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Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. Florida Kindergarten Readiness Screener (FLKRS) TRAINING Tuesday, August 8, 2006.

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Presentation on theme: "Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. Florida Kindergarten Readiness Screener (FLKRS) TRAINING Tuesday, August 8, 2006."— Presentation transcript:

1 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. Florida Kindergarten Readiness Screener (FLKRS) TRAINING Tuesday, August 8, 2006

2 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 2 Implementing New Legislation FLKRS Replaces SRUSS Section , F.S., requires DOE to: Adopt a statewide kindergarten screening that assesses the readiness of each student for kindergarten based upon the adopted Voluntary Prekindergarten (VPK) education program performance standards Require each school district to administer the statewide screening to each kindergarten student in the school district within the first 30 days of each school year. The statewide kindergarten screening shall: Provide objective data concerning each students 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.

3 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 3 FLKRS Components The Florida Kindergarten Readiness Screener (FLKRS) was developed using a subset of items from two published assessments: Early Childhood Observation System (ECHOS) Harcourt Assessment, Inc. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Dynamic Measurement Group, Inc.

4 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 4 Children to be Screened In general, all children entering a public school kindergarten for the first time within the first 30 days must be screened using the ECHOS and the DIBELS.

5 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 5 Children NOT to be Screened Entered day 31 or later LEP (translator unavailable) SWD (screening inappropriate) Retained in kindergarten Already screened at another school

6 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 6 Children with Disabilities For some children with disabilities, ECHOS may not be an appropriate instrument. For example, it is unlikely that this instrument would be appropriate for children who have significant physical or cognitive disabilities. However, it is expected that classroom accommodations are used when necessary.

7 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 7 Administration Schedule FLKRS will be administered within the first 30 school days. ECHOS – Aug. 14 – Sept. 25, 2006 DIBELS – Sept. 11 – 22, 2006 (days 20-29) (Two measures – ISF & LNF)

8 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 8 Communicating with Parents Prior to Screening Prior to the administration of the screener, parents of kindergarteners will be provided with information about FLKRS. A Parent Letter, prepared by the Department of Education, will be distributed to all participating students. The English version is in the kit. Spanish, and Haitian- Creole letters may be ordered.

9 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 9 Communicating with Parents After Screening Following the administration of the screener, information regarding the childs performance will be shared with parents. The nature of FLKRS will make it easy for the teacher to discuss the results during a regularly scheduled parent/teacher conference. Results will be distributed to the schools in December.

10 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 10 FLKRS-ECHOS is designed to be an embedded assessment an assessment that is a natural part of the ongoing activity in the classroomso the teacher can observe and judge what children know and are able to do by watching them as they work, build, solve problems, and interact. With careful planning, using a combination of suggested individual, small group, and whole class activities, it is possible to complete FLKRS-ECHOS for a class of 18 children within state-set guidelines. Planning for the Administration of FLKRS-ECHOS

11 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 11 Think Routine… The behaviors and skills the teacher will be observing are routinely a part of activities at the beginning of the school year and are easily integrated into lesson plans. Observing these behaviors and skills in a naturally occurring learning context, while children are working in pairs or groups at centers or are busy at individual projects, will facilitate the screening. Familiarize yourself with the screener so you can begin making observations right away!

12 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 12 FLKRS-ECHOS Framework ECHOS consists of 19 items from seven domains: 1. Language and Literacy 2. Mathematics 3. Social and Personal Skills 4. Science 5. Social Studies 6. Physical Health and Fitness 7. Creative Arts

13 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 13 Design of the Items Domain (Language & Literacy) - 7 Subdomain (Concepts of Print) Benchmark (Knows how to use a book) - 19 Indicators (Curiosity about all aspects of print) – 3 per benchmark

14 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 14 Benchmarks Each item on ECHOS is a Benchmark. Benchmarks are points along a path to learning new skills. The Benchmarks on ECHOS represent expectations for the beginning of Kindergarten. Benchmarks are fundamental measures of learning that link to classroom practice and instruction.

15 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 15 Indicators Indicators are examples that help the teacher understand and determine a students Performance Level. Example Benchmark: Knows how to use a book Indicators: 1.Shows curiosity about all aspects of print. 2.Identifies front and back of book and where story begins. 3.Recognizes that the purpose of print is to tell the story.

16 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 16 Best Practice in Student Observation Recommendations for observing students via suggested activities are made in accordance with best practice in the classroom: WC Whole Class LG Large Group SG Small Group I Individual Student Suggested classroom activities are just that, suggested.

17 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 17 Item 1: Concepts of Print Knows how to use a book. 1.Shows curiosity about all aspects of print 2.Identifies front and back of book and where story begins 3.Recognizes that the purpose of print is to tell the story Suggested Classroom Activity: SG or I: Teacher provides time for child to use a library area and to visit centers where books, magazines, cookbooks, etc. are located. Teacher observes child independently using reading-related material. Teacher asks child to show the front of book.

18 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 18 Item 2: Oral Language and Vocabulary Shares information about events that happen outside of school. 1.Shares events with class 2.Describes an event in one or two simple sentences 3.Elaborates on an event in great detail Suggested Classroom Activity: WC, SG, or I: Teacher provides a daily share time where child can share a personal story or tell about a favorite book. Teacher provides prompting, only when necessary, using open-ended questions. For children who do not respond in a whole class setting, teacher provides small group or individual follow-up.

19 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 19 Item 3: Comprehension Retells a story or part of a story that has been read to the class. 1.Listens attentively when the teacher reads books in class 2.Retells one part of the story accurately 3.Retells whole story or event experienced in class Suggested Classroom Activity: LG, SG, or I: As teacher reads to large group, teacher notes children who participate in shared reading, or who demonstrate body-language cues of understanding. Teacher provides opportunities for child to act out the story in dramatic play area, or during outside time. If teacher notices children who do not respond in large group, teacher provides small group or individual follow-up.

20 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 20 Item 4: Comprehension Demonstrates understanding of story elements. 1.Answers literal questions about story elements including character, setting, and plot 2.Makes predictions based on illustrations or portions of stories 3.Answers questions (e.g., inferential, cause and effect) about stories read by teacher Suggested Classroom Activity: LG, SG, or I: As teacher reads to large group, teacher notes children who participate in shared reading. Teacher asks questions at varying levels of difficulty. Teacher provides small group or individual follow-up.

21 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 21 Item 5: Writing Demonstrates awareness of distinction between kids writing and conventional writing. 1.Rereads own scribble writing 2.Recognizes difference between scribbling/drawing pictures and conventional writing 3.Uses phonetic spellings mixed with conventional spellings when writing Suggested Classroom Activity: SG or I: Teacher provides various writing materials in multiple areas of the classroom and provides opportunities for child to independently use materials. Teacher observes child, and asks child to read your work (e.g., story) to me.

22 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 22 Item 6: Number Sense and Operations Counts objects in a collection by creating one-to-one correspondence between each number word and each object. 1.Counts five objects and associates last counting word with how many 2.Provides correct number of objects (up to 10) upon request 3.Creates a collection of one to 20 items by counting them out Suggested Classroom Activity: I: Teacher provides manipulatives and asks child to please count five (objects). Then, Count these blocks (10, then 20), and tell me how many are here.

23 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 23 Item 7: Geometry Identifies two-dimensional shapes and their uses. 1.Recognizes and names circle, square, triangle, rectangle, in any size or orientation 2.Identifies, builds, and draws various types of triangles and rectangles 3.Describes two-dimensional shapes (e.g., by identifying and counting sides) Suggested Classroom Activity: SG or I: Teacher provides manipulatives of traditional shapes, asks child to point to the (shape) and then to name each shape. Teacher provides materials (Lego®, blocks, paper, crayons, etc.) and asks child to create a specific shape. Teacher prompts, How many sides are on a ____.

24 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 24 Item 8: Algebraic Thinking Recognizes, creates, and analyzes patterns. 1.Recognizes and creates repeating pattern (e.g., red, blue, red, blue) 2.Copies patterns with blocks, cubes, colors, and shapes 3.Recognizes and iterates the unit or core of a pattern Suggested Classroom Activity: SG or I: Teacher provides manipulatives of many colors (table-top blocks, lacing beads, linking cubes, etc.). Teacher asks child to complete and continue a teacher-originated pattern (ABAB); teacher asks child to describe the pattern.

25 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 25 Item 9: Data Analysis Analyzes data by classifying, organizing, representing, and using information to ask and answer questions. 1.Sorts objects and counts number in each group 2.Creates a chart of play choices of classmates 3.Answers simple questions by reading a chart or graph Suggested Classroom Activity: WC, SG, or I: Teacher provides a Daily Question graph on a T-Chart. Child signs in under appropriate response on a daily basis. During meeting time, teacher asks questions about graph (e.g., How many children answered yes? Do more children prefer white milk or chocolate milk?). For children who do not respond in a whole class setting, teacher provides small group or individual follow-up.

26 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 26 Item 10: Responsible Decision Making Uses classroom materials purposefully, safely, and respectfully. 1.Takes care of personal property 2.Asks permission to use someone elses property 3.Uses and stores classroom equipment and supplies Suggested Classroom Activity: WC or SG: Daily with children, teacher discusses, models, and helps scaffold childrens understanding of class rules. Teacher observes children interacting, noting if kind words and classroom rules are followed.

27 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 27 Item 11: Social Problem Solving Talks to, and plays cooperatively with, other children. 1.Joins play or activity when invited by adults or peers 2.Asks child to join in activity; engages in extended conversation about an event with teacher or peers 3.Takes turns and shares; plans roles before entering dramatic play Suggested Classroom Activity: WC or SG: Teacher provides daily opportunities for child to interact independently with peers. Teacher observes child, noting behaviors.

28 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 28 Item 12: Approaches to Learning Shows eagerness and curiosity about new topics and ideas. 1.Observes and comments on new topics and ideas 2.Asks questions (e.g., How can the caterpillar live in the cocoon with no food or water?) 3.Willingly discusses a new idea with teacher or another child Suggested Classroom Activity: WC, SG, or I: Teacher provides a daily share time where child can share a personal story or tell about a favorite book. Teacher provides prompting, only when necessary, using open-ended questions. For children who do not respond in a whole class setting, teacher provides small group or with individual follow-up.

29 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 29 Item 13: Scientific Inquiry Uses the techniques of scientific inquiry, problem solving, questioning, and reasoning. 1.Asks questions about objects and events 2.Observes an object (e.g., flower, rock) and names its properties 3.Conducts experiments and explorations during active play Suggested Classroom Activity: SG or I: Teacher provides a discovery table where child knows materials and tools are available to use independently. Teacher observes child interacting with materials, noting if child uses them properly.

30 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 30 Item 14: Production, Distribution and Consumption Explores the kinds of work that people do and how that work benefits family and community. 1.Identifies different jobs that people (community helpers) do 2.Role plays different jobs with costumes/hats 3.Draws picture of, or writes about, people who provide services Suggested Classroom Activity: SG or I: Teacher provides dress up clothes, and daily opportunities for child to role-play. Teacher observes and interacts with child as child pretends. Child dictates a story about community helpers to accompany a picture drawn. WC: Teacher asks questions following a story about community helpers, noting responses.

31 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 31 Item 15: Civic Ideals and Participation Identifies the need for rules and authority figures and the consequences of breaking the rules. 1.Identifies classroom rules 2.Takes turns and shares responsibility for classroom chores 3.Discusses how school rules and consequences are for the safety of all students Suggested Classroom Activity: WC or SG: Daily with children, teacher discusses, models, and helps scaffold childrens understanding of class rules. Teacher observes children interacting, noting if kind words and classroom rules are followed.

32 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 32 Item 16: Fitness Engages voluntarily in large-muscle activity. 1.Runs while on playground 2.Plays on climber for long periods with repetition of motor movements 3.Incorporates jumping, skipping, and throwing in play Suggested Classroom Activity: WC, SG, or I: Teacher provides daily opportunities for child to play, independently outside. Teacher notes childs motor skills.

33 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 33 Item 17: Fine Motor Skills Demonstrates increasing ability to use hands and fingers to perform tasks. 1.Uses some computer keys accurately 2.Uses scissors to cut paper unassisted 3.Uses tools such as a stapler, tape, scissors, or markers Suggested Classroom Activity: WC, SG, or I: Teacher provides daily opportunities for child to interact with computer, scissors, stapler, tape, and markers. Teacher notes behavior, and assists only when necessary.

34 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 34 Item 18: Dance Creates movements that correspond to different types of music. 1.Claps or marches to beat of music 2.Moves body to indicate different musical beats, tempos, and dynamics (i.e., loudness and softness) 3.Responds through purposeful movement (e.g., swaying, skipping, dramatic play) to different types of music Suggested Classroom Activity: WC, SG, or I: Teacher provides daily planned opportunities with music. Teacher observes child, noting behavior. For children who do not respond in a whole class setting, teacher provides small group or individual follow-up.

35 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 35 Item 19: Visual Arts Applies media, techniques, and processes to create original art. 1.Mixes colors and media in creations 2.Selects purposefully different techniques for different projects 3.Plans and creates original art with varying media, processes, and techniques Suggested Classroom Activity: SG or I: Teacher provides daily opportunities for child to use varied art media in an unstructured (not product oriented) setting. Teacher observes child, asking open-ended questions.

36 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 36 The Teacher Record Form The Teacher Record Form is your working copy for each child. You will not turn this form in for scoring. You will later transfer the information to the official FLKRS Response Folder.

37 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 37 Understanding the Code Domains and Benchmarks These refer to the ECHOS Domain, Subdomain and related Benchmark. The 1 of the code (1-A-1) refers to the Language & Literacy Domain. The A refers to the Subdomain, Concepts of Print. The second 1 refers to the Benchmark, Knows how to use a book.

38 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 38 Understanding the Forms Indicators These are the Indicators for the respective ECHOS Benchmark.

39 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 39 Understanding the Forms Observed The observer will grid the appropriate circle when the Indicator in the next column is observed.

40 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 40 Performance Levels Performance Levels describe or illustrate the childs performance based on pre-determined criteria. FLKRS- ECHOS has three performance levels. Not Yet Demonstrating The student is not exhibiting any learning in the benchmark. Emerging/Progressing The student is at an early stage of growth but appears to be showing growth towards the skill or behavior. Consistently Demonstrating The student is consistently demonstrating acquisition of this skill or behavior.

41 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 41 Understanding the Forms Rating These are the appropriate ratings for each Benchmark. If 0 of the indicators are observed, grid the bubble under Not Yet Demonstrating. If indicator 1 is observed, grid the bubble under Emerging/Progressing. The Consistently Demonstrating column requires special attention.

42 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 42 Understanding the Forms When Two Indicators are Required In this example, the child must demonstrate indicators 2 and 3 in order to get a Consistently Demonstrating rating. Every effort has been made to cue the observer. In this example, Indicators 2 and 3 have been printed in bold print. This is true for items 1, 10, and 15.

43 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 43 Understanding the Forms When Either Indicator is Evident Some items allow the child to demonstrate one or two indicators. For example, the left arrow above points to a rating in which the child must demonstrate indicator 1 or indicator 2 to get an Emerging/Progressing rating. This means that the child will get this rating if he/she demonstrates either indicator 1 or indicator 2. The same rule is applied for the rating indicated by the second arrow.

44 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 44 Understanding the Forms When Both Ratings Occur Remember, Items 1, 10 and 15 have both types of ratings. The red arrow requires the child to demonstrate Indicator 1 or 2 or 3 for an Emerging/Progressing rating. The purple arrow indicates that the child must demonstrate Indicators 2 and 3 to get a rating of Consistently Demonstrating.

45 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 45 Transferring Information When you approach the 30 th School Day, the teacher should transfer all scoring to the scannable Response Folder with the tracking marks. The non-scannable Teacher Record Forms remain with the teacher and may be placed in individual childrens personalized portfolio folder. A set of portfolio folders is provided for teachers.

46 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 46 The Response Folder This is where you will transfer your ratings from the Teacher Record Form.

47 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 47 Completing the Response Folder 1 1 Place the Pre-ID label here.

48 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 48 Pre-Identification Labels If Pre-identification labels have been provided, check them for accuracy and affix the label in the appropriate area. PRE-ID LABEL information will be generated on August 10, No labels provided after this time! If Pre-identification labels are incorrect IN ANY WAY, DO NOT USE THE LABEL Instead, grid the scannable response folder using a #2 pencil. If Pre-identification labels were not provided, grid the scannable response folder using a #2 pencil.

49 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 49 Completing the Response Folder 3 3 Fill in appropriate background information 4 4 Non-Participation designation 2 Grid these areas if you dont have a Pre-ID label 2

50 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 50 Criteria for Non-Participation Entered day 31 or later LEP (translator unavailable) SWD (screening inappropriate) Retained in kindergarten Already screened at another school Other (ex.) excessive absences

51 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 51 The Response Folder 1 1 Use this area if DIBELS is administered in English

52 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 52 The Response Folder 1 1 If the instructions are administered in a language other than English, please make sure to indicate this by gridding the Yes bubble. 2 Use this area if DIBELS is administered in Spanish, using the IDEL. 2

53 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 53 Packaging and Return of Materials School Coordinator Responsibility Receive and verify scannable response folders Social Security number or FLID used All data ECHOS, DIBELS transferred into scannable response folders All Kindergarten students should have a Response Folder. Document Count Form includes TOTAL Number of K students with a scannable response folders.

54 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 54 RETURN to Student Assessment office Band Document Count Form along with FLKRS 2006 Response Folders Can be placed in BOX or ENVELOPE ORANGE SCORABLE RETURN LABEL

55 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 55 What is in your KIT? FLKRS Administration Manual FLKRS Parent letters FLKRS Teachers Record FORM Student Portfolio folders Copy of ECHOS Domains/Benchmarks ECHOS Teacher s Guide ECHOS CD-ROM DIBELS Assessment 1 only APC KIT Return Materials plus the ABOVE!

56 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 56 What is in your BOX? DIBELS KIT one per school

57 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 57 Important Information FLKRS ECHOS Administration August 14 - September 25 First 30 days (school days) Dont forget to distribute Parent Letters! DIBELS Administration September 11 - September 22 School days Return FLKRS to Student Assessment Office (See Zoe or Gia) Friday, September 29, 2006 BY 4:00 PM THIS IS OUR FINAL DUE DATE – WE MUST SHIP ALL MATERIALS OUT MONDAY – WE CAN MAKE NO EXCEPTIONS

58 Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. 58 Important Information Return Scannable Response Folders All information filled in correctly DOE prefers SS# over FL ID # No LCS ID numbers Document Count Form (1) All information filled in correctly Orange Return Label (1) IMPORTANT: You must turn in a Response Folder for every kindergarten student. Retainees will have a folder with non- participation info bubbled in. You may return items in a box or an envelope. If you have questions, call Zoe Cooper or Gia Kolias at


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