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

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

2. FLKRSTrain-the-TeacherAgenda Welcome and Introductions Legislative Authority and Purpose FLKRS Overview FLKRS Part 1 Florida Assessments for Instruction in Reading – Kindergarten(FAIR-K) Overview BREAK FLKRS Part 2 Early Childhood Observation System™ (ECHOS™) Wrap Up Questions & Answers Next Steps

3. Legislative Authority and Purpose Why do we screen kindergarteners? To comply with Section 1002.69(1), Florida Statutes, (F.S.)the Florida Department of Education was required to establish a kindergarten readiness screening based upon Florida’s Voluntary Prekindergarten (VPK) Education Standards.

4. Legislative Authority and Purpose What should the kindergarten screening do? Provide objective dataconcerning each student's readiness for kindergarten and progress in attaining the VPK performance standards Incorporate mechanisms for recognizing potential variations in kindergarten readiness rates for students with disabilities. - Section 1002.69(1), F.S.

5. Legislative Authority and PurposeWho should be screened? All kindergarten studentsin each school district must be screened. - Section 1002.69(1), F.S. Each child who was enrolled in the VPK Education programby his or her parent during the previous school year must be submitted for the statewide kindergarten screening, regardless of whether the child is admitted to kindergarten in a public school or non-public school. - Section 1002.69(4), F.S.

6. Legislative Authority and PurposeHow will FLKRS data be used? To inform instruction To provide parents with useful information about their child’s readiness for kindergarten To annually calculate a readiness rate for private and public school providers of the VPK Education Program - Section 1002.69(2)&(5), F.S.

7. FLKRS OverviewWhat are the components of FLKRS? A subset of the Early Childhood Observation System™ (ECHOS™) The first two measures of the Florida Assessments for Instruction in Reading – K (FAIR-K)

8. FLKRS OverviewWhich measures of the ECHOS™ are included in FLKRS? A child’s development is observed in seven domains: Language and Literacy Mathematics Social and Personal Skills (Approaches to Learning) Science Social Studies Physical Development and Fitness Creative Arts

9. FLKRS OverviewWhich measures of the FAIR-K are included in FLKRS? Broad Screen/Progress Monitoring Tool Letter Naming Phonemic Awareness Broad Diagnostic Inventory Listening Comprehension Vocabulary

10. FLKRS OverviewNon-Participation Descriptions FLKRS 2010 Student Response Folder

11. For some English Language Learners, the FAIR-K may not be an appropriate instrument. Given that theFAIR-K is an assessment of reading in English, it would be inappropriate to translate the directions given to the student, which are labeled as Script in the Florida Assessments for Instruction in Reading Student Score Booklet and Florida Assessments for Instruction in Reading Kindergarten – Second Grade Administration Manual. FLKRS OverviewNon-Participation Descriptions

12. Forstudents who entered (school) day 31 or later, the demographic page of the FLKRS 2010 Student Response Folder should be completed indicating “entered day 31 or later” in the non-participation field under ECHOS ™ and FAIR-K. FLKRS OverviewNon-Participation Descriptions

13. For some students with disabilities, FLKRS may not be appropriate. It is unlikely that the ECHOS™ would be appropriate for students who have significant physical or cognitive disabilities. It is unlikely that the FAIR-Kwould be appropriate for students with significant sensory, cognitive, or language deficits. FLKRS OverviewNon-participation Descriptions

14. Students who have been retained in kindergarten are not included in the administration of ECHOS™andtheirscores on the FAIR-K are not reported. However, the demographic page of the FLKRS 2010 Student Response Folder must be completed and the “retained” category marked in the non-participation field. FLKRS OverviewNon-participation Descriptions

15. Students who were already screened in another school do not need to be re-screened and do not need a FLKRS 2010 Student Response Folder completed for them. The school that completed the screening should submit the FLKRS 2010 Student Response Folder to the District Coordinator of Assessment. FLKRS OverviewNon-participation Descriptions

16. Students withexcessive absences will not be provided a make-up ECHOS ™ administration. In such cases, the demographic page of the FLKRS 2010 Student Response Folder must be completed and the “Excessive Absences” category marked in the Non-Participation field. FLKRS OverviewNon-participation Descriptions

17. FLKRS OverviewHow should teachers use the screening results? To determine each child’s readiness for kindergarten To identify individual learning needs, set instructional goals, and monitor instructional progress To inform parents of their child’s readiness for kindergarten and progress towards the end-of-year benchmarks

18. Part 1 FLKRS/Florida Assessments for Instruction in Reading (FAIR) Kindergarten Overview “Live, learn, practice together.” Carl Glickman

19. FLKRS/FAIR Kindergarten Overview Things to Keep in Mind For the purposes of FLKRS… The AP1 administration of the FAIR-K must occur within the first 30 school days. During AP1 kindergarten teachers using the K-2 Electronic Scoring Tool (PMRN), should be allowed to assess their students first in order to complete the FAIR-K within the first 30 school days.

20. FLKRS/FAIR Kindergarten Overview Teacher Administration Materials Administration Manual Public/Private Student Score Booklet Task Card Booklet Vocabulary Picture Booklet

21. FLKRS/FAIR Kindergarten Overview Broad Screen/Progress Monitoring Tool • Public/Private Student Score Booklet on pages 3-4 • FAIR Administration Manual on pages 10-12 • Administered in Assessment Period 1(AP1) (Fall) • Tasks • Letter Naming • Phonemic Awareness (blending or onset and rime) • Administered to all public and privatekindergarten students (3-5 minutes) • Provides a Probability of Reading Success score for students

22. FLKRS/FAIR Kindergarten OverviewThe Broad Screen AP1

23. FLKRS/FAIR Kindergarten OverviewProbability of Reading Success Chart for Kindergarten AP1 Children with a Probability of Reading Success score at or above 67 percent are considered ready for kindergarten on FLKRS.

24. FLKRS/FAIR Kindergarten OverviewTeacher Testing Tips Every child gets the same opportunity, every time Say the Script (bold print) as it is written Use standard scoring Avoid teachable moments Avoid displaying the score sheet Praise effort not correct response “You are working hard!” Maximize the child’s performance Engage the child in a friendly, but business-like manner

25. FLKRS/FAIR Kindergarten OverviewTeacherTesting Guidelines Administer all practice items. Provide corrective feedback during practice, using the phrase, “Let’s try again.” Use a 4 second wait time unless otherwise noted.

26. FLKRS/FAIR Kindergarten Overview Broad Screen - Letter Naming Administered during AP1 (Fall) Student identifies the letter name Ten items in AP1

27. FLKRS/FAIR Kindergarten OverviewBroad Screen - Letter Naming Materials • Letter Naming Task Card #1 • Blank Cover Sheet • Public/Private Student Score Booklet (p.3) • Clipboard, as needed • Pencil

28. There are no practice items. Place the Task Card in front of the student. Cover all letters on the card with a blank sheet of paper. Uncover the letter pairs one at a time to administer each item. Administer allitems. Do not provide the letter name when a student responds incorrectly or if s/he appears unsure. FLKRS/FAIR Kindergarten OverviewBroad Screen - Letter Naming Directions

29. FLKRS/FAIR Kindergarten Overview Broad Screen - Letter Naming Scoring Correct responses are scored as “1.” Incorrect responses are scored as “0.” Record the total correct for AP1 on theStudent Summary Sheet on page 9 of the Public/Private Student Score Booklet.

30. FLKRS/FAIR Kindergarten Overview Broad Screen - Letter Naming Scoring Record Total Correct on the FLKRS 2010 Student Response Folder. For example, for aLetter Naming score value of 5:

31. FLKRS/FAIR Kindergarten Overview Broad Screen - Letter Naming Decision Rules All students GO to the next Broad Screen assessment task. Phonemic Awareness

32. FLKRS/FAIR Kindergarten OverviewBroad Screen - Phonemic Awareness Administered during AP1 (Fall) Student blends words at the word part and phoneme level Ten items Administered orally

33. FLKRS/FAIR Kindergarten OverviewBroad Screen - Phonemic Awareness Materials • Public/Private Student Score Booklet (p.4) • Clipboard, as needed • Pencil

34. FLKRS/FAIR Kindergarten OverviewBroad Screen - Phonemic Awareness Directions Using the Student Score Booklet, say the sound for each letter or word part using ½ second intervals. Pronounce the letter sounds (phonemes), not the letter names. Administer all practice items. Administer all task items.

35. FLKRS/FAIR Kindergarten OverviewBroad Screen - Phonemic Awareness Teacher Assessment Tips Administer all items orally. Clearly pronounce all word parts or letter sounds (phonemes). Practice saying the items to yourself silently. Do not add voice to unvoiced sounds and avoid adding the schwa sound.

36. FLKRS/FAIR Kindergarten OverviewBroad Screen - Phonemic Awareness Scoring Correct responses are scored as “1.” Incorrect responses are scored as “0.” Record the total correct for AP1 on theStudent Summary Sheet on page 9 of the Public/Private Student Score Booklet.

37. FLKRS/FAIR Kindergarten Overview Broad Screen - Phonemic Awareness Scoring Record Total Correct on the FLKRS 2010 Student Response Folder. For example, for aPhonemic Awareness score value of 8:

38. FLKRS/FAIR Kindergarten OverviewBroad Screen - Phonemic Awareness Decision Rules All public schoolstudents GO to the Broad Diagnostic Inventory. Listening Comprehension

39. FLKRS/FAIR Kindergarten OverviewBroad Diagnostic Inventory Public/Private Student Score Booklet on pages 5-8 FAIR Administration Manual on pages 13-16 Administered in Assessment Period 1 Tasks Listening Comprehension (15 minutes) Vocabulary (10 minutes) Administered to all public school kindergarten students

40. FLKRS/FAIR Kindergarten OverviewBroad Diagnostic Inventory – Listening ComprehensionMaterials • Public/Private Student Score Booklet (p.5) • Clipboard • Pencil

41. FLKRS/FAIR Kindergarten OverviewBroad Diagnostic Inventory – Listening ComprehensionDirections Read the passage for AP1 out loud from the Public/Private Student Score Booklet. Administer all Listening Comprehension questions. Do not show the student the text. Administer only ONE passage.

42. FLKRS/FAIR Kindergarten OverviewBroad Diagnostic Inventory – Listening ComprehensionScoring Correct responses are scored as “1.” Incorrect responses are scored as “0.” Record the total correct for AP1 on theStudent Summary Sheet on page 9 of the Public/Private Student Score Booklet.

43. FLKRS/FAIR Kindergarten OverviewBroad Diagnostic Inventory – Listening ComprehensionScoring Record Total Correct on the FLKRS 2010 Student Response Folder. For example, for anExplicitListening Comprehensionscore value of 3:

44. FLKRS/FAIR Kindergarten OverviewBroad Diagnostic Inventory – Listening ComprehensionScoring Record Total Correct on the FLKRS 2010 Student Response Folder. For example, for anImplicitListening Comprehensionscore value of 1:

45. FLKRS/FAIR Kindergarten OverviewBroad Diagnostic Inventory – Vocabulary Materials • Vocabulary Picture Booklet • Public/Private Student Score Booklet (pgs. 6-8) • Clipboard, as needed • Pencil

46. FLKRS/FAIR Kindergarten OverviewBroad Diagnostic Inventory –Vocabulary Directions There are 3 practice items for this task. Place Vocabulary Picture Booklet in front of the student. Administer and score the practice items, starting with the first practice item A (kite). Display each vocabulary picture item & ask the student each question as indicated in the Student Score Booklet. Mark all responses as 1 or 0 (see scoring rules).

47. FLKRS/FAIR Kindergarten OverviewBroad Diagnostic Inventory – Vocabulary Stop Rules Item Stop rules are used within a task to reduce student frustration. Item stops– stop if the student misses FOURconsecutiveitems

48. FLKRS/FAIR Kindergarten OverviewBroad Diagnostic Inventory – Vocabulary Administration Information Wait Time Wait approximately 10 seconds for a student to respond to each item. Repetition Repeat a question only once. Pointing Only point to pictures with a Direct Point (DP) or Circular Point (CP) listed in the “Question” column on pages 7 and 8 in the Student Score Booklet. Prompting Rules See page 6 in the Student Score Booklet.

49. FLKRS/FAIR Kindergarten OverviewBroad Diagnostic Inventory – VocabularyRecording Responses Always record a student’s complete response. Do not use abbreviations (e.g., Veg. for “vegetables”). If the student response matches a written response exactly, circle it.

50. FLKRS/FAIR Kindergarten OverviewBroad Diagnostic Inventory – Vocabulary Scoring Total the scores for task items 1-24 only in the Total Correct box. Do not count the practice items in the Total Correct. Score Acceptable Response = 1 Score Other Responses = 0 Record the total correct for AP1 on the Student Summary Sheet on 9of the Public/Private Student Score Booklet.