1. KTEA-3 for Dummies
Presented by Dummies Dr. Robin McGee, Marla Davis, Dr. Birdie Bezanson, Susan Moores, and Krista Doucette!

2. Agenda The ABCs of Testing Program Planning
Template for Level B test results
where is the KTEA in the PP process?
Break
Nancy – test borrowing protocol
What is the KTEA-3?
KTEA-Brief vs KTEA-3
A song
Principles of testing

3. Agenda (After Lunch) Breakout practice Scoring and Interpretation
Q and A

4. What are A-level Assessments?
Tests which can be administered, scored and interpreted with the aid of the manual and a familiarity with the student population.
Qualifications for administration and interpretation of Level A tests:
Minimum qualifications are a Bachelor of Education Degree, experience working within a school system as a teacher and a familiarity with the topic.
No formal training in assessment required

5. Informal Reading Assessment
Observation in Class
Running Records
File Review
Leveled Reading Chart
Consult with Classroom Teacher

6. Examples of formal Level A
Analytic Reading Inventory
Rosner Test of Auditory Analysis Skills
PRIME (Professional Resources and Instructions for Mathematics Educators)
Brigance Early Childhood Developmental Inventory

7. What is B-Level Assessment?
Tests that require specific training for administration, scoring and interpretation. These tests are more complex than Level A tests and require an understanding of psychometric principles, the traits being measured, and the student population.
Qualifications for administration and interpretation of Level B tests:
In addition to the qualifications for Level A Tests, Level B test administrators must have Master level courses in assessment.

8. What are the B tests in the AVRSB?
TONI – Test of Nonverbal Intelligence
PPVT-4 – Peabody Picture Vocabulary Test – 4th edition
KEYMATH
VMI – Test of Visual-Motor Integration
BRAKEN – Test of Basic Concepts
KTEA-BRIEF – The Kaufman Test of Educational Achievement - Brief Edition

9. What is C-level Assessment?
These tests are more complex than Level A and B tests. They require an in-depth understanding of psychometric principles, the traits and constructs being measured, and the student population. This category includes such assessment as WISC, WAIS and other intellectual assessment tools.

10. C Level Assessment Continued
Qualifications for administration and interpretation of Level C tests:
At least a Master’s degree in Special Education, Educational Psychology or equivalent,
A graduate level course in the assessment of intelligence, and
Any additional requirements stipulated by the publisher.

11. Examples of Level C tests in AVRSB
Weschler Scales of Intelligence for Children (WISC-5)
Woodcock-Johnson Tests of Educational Achievement (WJ-4)
Clinical Evaluation of Language Fundamentals (CELF-5)

12. Lending Policy and Procedure.
Nancy Canavan says:
Three week loan!!!
with:
Full name
School
Year of Master’s course
Which test is wanted
Sent in interschool mail.
Return addressed to Nancy, indicate from whom.

13. Level B Report Template
This is the report template when you must use to report results.
Remember each test has it’s own definition of the descriptive category - “average” etc.
Template is found in “Resource School Based Forms and Documents”

14. Where does the KTEA3 fall in the program planning sequence?
Classroom Teacher Identification – Learner Characteristics Profile
Adaptations – documented
Referral to Core team - more adaptations? Referral to PPT?
Program Planning team – referral to Resource
Informal Reading Assessment
Consult with Student Services (SLP, Psych)
Level B testing – possibly KTEA-3
Consult with Student Services – is full psychoed required? PPT and family informed
Refer for Level C assessment (CELF-2; WISC, Woodcock-Johnson IV)

15. Consultation with Student Services
Review of past investigations and interventions
Recommendation on Level B tests (including KTEA-3)
Testing of Student
Report Generation
Template for other Level B tests
For KTEA, use the canned report in the online scoring
Upload to Confidential Docs in TIENET
Consult with Psychology
Full Psychoed required?
Present to Program Planning Team and Family

16. What is the KTEA-3
Kaufman Test of Educational Achievement - Third Edition
Pre-K through 12 (ages 4 to 25). Normed on 2600.
Norm-referenced and criterion-referenced Error Analysis
19 subtests, 14 composites
Reading
Math
Written Language
Oral Language

17. What is the KTEA-3? CORE Reading Writing Math SUPPLEMENTAL
Oral Expression
Cross domain (e.g., listening comprehension)

18. What subtests? Phonological Processing Math Concepts & Applications
Letter & Word Recognition
Math Computation
Nonsense Word Decoding
Writing Fluency
Silent Reading Fluency
Math Fluency
Reading Comprehension
Written Expression
Associational Fluency
Spelling
Object Naming Facility
Reading Vocabulary
Letter Naming Facility
Listening Comprehension
Word Recognition Fluency
Oral Expression
Decoding Fluency

19. What composites? Reading Math Written Language
Academic Skills Battery (ASB)
Sound-Symbol Decoding
Reading Understanding
Oral Language
Comprehension
Expression
Reading Fluency
Oral Fluency
Academic Fluency
Orthographic Processing

20. Pearson in-depth PowerPoint http://www. masp. mb

21. What is the KTEA-Brief? Core subtests, same norms Reading
Single word reading
Passage comprehension
Math
Computation
Problem-solving
Writing
Written expression
Spelling

22. Both are Groovy Both have online scoring Both have report options
Co-normed, so KTEA-Brief composites can be used in KTEA-3

23. When do I use each? KTEA-Brief KTEA-3 Screener – any age
Inconsistent achievement (class vs Resource vs tests, etc)
Quick estimate of grade level (new students)
Struggling with core curriculum
Outside agencies request info on academics
Grade 3 and higher
All agree there is a problem
Complicated cases with little background
No Response to Intervention
Considering SLD caseload

24. KTEA-Brief KTEA-3 Common (5-8 per year) To demo to parents the issue
To get program direction
Rare (3 x per year)
Considering a full psychoeducational assessment

25. A song for you: “A B C”

26. Standardized Assessment 101
A piece of the puzzle
Data – only as good as the administration

27. Serious Business
“… norms are based on examinees tested in strict compliance with the administration rules. Violating these rules renders the norms of very limited value.” p. 63
What makes standardized assessment powerful and useful is the comparison with a large sample

28. Statistical Relevance
Power!!
Significance
Based on normal curve
What ever we can measure will eventually fall under a normal curve if we sample enough people.
We develop programs that teach to the middle 68%
Any student above or below will find it difficult to learn in an educational setting.
Know your mean and your SD

29. Finding the Balance
“Maintaining strict adherence to the rules, however, is not the same as administering the test in a route and mechanical manner.” p. 63
Find the balance between the rigidity of standardized assessment and adapting to the individual in front of you

30. Key Points Know your manual BASICS Know your manual – so important
I will say this again before I am done

31. Security and Confidentiality
Key Points
Security and Confidentiality
Safety – copy right laws
Confidentiality – only released to professionals
And who you are assessing…… Kids – secret vs. private

32. Key Points
Competency
Training, practice, supervision
Consult

33. Prepare Students for Testing
Key Points
Prepare Students for Testing
Explanation (Risk/Benefits, Results)
Rapport
Maximize performance
Ensuring validity

34. Key Points
Testing Environment

35. Key Points Testing Environment
Private / Quiet / Well Lit / Temperature Control / Comfortable
Strategic Position for Student
“Do Not Disturb”

36. Key Points Materials Pencils Timers
Protocols / Stim books / Response Books
Water

37. Key Points Administration Know your materials intimately
“…the test administrator should read the directions exactly as written, using a natural, deliberate tone of voice and manner while enunciating clearly.”
Know Starting Points, Discontinue Rules
Know Query Rules
Record/Report Irregularities
Record Observations

38. Key Points Know the ETHICAL ISSUS Informed Consent
Conflict of Interest
Competency
Know your materials intimately
“…the test administrator should read the directions exactly as written, using a natural, deliberate tone of voice and manner while enunciating clearly.”
Know Starting Points, Discontinue Rules
Know Query Rules
Record/Report Irregularities
Record Observations

39. Sharing Information – Reports
Key Points
Sharing Information – Reports
Know your materials intimately
“…the test administrator should read the directions exactly as written, using a natural, deliberate tone of voice and manner while enunciating clearly.”
Know Starting Points, Discontinue Rules
Know Query Rules
Record/Report Irregularities
Record Observations

40. Serious Business
“… norms are based on examinees tested in strict compliance with the administration rules. Violating these rules renders the norms of very limited value…. Maintaining strict adherence to the rules, however, is not the same as administering the test in a route and mechanical manner.”

41. Inform program planning
Goal
Inform
program
planning
Sole purpose of assessment is to inform program planning

42. …and now, we introduce…ONLINE SCORING!!!am
Or type “Q Global Login” at Google

43. KTEA 3 Q-Global on-line scoring procedure

44. Go to link https://qglobal.pearsonclinical.com

45. LOGIN To QGlobal USERNAME: Robin.McGee@avrsb.ca PASSWORD: AVRSBis#1
Remember: AVRSB is Number One!

46. If you would like a tutorial go through the steps outlined in getting started; otherwise, click “close”.

47. Click “add an new examinee”.

48. Enter demographic information (No comment is necessary)

49. Don’t bother entering “History info”… (it does not appear in the report for the KTEA 3.) SAVE!

50. 2. Click on “Assign new assessment”
1. Click on the student, then double click.

51. Choose “KTEA 3, form A” Choose “Assign”

52. Enter assessment details, administration testing info, and…

53. Click on “Scores” and enter info from the record form
Click on “Scores” and enter info from the record form. Enter “Error Analysis and Qualitative Observations” if you wish And Close .

54. Click on “Generate report”

55. Choose the options that you would like included in the report
Choose the options that you would like included in the report. Click “Generate Report” Then click

56. Click the “Back” button to take you to the front “Examinee” page.

57. To Generate a Parent Report: choose “Reports” from the top of the “Examinee” page. Click on the student, then on the KTEA assessment. Click on “Configure report” and then choose “Parent Report”

58. Choose the options you would like; Click “Generate Report”

59. That’s it!
Easy Peasey;
Lemon Squeezey!

60. BREAK-OUT!

61. Interpretation using the KTEA3 Computerized Report
Subtest score summary table
Subtest score summary profile
Composite score summary profile
Qualitative observations
If in doubt, consult with psychologists

62. Where does the KTEA-3 go in TIENET?
Go to Student Docs
Create New Document
Confidential Student Records
Choose “Level A and B testing”
Attach
FINALIZE!!