1. TEST ADMINISTRATOR TRAINING (REQUIRED FOR DTCS, STCS, AND TAS) Note: Information noted in light gray or strike through is not relevant to the Kindergarten Assessment.

2.  Understand the roles and responsibilities of test administrators  Understand how to use valid test administration practices  Learn where to find test administration resources and tools  Be aware of what’s new this year in the statewide assessment system Test Administrators Big Picture Objectives

3. Training will cover the following topics :  TA Training Overview  Accommodations  Test Security  Administering the Kindergarten Assessment Test Administrators Training Overview

4.  Before testing:  Provide students with an opportunity to become familiar with the test format and procedures  Review student IEPs or education plans to identify appropriate test formats and accommodations  Make arrangements for students who are not testing  Review Test Administration Manual Test Administrators TA Roles and Responsibilities  During testing:  Ensure that students receive the appropriate test (includes settings such as language)  Enforce test environment requirements

5.  Supervision at all times by a trained TA  Quiet environment void of distractions  Only allowable resources made available to students upon request  Limited interaction with students  Read student directions  Administer accommodations appropriately  No coaching Test Administrators Test Environment Requirements

6.  Kindergarten Assessment added to Oregon’s Statewide Assessment System  New Appendix L for Kindergarten Assessment  ODE has posedt the final 2013-14 Test Administration Manual online. There is a link to it from our District website:  www.4j.lane.edu/instruction/assessment/oaksadmin/ Test Administrators What’s new ?

7. ODE has identified the following practices as standard testing conditions available for all students:  Dividing testing into several testing events, including providing students with extended time or frequent breaks as needed.  Reading or rereading student directions to students. Test Administrators What’s new ?

8. Do’s  TAs must:  Read the Test Administration Manual  Receive annual test administration and security training, and  Sign an Assurance of Test Security form before administering state tests. (pp.22-24 in the Test Administration Manual) Test Administrators Do’s and Don’ts

9. Test Administrators Do’s and Don’ts, cont’d Do’s  TAs may only provide students with allowable resources listed by content area in the Test Administration Manual. Appendix L (p. L-4)  TAs must read verbatim the student directions provided in the Assessor Materials of the Kindergarten Assessment.

10. Don’ts  TAs may not allow untrained aides, volunteers, or substitutes to assist with test administration.  TAs may not coach students (including requiring students to show their work).  Students may not access non-allowable resources such as textbooks, class notes, or cell phones during testing.  Students may not talk to or help other students during testing. Test Administrators Do’s and Don’ts, cont’d

11.  TA reviews the Test Administration Manual before testing, focusing on test security and content- specific allowable resources and accommodations.  TA seeks clarification from STC on any rules that are unclear before administering tests  TA spaces students appropriately or provides visual barriers to prevent students from seeing others’ tests.  TA reads student directions verbatim and ensure proper testing conditions.  TA makes available but does not require students to use allowable resources. Test Administrators Promising Practices

12.  TAs must receive training each year  TAs enforce valid test environment for students  When in doubt about a particular testing practice, before testing begins:  Check the Manual  Check your training notes  Ask your School Test Coordinator  If all else fails, assume the answer is “no” Test Administrators In a Nutshell

13.  Test Administration Manual  Accommodations Manual http://www.ode.state.or.us/search/page/?id=487  Best Practices Guide  Promising Testing Practices http://www.ode.state.or.us/go/tam http://www.ode.state.or.us/search/page/?=2444 http://www.ode.state.or.us/go/tam Test Administrators Test Administration Resources www.4j.lane.edu/instruction/assessment/oaksadmin/

14.  What 3 things must a test administrator do before administering a state test?  What are some examples of assistance to students that are not allowed?  What are some methods we can use to reduce test improprieties? Test Administrators Acorns for Storage

15. (REQUIRED FOR DTCS, STCS, AND TAS) Note: Information noted in light gray or strike through is not relevant to the Kindergarten Assessment. ACCOMMODATIONS (Pink Handout)

16.  Identify and understand the purpose of accommodations  Administer accommodations appropriately Accommodations Big Picture Objectives

17.  Know the differences between the following:  Allowable Resources  Restricted Resources  Accommodations  Modifications  Always refer to the current year’s Test Administration Manual and Accommodations Manual for updates Accommodations Know the Options

18. Accommodation  “Practices and procedures in presentation, response, setting, and timing or scheduling that, when used in an assessment, provide equitable access to all students.”  Accommodations do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment.  Only approved accommodations by the Accommodations Panel are allowed during testing. Accommodations Definitions (Appendix O)

19. Allowable Resource  Subject-specific resources identified as allowable in the Test Administration Manual Restricted Resource  Computer-based application, tool, functionality, or non-electronic resource approved by the Accommodations Panel that does not interfere with the measured construct, but has restricted availability and requires district documentation of individual student need prior to use Modification  Any change away from a standard administration  Modifications result in an invalid test Accommodations Definitions, cont’d

20.  Provide a student equal access and equal opportunity to meet or exceed grade level achievement standards.  Accommodations are available to all students, although the decision to apply accommodations must be based on an assessment of individual student need.  Accommodations must be documented within a student’s cumulative file, IEP and/or 504 Plan. Accommodations Purpose and Eligibility

21.  Students on IEPs or 504 Plans must have needed accommodations documented within their plans.  Students who are English Language Learners or General Education and not on an IEP or 504 Plan should have needed accommodations documented within their cumulative file. Accommodations How to Document

22.  Necessary accommodations must be identified and implemented during classroom instruction prior to the student’s participation in the state assessment, unless precluded by the local test window.  Accommodations used in state assessment must have been previously approved by the Accommodations Panel and listed in the Accommodations Manual. Accommodations When to Identify  The Accommodations Manual provides guidance on how and when to appropriately identify accommodations for a student.

23. Changes in Test Directions:  Sign directions  Interpret directions orally  Simplify language in directions Accommodations What is NEW for Kindergarten:

24. Changes in how questions are presented:  Large print version of test  For Mathematics, TA may point to each answer choice to support students who need this option to indicate their answer choice by blinking, head movement, eye gaze or other form of identified non-verbal communication Accommodations What is NEW for Kindergarten:

25. Changes in how student responds:  Student may respond to multiple choice questions using any assistive technology device that serves as their primary communication mode Accommodations What is NEW for Kindergarten:

26. Changes in Test Setting:  Test an individual student in a separate location  Support physical position of student (e.g., preferential seating, special lighting, increase/decrease opportunity for movement, provide position assistance, adaptive equipment/furniture) Accommodations What is New for Kindergarten:

27. Changes in Test Schedule:  Administer at a time of day most beneficial to the student Accommodations What is New for Kindergarten:

28. 1. Expect participation and academic achievement in statewide assessments for all students 2. Learn accommodations 3. Select accommodations 4. Administer accommodations 5. Evaluate and improve accommodation use Accommodations Five Step Process

29.  STEP 1 – Expect participation and academic achievement in statewide assessments for all students.  STEP 2 – Learn accommodations  STEP 3 – Select accommodations Accommodations Five Step Process

30.  STEP 4 – Administer accommodations  STEP 5 – Evaluate and improve accommodation use Accommodations Five Step Process

31. 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. Accommodations Test Directions & Presentation Accommodations

32. Who benefits?  Students with physical, sensory, or learning disabilities  Students who have difficulty with memory, sequencing, directionality, alignment, and/or organization. Accommodations Response Accommodations

33. 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. Accommodations Setting Accommodations

34. 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. Accommodations Scheduling Accommodations

35.  Available for Math, Science, and Social Sciences (not for Reading)  OAKS Online supports a computer-based read-aloud feature  English computer-based read-aloud available for Math, Science, and Social Sciences  Spanish computer-based read-aloud available for Math  Human-administered read-aloud is still permitted  Math read-aloud follows special guidelines (posted at Accommodations Webpage)  Must not distract other students testing Accommodations Read-Aloud Accommodation

36.  If a student requests this accommodation while testing and it was not previously identified as a needed accommodation for the particular student, read verbatim the student directions provided in Appendix B.  The TA may not provide an accommodation to a student that was not selected based on an assessment of individual student need. Accommodations Read-Aloud Accommodation “In the Moment” Request

37.  Required code for students with IEPs :  “ Number of Accommodations”  Select “none” or “one or more”  Optional code:  “Accommodation Code”  District can identify up to six specific accommodations by unique 4-digit code  Update in TIDE, TA Interface, or Student Centered Staging Accommodations Coding Accommodations

38. Do’s  Refer to the Accommodations Manual for accommodations implementation guidance.  Refer to student’s IEP, 504 Plan or cumulative file to determine which accommodations must be provided.  Note that although writing prompts may be translated locally, they must be completed in advance by a trained translator endorsed by the district and must be stored securely. Translator also needs to be trained in Test Security and sign an Assurance of Test Security form. Accommodations Do’s and Don’ts

39. Do’s (cont’d)  TAs may read numerals and math symbols aloud on the early math test if they follow the guidance and examples posted on the ODE website.  In general, numbers and symbols can be read according to their common English usage. For example, > would be read as “is greater than.”  Numbers 99 and less should be read using standard place value language. For example, 23 would be read as “twenty-three.” Accommodations Do’s and Don’ts, cont’d  However, numbers greater than 99 should be read as individual numbers. For example, 579 would be read as “five seven nine.”

40. Don’ts  Indicate “as needed” or “as appropriate” when documenting accommodations  Choose every accommodation available for an assessment “just to be safe”  Assume the same accommodations remain appropriate year after year  Provide an accommodation for the first time on the day of testing  Provide the same accommodations for every student in the class, grade, or program Accommodations Do’s and Don’ts, cont’d

41. Don’ts  TAs may not provide instruction or give suggestions regarding process.  TAs may not choose to administer an accommodation for all students in a class or a grade.  TAs may not read Reading items or response choices aloud.  TAs may not read ELPA items or response choices aloud.  Items may not be translated.  If you can’t find it in the TAM or Accommodations Manual, don’t do it. Accommodations Do’s and Don’ts, cont’d

42.  Develop a process to determine appropriate accommodations for students not on IEPs or 504 Plans  Develop a system to inform students of available accommodations and allow them to request consideration for use of an accommodation during testing  Encourage students to “do their best”  Ask a student if he/she “needs a break” if they appear to lose focus Accommodations Promising Practices

43.  Accommodations are selected and administered for individual students  Accommodations used during state testing must be selected from the Accommodations Manual  Providing accommodations for the first time during state testing is not allowed  Administration of accommodations for one student must not interfere with the testing conditions of another student Accommodations In a Nutshell

44.  Test Administration Manual and Best Practices Guide: http:www.ode.state.or.us/go/tam http:www.ode.state.or.us/go/tam  Accommodations Manual and Webpage: http://www.ode.state.or.us/search/page/?=487 http://www.ode.state.or.us/search/page/?=487  Math Read Aloud Guidelines: http://www.ode.state.or.us/teachlearn/testing/manuals/tables/ math-read-aloud-accommodation-guidelines.pdf http://www.ode.state.or.us/teachlearn/testing/manuals/tables/ math-read-aloud-accommodation-guidelines.pdf  Promising Practices: http://www.ode.state.or.us/search/page/?=2444 http://www.ode.state.or.us/search/page/?=2444 DTC T RAINING Online Resources www.4j.lane.edu/instruction/assessment/oaksadmin/

45.  What are some common errors in the administration of accommodations and how can they be avoided?  Why are accommodations provided to students?  May decisions regarding accommodations be made for:  Individual students?  Groups of students? Accommodations Acorns for Storage

46. T EST S ECURITY (R EQUIRED FOR DTC S, STC S, AND TA S ) Note: Information noted in light gray is not relevant to the Kindergarten Assessment.

47. Objectives  Understand principles of secure test administration  Understand how to maintain security of printed test materials  Learn how to avoid and respond to test improprieties Test Security

48.  Purpose: To protect the integrity and confidentiality of secure test items, prompts, and passages. The security of these materials is necessary so that they can be used in later years to measure trends in performance. In addition, test security helps to ensure test results can be used in accountability reporting.  Definition: A test impropriety is any instance where a test is not administered in a manner consistent with the Test Administration Manual or the OAR 581-022-0610 for Administration of State Tests. Definition and Purpose Test Security

49. Some numbers from the 2011-12 school year:  106 districts reported at least one test impropriety  470 total improprieties were reported  785 student tests were impacted Test Impropriety Trends:  Non-allowable resources (including cell phones)  Student cheating  Student coaching  Mishandling of secure test materials  Student given the wrong test  Student tested under wrong SSID  Unsecure test environment  Missing the shipping / data entry deadline  TA review/analysis of test items Test Impropriety Statistics Test Security

50.  A quiet environment, void of distractions and supervised by a trained test administrator  Visual barriers or adequate spacing between students  Student access to only allowable resources  All paper test materials collected and accounted for after each testing event – including printed reading passages (or test items)  Student data is treated as confidential – no e-mailing names and SSIDs together Secure Testing Environment Test Security

51.  Definition : 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  172 reported instances accounting for 22% of all reported improprieties in 2011-12 Student Coaching Test Security

52. Examples:  Leading students through instructional strategies such as Think Aloud  Asking students to point to the correct answer or otherwise identify the source of their answer- allowed for the Kindergarten Assessment  Requiring or rewarding students for showing their work  Requiring students to raise their hands and receive permission before moving on to the next item  Reading aloud the Reading or ELPA test or improperly reading aloud the Math test Student Coaching, cont’d Test Security

53.  Test opportunities may be invalidated in cases where test validity was compromised. Students will not receive additional test opportunities.  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.  Private schools and programs may have their access to state tests revoked. Potential Consequences Test Security

54.  TAs must ensure that students use the correct SSID and take the correct test.  TAs must securely shred test materials such as printed test items or reading passages, scratch paper, or other paper hand-outs written on by students after each testing event.  Test materials must be securely stored at all times.  Test improprieties must be reported 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. Do’s Test Security Do’s and Don’ts

55.  TAs must not review or analyze secure test items  Students must not access non-allowable resources such as notes, text books, cell phones, iPods, or e-mail  Students must not remove test materials from the test environment  TAs must not copy or retain any test materials, including secure test booklets, writing prompts, or reading passages Don’ts Do’s and Don’ts, cont’d Test Security

56. Non-allowable resources  TAs closely review the allowable resource tables prior to testing and examine the test environment to ensure that all non-allowable resources are removed. This includes covering up posters that contain non-allowable content.  TAs remind students of the rules and post reminders outside the lab. For cell phones, TAs create procedures for collecting all cell phones before students enter the test environment. Student cheating  TAs provide space or visual barriers between students.  TAs circulate through the test environment to monitor students. Student coaching  TAs limit interactions with students to the verbatim student directions in the Test Administration Manual and appropriately administer accommodations such as read-aloud.  TAs do not require students to show their work or otherwise provide students with feedback during testing. Promising Practices Test Security

57. Mishandling of Secure Test Materials  U sing colorful materials to identify which students have printed reading passages remaining at their stations.  When setting up the test environment, the TA should ensure that the TA’s computer is set to print in the computer lab where the students are testing.  The TA uses the class roster to mark which students received printed test materials (e.g., reading passages or test items) and how many each student received. The TA then matches the class roster to the printed test materials collected at the end of the testing event to account for all printed test materials. Promising Practices, cont’d Test Security

58. Student given wrong test  TA works with STC and other appropriate staff to identify students designated to take the Extended Test or to take the assessment OAKS in Braille or English-Spanish. For students on an IEP, TA reviews IEP to identify needed accommodations  STC and DTC ensure that student settings are updated in TIDE to restrict access to OAKS for students taking the Extended Test and to update other test settings (e.g., language, print size) for students  Before approving students to start a test, the TA reviews student settings Student tested under wrong SSID  For young students or newcomer ELLs, the school includes student picture on student SSID card  TA carefully reviews student names before approving students to test Promising Practices, cont’d Test Security

59. Unsecure test environment  TA does not leave the test environment unsupervised or allow untrained staff to enter the test environment (this includes substitute teachers). Missing shipping / data entry deadline  DTC communicates with staff ahead of time about upcoming deadlines.  In case of unplanned staff absences, staff cross-train.  Several days before the deadline, the DTC ensures that all necessary materials are collected. Promising Practices, cont’d Test Security TA review/analysis of test items  If students have a concern about a test item, the TA reads the script from the Test Administration Manual directing the student to the Student Comment Feature.  To identify content covered on the test, the TA refers to the Test Specifications and Blueprints published by ODE

60.  Only authorized staff who have signed an Assurance of Test Security Form may have access to the test environment or secure test materials.  TAs must limit interactions with students during testing to what is permitted by the Test Administration Manual or Accommodations Manual.  Scratch paper and all other printed materials written on by students during testing must be collected and securely shredded at the end of each testing event.  DTCs must report all test improprieties to ODE ODE within 1 day of learning of them. Report form is available online In a Nutshell Test Security

61. DTC T RAINING  Test Administration Manual and Best Practices Guide: http:www.ode.state.or.us/go/tam http:www.ode.state.or.us/go/tam  Promising Practices: http://www.ode.state.or.us/search/page/?=2444 http://www.ode.state.or.us/search/page/?=2444  Test Security Forms: http://www.ode.state.or.us/go/testsecurity http://www.ode.state.or.us/go/testsecurity Online Resources www.4j.lane.edu/instruction/assessment/oaksadmin/

62.  Why is test security so important?  How might you or your students be affected if someone else violates test security or administers tests incorrectly?  What are some strategies to minimize the risk of test security violations or test improprieties in general?  If you think an impropriety has occurred, what steps should you take? Acorns for Storage Test Security

63. ADMINISTERING THE KINDERGARTEN ASSESSMENT APPROACHES TO LEARNING SEGMENT The Child Behavior Rating Scale Oregon Kindergarten Assessment Fall 2013

64. The Purpose of the Child Behavior Rating Scale Measure children’s behavior with other adults and children in a classroom setting The Domains Approaches to Learning Self-Regulation Social-Emotional Development The Scale is demonstrated to be strongly predictive of reading and math achievement in elementary grades validated in a wide range of cultural contexts 64 Oregon Kindergarten Assessment Fall 2013

65. When should it be filled out? Give children time to settle in. It is highly recommended to complete the scale in the last three weeks of the six week assessment window. The scale is not a direct assessment, it can be completed by the teacher outside of classroom time. 65 Oregon Kindergarten Assessment Fall 2013

66. A PPROACHES TO L EARNING : C HILD B EHAVIOR R ATING S CALE 15 Items Teacher responds to each item by circling numbers on a 1-5 scale, based on observation of individual students during regular classroom routines and activities The scale: 1-The child never exhibits the behavior described by the item. 2-The child rarely exhibits the behavior described by the item. 3-The child sometimes exhibits the behavior described by the item. 4-The child frequently or usually exhibits the behavior described by the item. 5-The child always exhibits the behavior described by the item. 66 Oregon Kindergarten Assessment Fall 2013

67. 67 Example: First page Oregon Kindergarten Assessment Fall 2013

68. R EAD EACH I TEM 68 Oregon Kindergarten Assessment Fall 2013

69. C IRCLE ONE VALUE FOR EACH ITEM 69 Oregon Kindergarten Assessment Fall 2013

70. DATA COLLECTION For the fall 2013 collection, districts will submit raw scores for all 15 items through ODE’s Consolidated Collections 70 Oregon Kindergarten Assessment Fall 2013

71. Q UESTIONS ? 71 Oregon Kindergarten Assessment Fall 2013

72. A DMINISTERING THE K INDERGARTEN A SSESSMENT E ARLY M ATH S EGMENT Numbers and Operations Oregon Kindergarten Assessment Fall 2013 72

73. P REPARING FOR THE E ARLY M ATH S EGMENT Assessors need: Clipboard Pencil Assessor booklet Student booklet (English or Spanish/English) A quiet location Oregon Kindergarten Assessment Fall 2013 73

74. 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 assessment, with accommodations if determined to be necessary for equal access for an individual student The student booklet has one item per page There are two sample items and sixteen assessment items This assessment is not timed Oregon Kindergarten Assessment Fall 2013 74

75. PROCEDURE FOR THE EARLY MATH: NUMBERS AND OPERATIONS 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 75 Oregon Kindergarten Assessment Fall 2013

76. SAMPLE ITEM #1 English Spanish/English 76 Oregon Kindergarten Assessment Fall 2013

77. Read the directions on the assessor copy verbatim to the student Follow directions for gesturing If the student does not indicate understanding, repeat the directions and gestures Circle the student’s selected answer on the assessor copy For each item, the three possible answers fall under columns A, B, C The assessor can also circle NA if the student did not choose an answer Oregon Kindergarten Assessment Fall 2013 77

78. 78 Oregon Kindergarten Assessment Fall 2013 Sample Items Directions ABCNA 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?” 123NA

79. SAMPLE ITEM #2 English Spanish/English 79 Oregon Kindergarten Assessment Fall 2013

80. Read the directions on the assessor copy verbatim to the student Follow directions for gesturing If the student does not indicate understanding, repeat the directions and gestures Circle the student’s selected answer on the assessor copy For each item, the three possible answers fall under columns A, B, C The assessor can also circle NA if the student did not choose an answer Oregon Kindergarten Assessment Fall 2013 80

81. 81 Oregon Kindergarten Assessment Fall 2013 2 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. 542NA

82. P ROVIDING E NCOURAGEMENT “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” 82 Oregon Kindergarten Assessment Fall 2013 Avoid providing visual or auditory clues about the correctness of response during the assessment It is allowable to say these encouraging words:

83. ADDITIONAL CONSIDERATIONS FOR EARLY MATH: NUMBERS AND OPERATIONS 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 If a student verbalizes an answer, test administrators may remind students to point to or choose the answer If the student does not offer an answer after the prompt, circle “NA” for “no answer” and move on to the next item 83 Oregon Kindergarten Assessment Fall 2013

84. D ATA S UBMISSION For the fall 2013 collection, districts will submit raw data (A, B, C, or NA) for each of the 16 items through ODE’s Consolidated Collections 84 Oregon Kindergarten Assessment Fall 2013

85. Q UESTIONS ? 85 Oregon Kindergarten Assessment Fall 2013

86. ADMINISTERING THE KINDERGARTEN ASSESSMENT EARLY LITERACY SEGMENT Letter Names and Letter Sounds Oregon Kindergarten Assessment Fall 2013

87. PREPARING FOR THE EARLY LITERACY SEGMENT Assessors need: Clipboard Stopwatch/ timing device Pencil Place marker or cover sheet Assessor booklet Student booklet (English or Spanish/English) A quiet location Oregon Kindergarten Assessment Fall 2013 87

88. T HE L ETTER N AMES M EASURE Measures students' ability to name the letters of the English alphabet, in both lower case and capitalized forms All students participate in the assessment, with accommodations if determined to be necessary for equal access for that individual student 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 Oregon Kindergarten Assessment Fall 2013 88

89. PROCEDURE FOR THE LETTER NAMES MEASURE 89 Oregon Kindergarten Assessment Fall 2013 Seat yourself across the table from the student who is also seated Position yourself so the student cannot see the documents on the clipboard or the stopwatch/timing device Place the Student Copy English Letter Names in front of the student

90. 90 Sample Student Chart (not the actual form included in the fall 2013 kindergarten assessment) Oregon Kindergarten Assessment Fall 2013

91. Read the directions verbatim to the student There are also directions for gesturing and using a guide or marker Start the stopwatch/timing device when the student says the first letter name At 60 seconds mark the last letter with a bracket and then say “Stop” 91 Oregon Kindergarten Assessment Fall 2013

92. 92 Oregon Kindergarten Assessment Fall 2013 Sample Assesso r Form (not the actual form included in the fall 2013 kindergar ten assessme nt)

93. LETTER NAMES—SCORING If 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 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 at bottom of assessor copy Record number of attempts, correct or incorrect, in # attempted Oregon Kindergarten Assessment Fall 2013 93

94. P ROVIDING E NCOURAGEMENT Avoid providing visual or auditory clues about the correctness of responses during the assessment It is allowable to say these encouraging words : “Good effort” “Keep trying” “Next” “It is OK to guess” “Thank you” 94 Oregon Kindergarten Assessment Fall 2013 “Buen esfuerzo” “Sigue intentando” “La siguiente” “Está bien si tratas de adivinar” “Gracias”

95. A DDITIONAL C ONSIDERATIONS FOR E NGLISH L ETTER N AMES 95 If 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. It is important for the student to feel successful. If the student does not recognize any letters, the assessor can provide support, for example, “I see the first letter in your name. It is a ‘T’.” Oregon Kindergarten Assessment Fall 2013

96. THE LETTER SOUNDS MEASURE Measures students' ability to produce common sounds associated with letters of the English alphabet and common digraphs All students participate in the assessment, with accommodations if determined to be necessary for equal access for that individual student 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 96 Oregon Kindergarten Assessment Fall 2013

97. PROCEDURE FOR THE LETTER SOUNDS ASSESSMENT 97 Oregon Kindergarten Assessment Fall 2013 Seat yourself across the table from the student who is also seated Position yourself so the student cannot see the documents on the clipboard or the stopwatch/timing device Place the Student Copy English Letter Sounds in front of the student

98. 98 Sample Student Chart (not the actual form included in the fall 2013 kindergar ten assessme nt) Oregon Kindergarten Assessment Fall 2013

99. Read the directions verbatim to the student There are also directions for gesturing and using a guide or marker Start the stopwatch/timing device when the student says the first letter sound At 60 seconds mark the last letter with a bracket and then say “Stop” 99 Oregon Kindergarten Assessment Fall 2013

100. 100 Oregon Kindergarten Assessment Fall 2013 Sample Assessor Form (not the actual form included in the fall 2013 kindergarte n assessment)

101. LETTER SOUNDS—SCORING 101 Oregon Kindergarten Assessment Fall 2013 If 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 Record number of correct letter sounds in # correct at bottom of assessor copy Record number of attempts, correct or incorrect, in # attempted

102. P ROVIDING E NCOURAGEMENT Avoid providing visual or auditory clues about the correctness of responses during the assessment It is allowable to say these encouraging words : “Good effort” “Keep trying” “Next” “It is OK to guess” “Thank you” 102 Oregon Kindergarten Assessment Fall 2013 “Buen esfuerzo” “Sigue intentando” “La siguiente” “Está bien si tratas de adivinar” “Gracias”

103. ADDITIONAL CONSIDERATIONS FOR ENGLISH LETTER SOUNDS If student does not identify 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. It is important for the student to feel successful. If the student does not recognize any letters, the assessor can provide support, for example, “This is the first letter in your name. It makes a ‘t’ sound.” 103 Oregon Kindergarten Assessment Fall 2013

104. D ATA S UBMISSION For the fall 2013 collection, districts will submit the English Letter Names and English Letter Sounds number correct and the number attempted for each student Data will be submitted through ODE’s Consolidated Collections 104 Oregon Kindergarten Assessment Fall 2013

105. QUESTIONS? 105 Oregon Kindergarten Assessment Fall 2013

106. ADMINISTERING THE KINDERGARTEN ASSESSMENT SPANISH SYLLABLE SOUNDS Oregon Kindergarten Assessment Fall 2013

107. All Spanish-speaking ELL Kindergarteners will be assessed in literacy in both English and Spanish Spanish-speaking ELLs will take the English Letter Names and English Letter Sounds assessment Spanish-speakers will also be administered the Spanish syllable sounds assessment This is required for all Spanish-speaking ELL Kindergarteners 107 Oregon Kindergarten Assessment Fall 2013

108. P REPARING FOR THE S PANISH L ITERACY A SSESSMENT Assessors need: Clipboard Stopwatch/timing device Pencil Place marker or cover sheet Assessor booklet Student booklet (Spanish/English) A quiet location 108 Oregon Kindergarten Assessment Fall 2013

109. T HE S PANISH S YLLABLE S OUNDS M EASURE Measures students' ability to recognize and produce common syllable sounds All Spanish-speaking students participate in the assessment, with accommodations if determined to be necessary for equal access for that individual student Students are shown syllable combinations in a chart This is a 60 second timed assessment Students have 60 seconds to produce as many of the corresponding syllable sounds as they can 109 Oregon Kindergarten Assessment Fall 2013

110. P ROCEDURE FOR THE S PANISH S YLLABLE S OUNDS A SSESSMENT Seat yourself across from the student who is also seated Position yourself so the student cannot see the documents on the clipboard or the stopwatch Place the Student Copy Spanish Syllable Sounds in front of the student 110 Oregon Kindergarten Assessment Fall 2013

111. Sample Student Chart (not the actual form included in the fall 2013 kindergarten assessment) 111 Oregon Kindergarten Assessment Fall 2013

112. Read the directions verbatim to the student There are also directions for gesturing and using a guide or marker Start the stopwatch/timing device when the student says the first syllable sound At 60 seconds mark the last letter with a bracket and then say “Stop” 112 Oregon Kindergarten Assessment Fall 2013

113. Sample Assessor Form (not the actual form included in the fall 2013 kindergarten assessment) 113 Oregon Kindergarten Assessment Fall 2013

114. SPANISH SYLLABLE SOUNDS— SCORING If student: is correct, do not mark the letter and count as correct clearly loses his/her place, point to the next syllable self corrects, write SC above the syllable and count as correct says incorrect syllable sound, slash through the syllable, and count as incorrect hesitates more than 3 seconds, slash through the syllable, supply the syllable sound and count as incorrect skips syllable, circle the syllable and count as incorrect Record number of correct syllable sounds in # correct at bottom of assessor copy Record number of attempts, correct or incorrect, in # attempted 114 Oregon Kindergarten Assessment Fall 2013

115. P ROVIDING E NCOURAGEMENT Avoid providing visual or auditory clues about the correctness of responses during the assessment It is allowable to say these encouraging words : 115 Oregon Kindergarten Assessment Fall 2013 “Buen esfuerzo” “Sigue intentando” “La siguiente” “Está bien si tratas de adivinar” “Gracias”

116. A DDITIONAL C ONSIDERATIONS FOR S PANISH S YLLABLE S OUNDS If student does not identify a syllable sound in the first row, move to second row. If the student still does not identify a syllable 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 syllables on the page (remove the guide if used). While this does not contribute to the score, it is still valuable information. It is important for the student to feel successful. If the student does not identify any syllable sounds, the assessor can provide support by pointing out syllables and offering the sound. 116 Oregon Kindergarten Assessment Fall 2013

117. D ATA S UBMISSION For the fall 2013 collection, districts will submit the Spanish Syllable Sounds number correct and the number attempted for each student Data will be submitted through ODE’s Consolidated Collections 117 Oregon Kindergarten Assessment Fall 2013

118. Q UESTIONS ? 118 Oregon Kindergarten Assessment Fall 2013