The Oregon Kindergarten Assessment Test Administrator Training

The Oregon Kindergarten Assessment Test Administrator Training
(Required for District Test Coordinators (DTCs), School Test Coordinators (STCs), and Test Administrators (TAs) Welcome to the Oregon Kindergarten Assessment Test Administrator Training. This Kindergarten Assessment training is required for District Test Coordinators and for anyone that will administer Oregon’s Kindergarten Assessment in the school year. Oregon Kindergarten Assessment Fall 2014

The Oregon Kindergarten Assessment
Provides baseline local and statewide information Provides essential information on all children as they enter kindergarten Helps to identify achievement gaps early Provides a consistent tool to be used across the state The Oregon Kindergarten Assessment is not: It is not an entrance exam It is not a high-stakes test It is not a competition It is not a way to separate children into performance groups will be the second year of statewide administration of Oregon’s Kindergarten Assessment. Before we move forward with this training, it is important to distinguish what the Oregon Kindergarten Assessment is intended to do and what it is not intended to do. Oregon’s Kindergarten Assessment provides a snapshot of what children throughout the state know and can do in a few very important areas of learning and development. Information from the assessment provides baseline local and statewide information to communities, schools, and families to ensure all early learners are ready for kindergarten. It can provide essential information on all children as they enter kindergarten to inform teachers on students’ strengths and needs which can then guide instructional decisions to ensure students are well prepared for their educational experience. The assessment helps to identify achievement gaps early which helps us to address them early. By doing this, we help prepare students for success not just in kindergarten but in the years to come. Lastly the assessment provides a consistent tool used across the state. A statewide assessment provides a state-level perspective on where kindergarten students are currently so that we can measure progress in the years to come. It’s also important to highlight what the Oregon Kindergarten Assessment is not. The Oregon Kindergarten Assessment Is Not… an entrance exam. The results of the assessment are not intended to deny entry to Kindergarten. It is not a high-stakes test. It is not a competition. It is not a way to separate children into performance groups.

Oregon Kindergarten Assessment Test Administrator Training
Assessment Administration Assessment Accessibility Supports Assessment Security English Learners and the Kindergarten Assessment Administering the Early Literacy Assessment English Letter Names English Letter Sounds Spanish Letter Names Administering the Early Math Segment Numbers and Operations Administering the Approaches to Learning Segment The Child Behavior Rating Scale The first part of this training provides the general test administration, accessibility, and security training that is required for all test administrators. We’ll then spend some time talking about how to. The second half of the training will focus on proper identification of English Learners and administration of the Early Literacy, Early Math, and Approaches to Learning Segments of the Oregon Kindergarten Assessment. Oregon Kindergarten Assessment Fall 2014

Assessment Administration Assessment Accessibility Supports
Assessment Security English Learners and the Kindergarten Assessment Administering the Early Literacy Assessment English Letter Names English Letter Sounds Spanish Letter Names Administering the Early Math Segment Numbers and Operations Administering the Approaches to Learning Segment The Child Behavior Rating Scale We’ll start with Assessment Administration. Oregon Kindergarten Assessment Fall 2014

Assessment Administration
Objectives Be aware of what’s new this year in the statewide Kindergarten Assessment Understand the roles and responsibilities of test administrators Understand how to use valid assessment administration practices In the Assessment Administration portion of the training, participants will Gain awareness of what’s new this year in the statewide Kindergarten Assessment; Understand the roles and responsibilities of test administrators; and Understand how to use valid assessment administration practices. Oregon Kindergarten Assessment Fall 2014

2014-15 Kindergarten Assessment Updates
The Spanish syllable sounds measure has been replaced with Spanish Letter Names Districts are required to administer Spanish Letter names to all Spanish-Speaking ELLs Virtual Schools are required to administer the kindergarten assessment English Letter Sounds chart adjusted to 100 possible sounds Some Updates to the Assessment Include: The Spanish syllable sounds measure has been replaced with Spanish Letter Names Districts are required to administer Spanish Letter names to all Spanish-Speaking ELLs Virtual Schools are required to administer the kindergarten assessment and The English Letter Sounds chart has been adjusted from 110 to 100 possible sounds.

Test Administrator Roles and Responsibilities
Before assessing: Provide students with an opportunity to become familiar with the assessment format and procedures Review student Individualized Education Programs (IEPs) or education plans to identify appropriate assessment formats and accommodations Make arrangements for students who are not being assessed Review Test Administration Manual During assessment: Ensure that students receive the appropriate assessment (includes settings such as language) Enforce assessment environment requirements Test Administrator Roles and Responsibilities Before assessing: It is important to familiarize students with the assessment format and available tools. To ensure that students receive the correct assessment format, TAs should identify ahead of time any students who are supposed to take a particular assessment format (for example, English-Spanish side-by-side or Braille) or receive specific accommodations (for example, magnification). Make arrangements for students who are not being assessed. Directions for the test administrator are in Section 9 of the Test Administration Manual and are also located in the Kindergarten Assessment Assessor Booklets. During assessment: Ensure that students receive the appropriate assessment (includes settings such as language) and Enforce assessment environment requirements.

Assessment Environment Requirements
Supervision at all times by a trained Test Administrator (TA) Quiet environment void of distractions Only Universal Tools made available to students upon request Limited interaction with students Read student directions Administer accessibility supports appropriately No coaching Assessment environment requirements include supervision at all times, a quiet environment, and only universal tools made available to students. Universal Tools for the Kindergarten Assessment are listed in Section 9 of the Test Administration Manual. During assessment, the assessor should have limited interaction with students: Read the student directions verbatim; Administer accessibility supports appropriately; and It is always important to keep in mind that coaching is not allowed.

Test Administrators Must:
Read the Test Administration Manual Receive annual test administration and security training Sign an Assurance of Test Security form Only provide students with Universal Tools listed in the Test Administration Manual Read verbatim the student directions provided in the Assessor Booklet Test Administrators Must: Read the Test Administration Manual. Receive annual test administration and security training. Sign an Assurance of Test Security form. Only provide students with Universal Tools listed in Section 9 of the Test Administration Manual. Read verbatim the student directions provided in the Assessor Booklet.

Test Administrators May Not:
Allow untrained aides, volunteers, or substitutes to assist with assessment administration Coach students Allow students access to non-allowable supports Allow students to help other students during assessment Test Administrators may not: Allow untrained aides, volunteers, or substitutes to assist with assessment administration. Coach students. Allow students access to non-allowable supports. Allow students to help other students during assessment. These items are considered testing improprieties and may result in assessment invalidations. Sections 2 and 3 of the Test Administration Manual provide additional guidance on the requirements of a secure test environment and test improprieties and irregularities.

Summary Test Administrators (TAs) must receive training each year
TAs enforce valid assessment environment for students When in doubt about a particular assessment practice, before assessment begins: Check the Test Administration Manual Check your training notes Ask your School Assessment Coordinator If all else fails, assume the answer is “no” In Summary: Test Administrators (TAs) must receive training each year. TAs are responsible to enforce valid assessment environment for students. When in doubt about a particular assessment practice, before assessment begins: Check the Test Administration Manual. Check your training notes. Ask your School Assessment Coordinator. If all else fails, assume the answer is “no.”

Assessment Security English Learners and the Kindergarten Assessment Administering the Approaches to Learning Segment The Child Behavior Rating Scale Administering the Early Math Segment Numbers and Operations Administering the Early Literacy Assessment English Letter Names English Letter Sounds Spanish Letter Names The next section focuses on Assessment Accessibility Supports. Oregon Kindergarten Assessment Fall 2014

Assessment Accessibility Supports
Objectives Identify and understand the purpose of Universal Tools, Designated Supports, Accommodations and Modifications Understand how to administer accessibility supports appropriately The objectives for the Assessment Accessibility portion of this training is that participants will: Identify and understand the purpose of Universal Tools, Designated Supports, Accommodations and Modifications, and Administer accessibility supports appropriately. Please keep in mind that the specific universal tools, designated supports, and accommodations approved for Oregon’s statewide assessments may change in the future if additional tools, supports, or accommodations are identified for the assessment based on state experience and research findings. Oregon Kindergarten Assessment Fall 2014

Accessibility Supports
“Practices and procedures that, when used in an assessment, provide equitable access to all students” Accessibility Supports do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment Only supports approved by the Accessibility Panel are allowed during assessment Accessibility supports must be identified and implemented during classroom instruction prior to the student’s participation in the state assessment, unless precluded by the local assessment window In Oregon, accessibility supports are practices and procedures that, when used in an assessment, provide equitable access to all students. Accessibility Supports do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment. Only supports approved by the Accessibility Panel are allowed during assessment. Accessibility supports must be identified and implemented during classroom instruction prior to the student’s participation in the state assessment, unless precluded by the local assessment window.

Universal Tools, Designated Supports, Accommodations, and Modifications
Universal Tools: Available to all students based on student preference and selection Designated Supports: Access features available for use by any student for whom the need has been indicated by an educator or team of educators Accommodations: Changes in procedures or materials that increase equitable access during assessment. Must be documented on student’s Individual Education Plan (IEP) or Section 504 plan Modifications: Practice or procedure that compromises the intent of the assessment It is important to know the difference between universal tools, designated supports, accommodations, and modifications. Universal tools are available to all students based on student preference and selection. Designated supports are access features of the assessment available for use by any student for whom the need has been indicated by an educator (or team of educators working with the parent/guardian and student). Students who are English Learners or General Education and not on an IEP or 504 Plan should have Designated Supports documented. Accommodations are changes in procedures or materials that increase equitable access during the statewide assessments. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do. It is important to note that, unlike the accommodations policy in place for the Oregon Statewide Assessments which make accommodations available for all students, statewide assessment accommodations are available only for students with documented Individualized Education Programs (IEPs) or Section 504 Plans. Accommodations are never applied to an entire classroom as a blanket accommodation or provided for all assessments for one student without consideration of that student’s need regarding each specific assessment. Modifications include any practice or procedure that compromises the intent of the assessment through a change in the learning expectations, construct, grade-level standard, or measured outcome of the assessment that is not authorized explicitly by the Oregon Accessibility Panel and listed in the Oregon Accessibility Manual. Universal tools, Designated supports and accommodations for the kindergarten assessment are listed in Section 9 of the Test Administration Manual and can also be found in the Oregon Accessibility Manual.

Five Step Process Expect participation in statewide assessments for all students Learn accessibility supports Select accessibility supports Administer accessibility supports Evaluate and improve use of supports There is a 5 step process within the Oregon Accessibility Manual which describes the decision making process for selecting and administering accessibility supports. STEP 1 – ESEA and IDEA 2004 mandate that students are expected participate in statewide assessments with appropriate supports for the grade level in which they are enrolled. This is true for all students, including those with the most significant cognitive disabilities. STEP 2 –Both general and special education teachers should be familiar with the approved supports to assure that supports are appropriately selected and administered. STEP 3 – When selecting accessibility supports, a team might review the following: Supports currently used by the student in the classroom Effectiveness of supports Issues to providing accessibility supports Student’s perception of how well the supports worked Perceptions of parents, teachers and specialists about how well the supports worked STEP 4 – Administer accessibility supports. When administering supports, it is important to ensure test administration procedures were not compromised and test security, and ethical testing practices are followed throughout the process. STEP 5 – Evaluate and improve use of supports. At the student level, the decision making team (IEP, 504 Plan, other teams) should review the results of the statewide assessment to determine if the supports were effective for this individual student. At the school/district level, it is important that supports are reviewed to ensure test administration procedures are not compromised, standardization and test security are maintained, and ethical assessment practices are followed throughout the process.

Decision Tree This decision tree was created to help educators and test administrators make decisions about kindergarten assessment accessibility supports. In order to provide a valid and reliable administration of Oregon’s Kindergarten Assessment, it is recommended the school or district team (including the parent or guardian) gather any information about the student prior to administering the assessment. For all students, information gathered through school- or district-based protocols (for example, registration or enrollment forms, entrance interviews, Kindergarten roundup or intake) may be useful. For students with disabilities, additional information can be found on their IEP. Having gathered the student information, the “Decision Tree for Kindergarten Assessment” is available from ODE, on the Kindergarten Assessment Resource Page. It can help guide teams through the information review and decision making process to identify any accessibility support(s) that would enable the student equitable access to the Kindergarten assessment. This decision tree does not address all student needs, but outlines a process that could be applied to help make other support decisions.

Examples of Kindergarten Assessment Accessibility Supports
Changes in assessment directions: Sign directions Interpret directions orally Simplify language in directions Changes in how questions are presented: Large print version of assessment For Early Math, TA may point to each answer choice to support students who need this option Some examples of approved accessibility supports for the Kindergarten Assessment include: Changes in assessment directions such as signing directions, interpreting directions orally, or simplifying language in directions. Changes in how questions are presented such as offering a large print version of the assessment or for the early math assessment, the TA may point to each answer choice to support students who need this option

Assessment Directions & Presentation Accessibility Supports
Who benefits? Students who have difficulty or an inability to read and comprehend directions presented in standard print Students with language processing challenges Students who are deaf or hard of hearing Students who require a multisensory approach to learning Assessment direction or presentation supports may be helpful to students who have difficulty comprehending directions, students with language processing challenges, or who are deaf or hard of hearing.

Response Accessibility Supports
Who benefits? Students with physical, sensory, or learning disabilities Students who have difficulty with memory, sequencing, directionality, alignment, and/or organization Students who may benefit from Response supports may have physical, sensory, or learning disabilities

Setting Accessibility Supports
Who benefits? Students who are easily distracted in large group settings and who concentrate best in small groups or an individual setting Students who receive accommodations (e.g. read aloud, sensory supports) that might distract other students Students with physical limitations might need a more accessible location, specific room conditions or special equipment Students who may benefit from setting supports may be easily distracted in large group settings or may have sensory supports that might distract other students.

Scheduling Accessibility Supports
Who benefits? Students who cannot concentrate continuously for an extended period of time Students who become frustrated or stressed easily and may need frequent or extended relaxation breaks Students with health-related disabilities which cause varying levels of functioning from day to day Students who fatigue easily should take testing before physical activities Scheduling supports may serve students who cannot concentrate continuously for an extended period of time and students who are easily frustrated or stress easily.

Documenting Accessibility Supports
Accessibility Supports can be addressed in four sections of the Individual Education Plan: “Consideration of Special Factors” “Present Levels of Academic and Functional Performance (PLAAFP)” “Participation in Assessments” “Supplementary Aids and Services” All accessibility supports should be clearly labeled within the IEP document to ensure that staff provide the supports during the statewide kindergarten assessment. To the maximum extent possible, any individual assessment accommodations should be documented on the statewide and section of the IEP. Accessibility Supports can be addressed in four sections of the IEP: “Consideration of Special Factors” “Present Levels of Academic and Functional Performance (PLAAFP)” “Participation in Assessments” “Supplementary Aids and Services” For more information, consult the Oregon Accessibility Manual.

Refer to the Oregon Accessibility Manual for accessibility supports implementation guidance Refer to student’s Individualized Education Plan (IEP), 504 Plan or cumulative file to determine which accessibility supports must be provided Test Administrators Must: refer to the Oregon Accessibility Manual for implementation guidance, and refer to student’s IEP, 504 Plan or cumulative file to determine which accessibility supports must be provided.

Indicate “as needed” or “as appropriate” when documenting accessibility supports Choose every accessibility support available for an assessment “just to be safe” Provide accessibility supports for the first time on the day of testing Provide the same accessibility supports for every student in the class, grade, or program Provide a designated support or accommodation to a student that was not selected based on an assessment of individual student need Test Administrators may not: indicate “as needed” or “as appropriate” when documenting accessibility supports; choose every accessibility support available for an assessment “just to be safe”; provide accessibility supports for the first time on the day of testing; provide the same accessibility supports for every student in the class, grade, or program; or provide a designated support or accommodation to a student that was not selected based on an assessment of individual student need. In the event that a student requests a designated support or Accommodation while testing, and it was not previously identified as a needed support for the particular student, it is not allowable. Remember, the decision to use accessibility supports must be based on an assessment of individual student needs. It is not acceptable to choose every available support or to provide the same accessibility supports for every student in the kindergarten class without the consideration of individual student need.

Provide instruction or give suggestions regarding process Read response choices aloud Translate assessment items Remember, if you can’t find it in the Test Administration Manual (TAM) or the Oregon Accessibility Manual (OAM), don’t do it. Test Administrators May Not: provide instruction or give suggestions regarding process; choose to administer an accommodation for all students in a class or a grade; read response choices aloud; or translate assessment items. Remember, if you can’t find it in the Test Administration Manual or the Oregon Accessibility Manual, don’t do it.

Summary All accessibility support decisions must be based on individual student need Designated Supports are available to any student for whom the need has been indicated by an educator or team of educators Accessibility supports must be documented on student’s Individual Education Plan (IEP) or Section 504 Plan Accessibility Supports used during state testing must be selected from the Test Administration Manual or the Oregon Accessibility Manual Administration of supports for one student must not interfere with the assessment conditions of another student In Summary: All accessibility support decisions must be based on individual student need. While universal supports are available to any student, the choice to use them must be based on consideration of the individual student’s needs. Designated Supports are available to any student for whom the need has been indicated by an educator or team of educators. Accessibility Supports must be documented on student’s Individual Education Plan (IEP) or Section 504 Plan. Accessibility Supports used during state testing must be selected from the Test Administration Manual or the Oregon Accessibility Manual. Administration of supports for one student must not interfere with the assessment conditions of another student.

Assessment Security English Learners and the Kindergarten Assessment Administering the Early Literacy Assessment English Letter Names English Letter Sounds Spanish Letter Names Administering the Early Math Segment Numbers and Operations Administering the Approaches to Learning Segment The Child Behavior Rating Scale Next is Assessment Security. Oregon Kindergarten Assessment Fall 2014

Assessment Security Objectives
Understand principles of secure assessment administration Understand how to maintain security of printed assessment materials Learn how to avoid and respond to test improprieties The objectives for the Assessment Security portion of this training is that participants will: Understand principles of secure assessment administration; Understand how to maintain security of printed assessment materials; and Learn how to avoid and respond to assessment improprieties.

Assessment Security Protects the integrity and confidentiality of secure assessment items, prompts, and passages. A test impropriety occurs when an assessment is not administered in a manner consistent with the Test Administration Manual Improprieties include: student coaching mishandling of secure assessment materials student given wrong assessment unsecure assessment environment missing the data entry deadline The main purpose of assessment security is to protect the integrity of assessment items so that they can be used in later years and to maintain a secure assessment system to ensure validity of the data. Student coaching, mishandling of materials, student given the wrong assessment, unsecured assessment environment, and missing the data entry deadlines are areas of concern that arose last year pertaining to the Kindergarten Assessment.

Secure Assessment Environment
A quiet environment, void of distractions and supervised by a trained test administrator Student access to only universal tools All paper assessment materials collected and accounted for after each assessment event Student data is treated as confidential Here are the requirements for a secure assessment environment: Assure a quiet environment, void of distractions and supervised by a trained assessment administrator. Allow the student access only to universal tools. Universal tools are listed in Section 9 of the Test Administration Manual. Paper assessment materials must be collected and either securely stored or destroyed after each assessment event. At the end of the assessment, all materials must be securely recycled. Student data must be treated as confidential. Requirements for maintaining student confidentiality are described in Section 2 of the Test Administration Manual.

Student Coaching Providing students with any type of assistance that may affect how a student responds Includes both verbal cues and nonverbal cues to the correct answer Test Administrators (TA) should limit interactions with students to the student directions included in the Assessor Booklets and to identified accessibility supports A potential impropriety that is particularly relevant to the kindergarten assessment is student coaching. Student Coaching is defined as providing students with any type of assistance that may affect how a student responds. This includes both verbal and nonverbal cues. For the Kindergarten Assessment, Test Administrators are given text and allowable phrases to use during assessment administration. There are accommodations listed for the KA that allow changes to how the assessment is administered. These can be found in the Oregon Accessibility Manual. To avoid coaching, Test Administrators should limit interactions with students to the student directions included in the Assessor Booklets and to providing appropriately identified and administered accessibility supports.

Potential Consequences of Impropriety
Assessment opportunities may be invalidated If the district determines that the testing impropriety qualifies as gross neglect of duty, then the district must report it to Teacher Standards and Practices Commission (TSPC) within 30 days Districts may also evaluate cases according to their own Human Resource policies Assessment opportunities may be invalidated in cases where assessment validity was compromised. If the district determines that the testing impropriety qualifies as gross neglect of duty, then the district must report it to TSPC within 30 days. Personnel may then be subject to disciplinary action as determined by TSPC. Districts may also evaluate cases according to their own Human Resource policies.

Ensure that students take the correct assessment and data is are entered with the correct SSID Securely shred assessment materials Securely store assessment materials at all times Report test improprieties within 1 day of learning of them (the district investigation must be completed within 30 days) Test Administrators Must: ensure that students take the correct assessment and data is are entered with the correct SSID. For the Kindergarten assessment, “correct assessment” refers to the correct format (e.g., Braille, Spanish-English); securely shred assessment materials; securely store assessment materials at all times; and report test improprieties within 1 day of learning of them and the district investigation must be completed within 30 days. If a DTC cannot investigate an impropriety, the district must assign someone else to the task.

Review or analyze secure assessment items Allow students access to non-allowable accessibility supports Allow students to remove assessment materials from the assessment environment Provide students with unscripted feedback during the assessment Copy or retain any assessment materials, including secure assessment booklets Test Administrators May Not: review or analyze secure assessment items; allow students access to non-allowable accessibility supports; allow students to remove assessment materials from the assessment environment; or aopy or retain any assessment materials, including secure assessment booklets. If a student is concerned about an item, the Test Administrator may use the verbatim student directions provided in the Assessor Booklets (A1 and A2).

Maintaining Assessment Security
Review universal tools prior to assessment Examine the assessment environment to ensure that all non-allowable accessibility supports are removed Limit interactions with students to the verbatim student directions in the Test Administration Manual and Assessor Booklets Identify students designated to take the assessment in Braille or English-Spanish Review IEP or 504 plan to identify needed accessibility supports Some practices for maintaining assessment security include: reviewing the universal tools prior to testing and examine the assessment environment to ensure that all non-allowable resources are removed; limiting interactions with students to the verbatim student directions in the Test Administration Manual and Assessor Booklet and appropriately administering accessibility supports; working with appropriate staff to identify students designated to take the assessment in Braille or English-Spanish; and reviewing the IEP to identify needed accessibility supports. * Remember that Accommodations are reserved for students on IEP or 504 plans.

Maintaining Assessment Security, Continued
Do not leave the assessment environment unsupervised or allow untrained staff to enter the assessment environment Communicate with staff ahead of time about upcoming deadlines Cross-train staff in case of unplanned staff absences Ensure that all necessary materials are collected several days before the deadline In order to maintain assessment security, it is important to plan ahead of time. Here are some things that will help assure a secure assessment and assessment environment: Do not leave the assessment environment unsupervised or allow untrained staff to enter the assessment environment (this includes substitute teachers). Communicate with staff ahead of time about upcoming deadlines. Cross-train staff in case of unplanned staff absences. Ensure that all necessary materials are collected several days before the deadline.

Summary Only authorized staff who have signed an Assurance of assessment Security Form may have access to the assessment environment or secure assessment materials Test Administrators must limit interactions with students during testing to what is permitted by the Test Administration Manual or the Oregon Accessibility Manual District Test Coordinators s must report all test improprieties to ODE within 1 day of learning of them In Summary: Only authorized staff who have signed an Assurance of assessment Security Form may have access to the assessment environment or secure assessment materials. Test Administrators must limit interactions with students during testing to what is permitted by the Test Administration Manual or Accessibility Manual. District Test Coordinators must report all test improprieties to ODE within 1 day of learning of them. The report form is available online.

Online Resources for Administration, Accessibility, and Security
Kindergarten Assessment Resource Webpage: Test Administration Manual: Oregon Accessibility Manual: Assessment Security Forms: Here are some online resources available for use.

Assessment Security English Learners and the Kindergarten Assessment Administering the Early Literacy Assessment English Letter Names English Letter Sounds Spanish Letter Names Administering the Early Math Segment Numbers and Operations Administering the Approaches to Learning Segment The Child Behavior Rating Scale Now, we’ll move on to English Language Learners and the Kindergarten Assessment. Oregon Kindergarten Assessment Fall 2014

English Learners and the Kindergarten Assessment
Objectives Understand proper English Learner identification Understand proper identification of Spanish language Understand which measures an identified Spanish-speaking English Learner must be administered for Upon completion of this segment of the training, participants will: understand proper English Learner identification; understand proper identification of Spanish language; and understand which measures an identified Spanish-speaking English Learner must be administered for the Kindergarten Assessment. Oregon Kindergarten Assessment Fall 2014

Proper Identification
Only English Learner students that have been identified with Spanish as their primary language should receive the Spanish Literacy segment (Spanish Letter Names) of the assessment Upon enrollment to Kindergarten, students should receive a Home Language Survey to properly identify primary language. If a primary language other than English is identified, then Title III procedures should also be followed to determine proper ELD supports Proper identification must happen within 30 days of the start of school, or within 2 weeks of a student’s enrollment in a district It is important to properly identify English Learners before administering any portion of the assessment. Only English Learners that have been identified with Spanish as their primary language should receive the Spanish Literacy segment (Spanish Letter Names) of the assessment. Upon enrollment to Kindergarten, students should receive a Home Language Survey to properly identify primary language. If a primary language other than English is identified, then Title III procedures should also be followed to determine proper ELD supports. Proper identification must happen within 30 days of the start of school, or within 2 weeks of a student’s enrollment in a district. Spanish Letter Names is a secure assessment for identified Spanish speaking English Learners. This assessment cannot be used for non-native speakers of Spanish. For districts that wish to assess English speakers in dual-immersion programs, districts could use the Spanish Letter Names “sample” instrument which will be in the Kindergarten Assessment Specifications to develop their own Spanish Letter Names “sample” instrument based on the one in the specifications. This way districts will not use a secure assessment inappropriately. For more information consult Numbered Memo which is specific to participation of identified Spanish speaking ELs and the Early Spanish Literacy measure (Spanish Letter Names).

Decision Matrix This Decision Matrix for the Early Spanish Literacy Assessment was created to help educators and test administrators make decisions about appropriate assessment of Spanish speaking English learners and native English speakers. The Matrix is located, along with the recently released numbered memo ( Proper Identification of Spanish-Speaking English Learners for the Kindergarten Assessment), on the ODE Kindergarten Assessment Resource page.

Test Administrator Roles and Responsibilities
Please be mindful of the Test Administrator’s (TA’s) roles and responsibilities. These need to be considered in addition to the following: Proper administration of the Spanish portion should be done by a fluent bilingual Spanish and English assessor If an Educational Assistant will administer the Spanish portion of the Kindergarten Assessment, please assure that they are properly trained, properly supervised, and are bilingual in both Spanish and English If the district lacks the resources to provide a bilingual Spanish/English assessor, please contact the Regional ESD Helpdesk staff for assistance It is important to be mindful of the Test Administrator’s roles and responsibilities. These need to be considered in addition to the following: Proper administration of the Spanish portion should be done by a fluent bilingual Spanish and English assessor. If an Educational Assistant will administer the Spanish portion of the Kindergarten Assessment, please assure that they are properly trained, properly supervised, and are bilingual in both Spanish and English. If the district lacks the resources to provide a bilingual Spanish/English assessor, please contact the Regional ESD Helpdesk staff for assistance.

Accessibility Supports
Please be mindful of the approved Kindergarten Assessment accessibility supports which can be found in the Test Administration Manual and the Oregon Accessibility Manual For example: Directions can be signed Directions can be interpreted into student’s language of origin There are approved accessibility supports that may be needed when assessing English Learners. For example, directions can be interpreted into student’s language of origin. A full list of approved accessibility supports for the Kindergarten Assessment can be found in the Test Administration Manual and the Oregon Accessibility manual .

Summary All entering Kindergarten students should have a completed Home Language Survey upon enrollment Students should be identified within 30 days of enrollment at the beginning of the school year, or with in 2 weeks of the student being enrolled in a district If the student’s primary language is identified as Spanish, they are required to take the Early Spanish Literacy measure (Spanish Letter Names) in addition to the English Literacy, Early Math, and the Approaches to Learning Segments The Early Spanish Literacy measure is not optional, it must be administered to all identified Spanish Speaking English Learners In Summary: All entering Kindergarten students should have a completed Home Language Survey upon enrollment. Students should be identified within 30 days of enrollment at the beginning of the school year, or with in 2 weeks of the student being enrolled in a district. If the student’s primary language is identified as Spanish, they are required to take the Early Spanish Literacy measure (Spanish Letter Names) in addition to the English Literacy, Early Math, and the Approaches to Learning segments. The Early Spanish Literacy measure is not optional, it must be administered to all identified Spanish Speaking English Learners.

Assessment Security English Learners and the Kindergarten Assessment Administering the Early Literacy Assessment English Letter Names English Letter Sounds Spanish Letter Names Administering the Early Math Segment Numbers and Operations Administering the Approaches to Learning Segment The Child Behavior Rating Scale In developing the Kindergarten Assessment, the Oregon Department of Education and the Early Learning Council turned to existing research based assessments of early childhood skills. The Early Literacy and Early Math assessments are adapted from the University of Oregon’s EasyCBM assessment. In addition, the Spanish Literacy measure, Spanish letter names, is required for all incoming Spanish-speaking Kindergarteners. In this section, we’ll discuss proper administration of the Early Literacy Segment. Oregon Kindergarten Assessment Fall 2014

Administering Early Literacy
Objectives Understand the purpose of the measures and the research behind them Learn the procedures for administration of English Letter Names English Letter Sounds Spanish Letter Names In the “Administering Early Literacy” section, participants will: Understand the purpose of the measures and the research behind them, and Learn the procedures for administration of English Letter Names, English Letter Sounds, and Spanish Letter Names. Oregon Kindergarten Assessment Fall 2014

Early Literacy: English Letter Names
A direct fluency assessment that measures students' ability to name the letters of the English alphabet, in both lower case and capitalized forms It is strongly suggested that districts administer English Letter Names early in the test window All students participate in the assessment Students are shown letters in a chart This is a 60 second timed assessment Students have 60 seconds to name as many letters as they can The English letter names assessment measures the students’ ability to name the letters of the English alphabet, in both lower case and capital forms. It is a direct fluency assessment that provides information about how quickly and accurately the student recognizes letters of the English alphabet. It is strongly suggested that districts administer English Letter Names early in the test window. All students will have the opportunity to participate in this assessment, with accessibility supports if determined to be necessary for equal access for that individual student. All English Learners will be assessed in English Letter Names. In the English Letter Names Assessment, the student is shown a chart with upper and lowercase English letters. This is a 60 second timed assessment. Students have 60 seconds to name as many letters as they can.

Preparation Assessors need: Clipboard Stopwatch/ timing device Pencil
Place marker or cover sheet Assessor booklet (A2) Student booklet English (S1) or Spanish/English (S2) A quiet location The English Letter Names measure is timed which means the assessor will need to have a stopwatch or timing device. It is best practice to have a stopwatch that can be set at one minute and count down—such as those used for DIBELS assessment. We are aware, however, that not everyone has this kind of timer. Other kinds of quiet timing devices are acceptable as well. The assessor also needs a clipboard, pencil, place marker or cover sheet (optional for student use), the assessor booklet (A2), the student booklet (S1 for English Only or S2 for Spanish/English), and a quiet location.

Setting the Stage 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 Booklet in front of the student Open to the “English Letter Names” chart Read the directions to the student Start the stopwatch when the student says the first letter The assessor should: be seated across a table from the student who is also seated, be positioned so that the student cannot see the documents on the clipboard or the stopwatch/timing device, place the Student Booklet in front of the student, Open to the “English Letter Names” chart, read the directions to the student, and start the stopwatch when the student says the first letter.

*Not the actual chart in the 2014-2015 kindergarten assessment
Sample Student Chart Sample *Not the actual chart in the kindergarten assessment This chart is an example what will be shown in front of the student. There are no sample or practice items in the student booklet for the literacy measures. It is important to note that it is okay to use a guide or marker for the student to track the rows. This could be as simple as a sheet of paper used to reveal one row at a time. The student can be asked if this makes it easier for them or not. The assessor will need to determine (after observing the student) whether the student can move the marker down independently or whether they will need assistance.

Directions in Assessor Booklet (A2)
Start the stopwatch when the student says the first letter name Record student responses on the assessor chart The assessor copy includes a script and directions for gesturing. The first page offers the procedures, directions, and scoring information and the second page offers a chart that the assessor will use to document student responses. In the directions, the assessor reads the bolded items verbatim and performs the gestures indicated: “When I say go, say the name of each letter. Start at the top of the chart and name each letter in the row. See how many letters you can name before I say stop.” The assessor is then asked to “Demonstrate by sweeping your finger from left to right across the first row. Move your finger left to right again on the second row.” The assessor is reminded, “If the student is using a guide or marker, demonstrate moving it down the chart and say”: “Move your guide down after you finish each row.” “Would you like me to read the directions again?” If the student indicates that they would like the directions read again, the assessor can repeat the directions and gestures. The assessor then says “When I say go, start saying letter names…ready, (pause), go.” The assessor will start the stopwatch/timing device when the student says the first letter name and will track student responses on the assessor chart.

Directions in Assessor Booklet (A2) , continued
After 60 seconds mark the last letter with a bracket ] Let the student finish the row or come to a natural stopping point before saying “Stop” Record the number attempted and number correct At 60 seconds, mark the last letter named with a bracket and then say “stop.” The timed nature of the assessment should be subtle—the student should not be abruptly cut-off. While it is important that the last letter named at 60 seconds is bracketed, the assessor can wait to say stop until the student completes their thought or completes the row—whatever makes the most sense. The assessor will then record the number attempted and number correct.

Scoring If the student: Record number of correct letters in # correct
Is correct, do not mark the letter and count as correct Clearly loses his/her place, point to the next letter Self corrects, write SC above the letter and count as correct Says incorrect letter name, slash through the letter, and count as incorrect Hesitates more than 3 seconds, slash through the letter, supply the letter name and count as incorrect Skips letter, circle the letter and count as incorrect Record number of correct letters in # correct Record number of attempts in # attempted The assessor will keep the student response record on the English Letter Names chart in Assessor Booklet (A2). If the student names the letter correctly, the letter is not marked. If the student appears to lose their place, the assessor can redirect them back to the next letter. If the student incorrectly names a letter and then self-corrects-the assessor can mark SC above the slash and can count it is correct. If the student says the wrong letter name, slash through the letter. If the student gets stuck and hesitates for more than 3 seconds, the assessor puts a slash through the letter as incorrect and gently supplies the letter name and moves the child on to the next letter. If the child skips a letter, circle it and count as incorrect. When the assessment is complete, the assessor records the number correct s in “# correct” and the number of attempts, (both correct or incorrect), in “# attempted” at the bottom of the assessor copy.

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 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 Here are some additional things to consider when administering English Letter Names. If a student provides the English letter sound instead of the letter name, repeat the directions verbatim (allowed one time): “Say the name of each letter.” If a student 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.” If a student loses his/her place and skips a line, redirect the student to the correct row. If a student 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. The score will be 0. At this point, it is best practice to ask the student if he/she recognizes any letters on the page (remove the guide if used). While this does not contribute to the score, it is still valuable information.

Early Literacy: English Letter Sounds
A direct fluency assessment that measures students' ability to produce common sounds associated with letters of the English alphabet and common digraphs It is strongly suggested that districts administer English Letter Sounds early in the test window All students participate in the assessment 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 The English letter sounds assessment measures the students’ ability to produce common sounds associated with letters of the English alphabet and common digraphs. It is a direct fluency assessment that provides information about how quickly and accurately the student can produce letter sounds. It is strongly suggested that districts administer English Letter Sounds early in the test window. All students will have the opportunity to participate in this assessment, with accommodations if determined to be necessary for equal access for that individual student. All English Learners will be assessed in English Letter Sounds. In this assessment, the student is shown a chart with letters and digraphs. This is a 60 second timed assessment. Students have 60 seconds to produce as many letter sounds as they can.

Preparation Assessors need: Clipboard Stopwatch/timing device Pencil
Place marker or cover sheet Assessor booklet (A2) Student booklet English (S1) or Spanish/English (S2) A quiet location The English Letter Sounds measure is timed which means the assessor will need to have a stopwatch or timing device. It is best practice to have a stopwatch that can be set at one minute and count down—such as those used for DIBELS assessment. We are aware, however, that not everyone has this kind of timer. Other kinds of quiet timing devices are acceptable as well. The assessor also needs a clipboard, pencil, place marker or cover sheet (optional for student use), the assessor booklet (A2), the student booklet (S1 for English Only or S2 for Spanish/English), and a quiet location.

Setting the Stage 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 Booklet in front of the student Open to the “English Letter Sounds” chart Read the directions to the student Start the stopwatch when the student says the first letter sound The assessor should be seated across a table from the student who is also seated, be positioned so that the student cannot see the documents on the clipboard or the stopwatch/timing device, place the Student Booklet in front of the student, Open to the “English Letter Sounds” chart, read the directions to the student, and start the stopwatch when the student says the first letter sound.

Start the stopwatch when the student says the first letter sound Record student responses on the assessor chart The assessor copy includes a script and directions for gesturing. The first page offers the procedures, directions, and scoring information and the second page offers a chart that the assessor will use to document student responses. In the directions, the assessor reads the bolded items verbatim and performs the gestures indicated: “When I say go, say the sound each letter makes. Start at the top of the chart and make the sound of each letter in the row. See how many letter sounds you can name before I say stop.” The assessor is then asked to “Demonstrate by sweeping your finger from left to right across the first row. Move your finger left to right again on the second row.” The assessor is reminded, “If the student is using a guide or marker, demonstrate moving it down the chart and say” “Move your guide down after you finish each row.” “Would you like me to read the directions again?” If the student indicates that they would like the directions read again, the assessor can repeat the directions and gestures. The assessor then says “When I say go, start saying letter names…ready, (pause), go.” The assessor will start the stopwatch/timing device when the student says the first letter sound and will track student responses on the assessor chart.

After 60 seconds mark the last letter with a bracket ] Let the student finish the row or come to a natural stopping point before saying “Stop” Record the number attempted and number correct At 60 seconds, mark the last letter sound made with a bracket and then say “stop.” The timed nature of the assessment should be subtle—the student should not be abruptly cut-off. While it is important that the last letter named at 60 seconds is bracketed, the assessor can wait to say stop until the student completes their thought or completes the row—whatever makes the most sense. The assessor will then record the number attempted and number correct.

English Letter Sounds: Scoring
If the student: Is correct, do not mark the letter and count as correct Clearly loses his/her place, point to the next letter Self corrects, write SC above the letter and count as correct Says incorrect letter sound, slash through the letter, and count as incorrect Hesitates more than 3 seconds, slash through the letter, supply the letter sound and count as incorrect Skips letter, circle the letter and count as incorrect Long or short vowel sounds are scored as correct Hard or soft consonant sounds are scored as correct If a student encounters a letter blend and gives isolated (separate) letter sounds, it is scored as incorrect Record number of correct letter sounds in # correct Record number of attempts in # attempted The assessor will keep the student response record on the English Letter Sounds chart in Assessor Booklet (A2). If the student makes the correct letter sound, the letter is not marked. If the student appears to lose their place, the assessor can redirect them back to the next letter. If the student incorrectly names a letter sound and then self-corrects-the assessor can mark SC above the slash and can count it is correct. If the student says the wrong letter sound, slash through the letter. If the student gets stuck and hesitates for more than 3 seconds, the assessor puts a slash through the letter as incorrect, gently supplies the letter sound and moves the child on to the next letter. If the child skips a letter, circle it and count as incorrect. Long or short vowel sounds are scored as correct. Hard or soft consonant sounds are scored as correct. If a student encounters a letter blend and gives isolated (separate) letter sounds, it is scored as incorrect. When the assessment is complete, the assessor records the number correct s in “# correct” and the number of attempts, (both correct or incorrect), in “# attempted” at the bottom of the assessor copy.

If a student: Provides the letter name instead of the letter sound, repeat the directions verbatim (allowed one time): “Say the sound of each letter” Provides the letter sound 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 Does not name a letter sound in the first row, move to second row. If the student still does not identify a letter sound in the second row, the timed fluency assessment can be discontinued Here are some additional things to consider when administering English Letter Sounds: If a student provides the letter name instead of the letter sound, repeat the directions verbatim (allowed one time): “Say the sound of each letter.” If a student provides the letter sound in a language other than English, repeat the directions verbatim (allowed on time): “Say the sound of each letter in English.” If a student loses his/her place and skips a line, redirect the student to the correct row. If a student does not name a letter sound in the first row, move to second row. If the student still does not identify a letter sound in the second row, the timed fluency assessment can be discontinued. The score will be 0. At this point, it is best practice to ask the student if he/she recognizes any letters on the page (remove the guide if used). While this does not contribute to the score, it is still valuable information.

Early Literacy: Spanish Letter Names
Measures students' ability to name the letters of the Spanish alphabet, in both lower case and capitalized forms Requires a fluent Spanish speaking assessor All Spanish speaking English Learners (ELs) participate in the assessment It is strongly suggested that districts administer Spanish Letter Names early in the test window Students are shown letters in a chart This is a 60 second timed assessment Students have 60 seconds to name as many letters as they can In addition to the English letter names and letter sounds assessment, Spanish-speaking English Learners will also be administered the Spanish Letter Names assessment. This measure requires a fluent Spanish speaking assessor. The Spanish letter names assessment measures the students’ ability to name the letters of the Spanish alphabet, in both lower case and capital forms. It is a direct fluency assessment that provides information about how quickly and accurately the student recognizes letters of the Spanish alphabet. All Spanish Speaking English Learners will have the opportunity to participate in this assessment, with accommodations if determined to be necessary for equal access for that individual student. In this assessment, the student is shown a chart with upper and lowercase letters in the Spanish alphabet. This is a 60 second timed assessment. Students have 60 seconds to name as many letters as they can.

Preparation Assessors need: Clipboard Stopwatch/timing device Pencil
Place marker or cover sheet Assessor booklet (A2) Student booklet Spanish/English (S2) A quiet location The Spanish Letter Names measure is timed which means the assessor will need to have a stopwatch or timing device. It is best practice to have a stopwatch that can be set at one minute and count down—such as those used for DIBELS assessment. We are aware, however, that not everyone has this kind of timer. Other kinds of quiet timing devices are acceptable as well. The assessor also needs a clipboard, pencil, place marker or cover sheet (optional for student use), the assessor booklet (A2), the student booklet (S2 for Spanish/English), and a quiet location.

Setting the Stage 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 Booklet in front of the student Open to the “Spanish Letter Names” chart Read the directions to the student Start the stopwatch when the student says the first letter name The assessor should: be seated across a table from the student who is also seated, be positioned so that the student cannot see the documents on the clipboard or the stopwatch/timing device, place the Student Booklet in front of the student, Open to the “Spanish Letter Names” chart, read the directions to the student, and start the stopwatch when the student says the first letter name.

Start the stopwatch when the student says the first letter sound Record student responses on the assessor chart The assessor copy includes a script and directions for gesturing. The first page offers the procedures, directions, and scoring information and the second page offers a chart that the assessor will use to document student responses. The instructions for the Spanish literacy portion are available in both English and Spanish; however, remember that this assessment necessitates a fluent bilingual Spanish/English assessor. In the directions, the assessor reads the bolded items verbatim and performs the gestures indicated. “Cuando yo diga comienza, di el nombre de cada letra. Comienza en la parte superior del gráfico y di el nombre de cada letra de la hilera. Ve cuantas letras puedes decir antes de que yo diga, alto.” The assessor is then asked to “Demonstrate by sweeping your finger from left to right across the first row. Move your finger left to right again on the second row.” The assessor is reminded, “If the student is using a guide or marker, demonstrate moving it down the chart and say” “Mueve tu guía hacia abajo después de que termines cada hilera.” “¿Quieres que te vuelva a leer las instrucciones?” If the student indicates that they would like the directions read again, the assessor can repeat the directions and gestures. The assessor then says, “Cuando yo diga comienza, empieza a decir los nombres de las letras….listo/a, (haga una pausa), comienza.” The assessor will start the stopwatch/timing device when the student names the first letter and will track student responses on the assessor chart.

After 60 seconds mark the last letter with a bracket ] Let the student finish the row or come to a natural stopping point before saying “Alto” Record the number attempted and number correct At 60 seconds, mark the last letter sound made with a bracket and then say “alto.” The timed nature of the assessment should be subtle—the student should not be abruptly cut-off. While it is important that the last letter named at 60 seconds is bracketed, the assessor can wait to say stop until the student completes their thought or completes the row—whatever makes the most sense. The assessor will then record the number attempted and number correct.

Scoring If the student: Record number of correct letters in # correct
Is correct, do not mark the letter and count as correct Clearly loses his/her place, point to the next letter Self corrects, write SC above the letter and count as correct Says incorrect letter name, slash through the letter, and count as incorrect Hesitates more than 3 seconds, slash through the letter, supply the letter name and count as incorrect Skips letter, circle the letter and count as incorrect Record number of correct letters in # correct Record number of attempts in # attempted The assessor will keep the student response record on the assessor sheet. If the student names the letter correctly, the letter is not marked. If the student appears to lose their place, the assessor can redirect them back to the next letter. If the student incorrectly names a letter and then self-corrects-the assessor can mark SC above the slash and can count it is correct. If the student says the wrong letter name, slash through the letter. If the student gets stuck and hesitates for more than 3 seconds, the assessor puts a slash through the letter as incorrect and gently supplies the letter name and moves the child on to the next letter. If the child skips a letter, circle it and count as incorrect. When the assessment is complete, the assessor is to record the number of correct letter names in “# correct” at bottom of assessor copy and also record the number of attempts, (both correct or incorrect), in “# attempted.”

If a student: Provides the Spanish letter sound instead of the letter name, repeat the directions verbatim (allowed one time): “Di el nombre de cada letra” Provides the letter name in a language other than Spanish, repeat the directions verbatim (allowed on time): “Di el nombre de cada letra en Español” Loses his/her place and skips a line, redirect the student to the correct row 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 Here are some additional things to consider when administering Spanish Letter Names: If the student provides the Spanish letter sound instead of the letter name, repeat the directions verbatim (allowed one time): “Di el nombre de cada letra.” If the student provides the letter name in a language other than Spanish, repeat the directions verbatim (allowed on time): “Di el nombre de cada letra en Español.” If the student loses his/her place and skips a line, redirect the student to the correct row. If the student 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. The score will be 0. At this point, it is best practice to ask the student if he/she recognizes any letters on the page (remove the guide if used). While this does not contribute to the score, it is still valuable information.

Data Submission For the Fall 2014 collection, districts will submit each student’s number correct and the number attempted score for English Letter Names, English Letter Sounds, and Spanish Letter Names. For the Fall 2014 collection, districts will submit each student’s number correct and the number attempted score for English Letter Names, English Letter Sounds, and Spanish Letter Names. To make the data entry process easier for districts, ODE is offering Kindergarten Assessment Data Collection Trainings in August and September Consult the ODE KA Resource Page for the training dates and times.

Assessment Security ELLs and the Kindergarten Assessment Administering the Early Literacy Assessment English Letter Names English Letter Sounds Spanish Letter Names Administering the Early Math Segment Numbers and Operations Administering the Approaches to Learning Segment The Child Behavior Rating Scale The next section addresses administering the Early math portion of the kindergarten assessment—Numbers and Operations. Oregon Kindergarten Assessment Fall 2014

Administering Early Math
Objectives Understand the purpose of the Numbers and Operations measure Learn the procedures for administration of Numbers and Operations In the “Administering Early Math” section, participants will: Understand the purpose of the Numbers and Operations measure, and Learn the procedures for administration of Number and Operations. Oregon Kindergarten Assessment Fall 2014

Early Math: Numbers and Operations
Measures students' ability to understand numbers, number systems, relationships among numbers and meanings of operations All students participate in the Numbers and Operations assessment It is strongly suggested that districts administer Numbers and Operations early in the test window The student booklet has one item per page There are two sample items and sixteen assessment items This assessment is not timed The early math, numbers and operations, measures students' ability to understand numbers, number systems, relationships among numbers and meanings of operations. All students will have the opportunity to participate in this assessment, with accommodations if determined to be necessary for equal access for that individual student. It is strongly suggested that districts administer Numbers and Operations early in the test window The student booklet has one item per page. There are two sample items and sixteen assessment items. The two sample items give the student a chance to practice using the assessment format. The assessor can use these sample items to make sure that the student understands how to look at items and choose their answer. This assessment is not timed *A Spanish/English side-by-side version is available in the Spanish/English student assessment booklet (S2). Spanish speaking English learners who will be assessed using the bilingual version of the early math items have the option of hearing both the English and the Spanish. At the start of the early math assessment, the student should be asked whether they want Spanish only or both Spanish and English.

Preparation Assessors need: Clipboard Pencil Assessor booklet (A2)
Student booklet English (S1) or Spanish/English (S2) A quiet location For this assessment the assessor needs a clipboard, pencil, the assessor booklet (A2), the student booklet (S1 for English Only or S2 for Spanish/English), and a quiet location.

Setting the Stage Seat yourself across the table from the student who is also seated Position yourself so the student cannot see the documents on the clipboard Pages in the student booklet have to be turned, the assessor should be close enough to turn the pages if needed Place the Student Booklet in front of the student Open to sample item #1 The assessor should: be seated across a table from the student who is also seated, be positioned so that the student cannot see the documents on the clipboard, determine if the student can turn the pages in the student booklet (The student booklet has one item per page. The pages need to be turned so the assessor will need to gage if the student can turn the pages independently or if the assessor will need to turn them), place the Student Booklet in front of the student, and open the student booklet to sample Item #1.

Sample Item #1 in Student Booklet
English Only Student Booklet (S1) Spanish/English Student Booklet (S2) This is Sample Item #1 in both the English Only Student booklet (S1) and the Spanish/English Student Booklet (S2). This is what will be shown in front of the student. On each page the student sees a box which contains an assessment item. Some assessment items have minimal text while others do not. Below the box are three numbers. This assessment requires that students indicate their answer by pointing to one of the three numbers.

Sample Item #1 in Assessor Booklet (A2)
Sample Items Directions A B C NA 1 “We are looking at numbers, counting, adding to, and taking away. Here is one to practice. Look at what is here.” Demonstrate by pointing to the box and then sweeping your finger from the first to last number below. “How many? Point to or choose the answer.” “Would you like me to read the directions again?” 2 3 This is Sample Item Number 1 in the Assessor Booklet (A2), shown here are the directions for both English and the Spanish/English side-by-side version. The assessor reads the directions on the assessor copy verbatim to the student and follows the directions for gesturing. Directions that are to be vocalized are in quotes and are bolded. Directions for gesturing are not bolded. Here the assessor says: “We are looking at numbers, counting, adding to, and taking away. Here is one to practice. Look at what is here.” The assessor is then instructed to: “Demonstrate by pointing to the box and then sweeping your finger from the first to last number below.” The assessor then says: “How many? Point to or choose the answer.” If the student does not indicate understanding, the assessor can ask: “Would you like me to read the directions again?” If the student indicates that they would like the directions read again, the assessor can repeat the directions and gestures.

Recording Student Answers
Circle the student’s selected answer on the assessor copy For each item, the three possible answers fall under columns A, B, C If a student verbalizes an answer, assessment administrators may remind students to point to or choose the answer If the student still does not know the answer or does not want to select an answer, then select NA (no answer) and go to the next item The assessor will circle the student’s selected answer on the assessor copy. For each item, the three possible answers fall under columns A, B, C. There is an additional choice of “NA” which the test administrator can circle if the student did not choose an answer The responses recorded by the test administrator must rely on the student’s pointed response; verbal responses are not accepted in the Early Math segment. If a student verbalizes an answer, remind students to point to or choose the answer. For students who would benefit the Accessibility Supports table included in the assessor booklet, as well as the Test Administration Manual and Oregon Accessibility Manual, identifies additional non-verbal means by which students may communicate their response.

Sample Item #2 in Student Booklet
Spanish/English Student Booklet (S2) English Only Student Booklet (S1) This is Sample Item #2 in both the English Only Student booklet (S1) and the Spanish/English Student Booklet (S2). The student sees a box which contains an assessment item with minimal text. Below the box are three numbers. The student will indicate their answer by pointing to one of the three numbers.

Sample Item #2 in Assessor Booklet (A2)
Point to the box. Read the text: “What number is missing? Point to or choose the answer.” Record the number the child points to. “Would you like me to read the directions again?” Turn student copy to Item 1. 5 4 NA Here is Sample Item Number 2 in the Assessor Booklet (A2), shown here are the directions for both English and the Spanish/English side-by-side version. The assessor reads the directions on the assessor copy verbatim to the student and follows the directions for gesturing. Directions that are to be vocalized are in quotes and are bolded. Directions for gesturing are not bolded. Here, the assessor is instructed to: “Point to the box. Read the text: “What number is missing? Point to or choose the answer.” If the student does not indicate understanding, the assessor can ask: “Would you like me to read the directions again?” If the student indicates that they would like the directions read again, the assessor can repeat the directions and gestures.

Recording Student Answers
Circle the student’s selected answer on the assessor copy For each item, the three possible answers fall under columns A, B, C If a student verbalizes an answer, assessment administrators may remind students to point to or choose the 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 The assessor will circle the student’s selected answer on the assessor copy. For each item, the three possible answers fall under columns A, B, C. There is an additional choice of “NA” which the test administrator can circle if the student did not choose an answer Again, please remember that the responses recorded by the test administrator must rely on the student’s pointed response; verbal responses are not accepted in the Early Math segment. If a student verbalizes an answer, remind students to point to or choose the answer. For students who would benefit the Accessibility Supports table included in the assessor booklet, as well as the Test Administration Manual and Oregon Accessibility Manual, identifies additional non-verbal means by which students may communicate their response. After these two sample items, the assessment will begin. The student booklet will be turned to item #1 and the assessor will record the students choices.

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” “It is OK to guess” “Thank you” “Buen esfuerzo” “Sigue intentando” “La siguiente” “Está bien si tratas de adivinar” “Gracias” The Early Math assessment is a direct assessment which requires the assessor to stick to the verbatim directions and directions for gesturing. To assure consistency, it is critical that the assessor avoids providing visual or auditory clues about the correctness of the student’s responses during the assessment. It is okay to say encouraging words to make the student comfortable and to encourage them to keep trying. For the sake of consistency, the assessor booklet offers a list of approved encouraging words to use with the student.

The assessment items are not 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 that it is okay to guess Some additional considerations for the early math portion: The assessment items are not 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 that it is okay to guess.

Data Submission For the Fall 2014 collection, districts will submit raw data (A, B, C, or NA) for each of the 16 items through ODE’s Consolidated Collections Data will be submitted through ODE’s consolidated collections. Districts will submit raw data (choices falling under A, B, C, or NA) for the 16 items on the assessment. To make the data entry process easier for districts, ODE is offering Kindergarten Assessment Data Collection Trainings in August and September Consult the ODE KA Resource Page for the training dates and times.

Oregon Kindergarten Assessment Test Administrator Training
Assessment Administration Assessment Accessibility Supports Assessment Security English Learners and the Kindergarten Assessment Administering the Early Literacy Assessment English Letter Names English Letter Sounds Spanish Letter Names Administering the Early Math Segment Numbers and Operations Administering the Approaches to Learning Segment The Child Behavior Rating Scale The Approaches to Learning Segment is the final portion of this Kindergarten Assessment training. Oregon Kindergarten Assessment Fall 2014

Administering Approaches to Learning
Objectives Understand the purpose of the scale Learn procedures for administration of The Child Behavior Rating Scale Through focus groups and community forums, early learning and kindergarten teachers voiced a need to collect information on how children approach interactions with peers and teachers. In addition, there is a desire to know how children regulate their own time and emotions. For this purpose, the Child Behavior Rating Scale was adapted for the Approaches to Learning segment of the Kindergarten Assessment. In the “Administering Early Math” section, participants will: Understand the purpose of the scale, and Learn the procedures for administration of The Child Behavior Rating Scale. Oregon Kindergarten Assessment Fall 2014

Assessment Security The Child Behavior Rating Scale contains confidential student information Keep the surveys in a secure, locked location The Oregon Test Administration Manual (TAM) explicitly prohibits reviewing, analyzing, and discussing assessment forms and questions This segment is a little different than the others: The Approaches to Learning segment uses an observation tool and not administered directly to students, however, it should be treated as a secure assessment. As with other statewide assessments, all Oregon test materials and questions are considered secure materials and should be kept in a secure location such as a locked drawer, file cabinet or storage room. After completion, the surveys will contain confidential information about student abilities and behaviors. Please note that the Test Administration Manual explicitly prohibits reviewing, analyzing and discussing the questions on any Oregon Assessment.

Approaches to Learning: Child Behavior Rating Scale
Based on teacher observation of children’s behavior with other adults and children in a classroom setting Includes items that measure Approaches to Learning Self-Regulation Interpersonal skills The scale has been Demonstrated to be strongly predictive of reading and math achievement in elementary grades Validated in a wide range of cultural contexts The Child Behavior Rating Scale is based on teacher observation of children’s behavior with other adults and children in a classroom setting. It includes items that measure approaches to learning, self regulation and interpersonal skills. The scale has been demonstrated to be strongly predictive of reading and math achievement in elementary grades and has been validated in a wide range of cultural contexts.

Approaches to Learning: Preparation
The Approaches to Learning segment must be completed by the student’s classroom teacher Teachers need: A writing utensil The assessor booklet for Approaches to Learning (A1) The Approaches to Learning segment must be completed by the student’s classroom teacher. The teacher needs a writing utensil and the Assessor booklet for Approaches to Learning (A1)

The Child Behavior Rating Scale
15 Items Teacher responds to each item by circling numbers on a 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 The Child Behavior Rating Scale has 15 items. The teacher responds to each item by circling numbers on a one to five scale—based on observation of individual students during regular classroom routines and activities. The 1-5 scale is consistent on all items: 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.

Recording Teacher Response
Read the Item Sample Never Rarely Sometimes Frequently/usually Always 1. Follows directions 1 2 3 4 5 Circle a Response Sample In the Assessor Booklet (A1), there are instructions for the teacher at the top of the page. The definitions for each of the response numbers are included. Read each item and consider if the individual student rarely, sometimes, frequently, or always demonstrates the skill. Circle the value that best describes the student’s behavior. It is important to choose one value--please do not circle two values or place a circle in the middle of two values. Given that there are five choices, the level of granularity should be sensitive enough. Never Rarely Sometimes Frequently/usually Always 1. Follows directions 1 2 3 4 5

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 Some things to remember about the Approaches to Learning segment: 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. It is important to circle one value per item. All 15 items should be completed for each student.

Data Submission For the Fall 2014 collection, districts will submit raw scores for all 15 items through ODE’s Consolidated Collections For the Fall 2014 collection, districts will submit raw scores for all 15 items through ODE’s Consolidated Collections. To make the data entry process easier for districts, ODE is offering Kindergarten Assessment Data Collection Trainings in August and September Consult the ODE KA Resource Page for the training dates and times.

Online Resources for the Oregon Kindergarten Assessment
Kindergarten Assessment Resource Webpage: Test Administration Manual: Oregon Accessibility Manual: Here is a list of resources available for the Kindergarten Assessment. ODE’s Kindergarten Assessment Website is kept up to date and includes links to last year’s kindergarten assessment data and links to other resources that will be helpful when preparing to administer the kindergarten assessment. Thank you.

Oregon Kindergarten Assessment
[END] Oregon Kindergarten Assessment

The Oregon Kindergarten Assessment Test Administrator Training

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