across the full range of student performance. • Bridgeport • Byrom • Metzger

24. 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

25. Early Literacy Letter Sounds

26. The Letter Sounds Measure • Measures students' ability to produce common sounds associated with letters of the English alphabet and common digraphs • All students participate • Students are shown letters and digraphs in a chart • This is a 60 second timed assessment • Students have 60 seconds to produce as many of the corresponding sounds as they can

27. Procedure for the Letter Sounds Assessment • Seat yourself across the table from the student who is also seated • Position yourself so the student cannot see the documents on the clipboard or the stopwatch/timing device • Place the Student Copy English Letter Soundsin front of the student

28. Sample Student Chart(not the actual form included in the fall 2013 kindergarten assessment) SAMPLE

29. Read the directions verbatim to the student • Start the stopwatch/timing device when the student says the first letter sound • At 60 seconds mark the last letter with a bracket and then say “Stop”

30. Correct Letter Sounds • Long and Short Vowel sounds are acceptable • eh or E sounds • Uh or U sounds • Etc… • Hard and Soft sounds are acceptable • K or S sound for C • Guh or juh sounds for G • Etc… • If a student encounters a letter blend and gives isolated (separate) letter sounds, it is scored as incorrect.

31. English Letter Sounds: Scoring If the student: • is correct, do not mark 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). • self corrects, write SC above the letter and count as correct. Once all measures for the session have been completed: Record in the Assessor Score Sheet: • Test Attempt CodeY or N • Admin Code (codes provided on score sheet) • Number of correct letters in # correct • Number of attempts in # attempted

32. Sample Student Chart(not the actual form included in the fall 2013 kindergarten assessment) SAMPLE

33. Practice ] Correct: 14 Attempted: 19

34. Additional Considerations If a student: • Provides the letter sound instead of the letter name, repeat the directions verbatim (allowed one time): “Say the sound of each letter” • Provides the letter name in a language other than English, repeat the directions verbatim (allowed on time): “Say the sound of each letter in English” • Loses his/her place and skips a line, redirect the student to the correct row • Is non-responsive on a letter longer than 3 seconds, say: “Ok, do you know this one?” and point to the next letter • Does not name a letter in the first row, move to second row. If the student still does not identify a letter in the second row, the timed fluency assessment can be discontinued

35. Early Math Early Math

36. Early Math: Numbers and Operations • Measures students' ability to understand numbers, number systems, relationships among numbers and meanings of operations • All students participate • The student booklet has one item per page • There are two sample items and sixteen assessment items • This assessment is not timed

37. Sample Item #1 English Spanish/English

38. Recording Student Answers • Circle the student’s selected answer on Assessor Score Sheet • For each item, the three possible answers fall under columns A, B, C • Verbal or pointed responses are accepted. 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

39. 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. Oregon Kindergarten Assessment Fall 2015

40. Sample Item #2 English Spanish/English

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

42. 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 Oregon Kindergarten Assessment Fall 2015

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

44. AdministeringApproaches to Learning Objectives • Understand the purpose of the assessment • Learn procedures for administration Oregon Kindergarten Assessment Fall 2015

45. 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 Oregon Kindergarten Assessment Fall 2015

46. Approaches to Learning • 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

47. Approaches to Learning: Preparation Approaches to Learning must be completed by the student’s classroom teacher Teachers need: • A writing utensil • The assessor booklet forApproaches to Learning (A1)

48. 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 Oregon Kindergarten Assessment Fall 2015

49. Recording Teacher Response Read the Item Sample Circle a Response Sample Oregon Kindergarten Assessment Fall 2015

50. 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 Oregon Kindergarten Assessment Fall 2015