The Oregon Kindergarten Assessment Test Administrator Training Required

The Oregon Kindergarten Assessment Test Administrator Training (Required for District Test Coordinators (DTCs), School Test Coordinators (STCs), and Test Administrators (TAs) 1 Oregon Kindergarten Assessment Fall 2014

Today’s purpose • Become trained in giving the Oregon Kindergarten Assessment • Be prepared to train others to give the OKA • Learn what’s new with the OKA this year • Get any questions answered 2

The Oregon Kindergarten Assessment q. Provides baseline local and statewide information q. Provides essential information on all children as they enter kindergarten q. Helps to identify achievement gaps early q. 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 3

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 Oregon Kindergarten Assessment Fall 2014 4

• • • 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 Oregon Kindergarten Assessment Fall 2014 5

2014 -15 Kindergarten Assessment Updates q The Spanish syllable sounds measure has been replaced with Spanish Letter Names q Districts are required to administer Spanish Letter names to all Spanish-Speaking ELLs q Virtual Schools are required to administer the kindergarten assessment q English Letter Sounds chart adjusted to 100 possible sounds 7

Test Administrator Roles and Responsibilities Before assessing: q q 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: q q Ensure that students receive the appropriate assessment (includes settings such as language) Enforce assessment environment requirements 8

Assessment Environment Requirements q q 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 9

Test Administrators Must: q q q Read the Test Administration Manual Receive annual test administration and security training (BE TRAINED BY YOU!) 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 10

Test Administrators May Not: q Allow untrained aides, volunteers, or substitutes to assist with assessment administration q Coach students q Allow students access to non-allowable supports q Allow students to help other students during assessment 11

• • • Assessment Administration Assessment Accessibility Supports 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 13 Oregon Kindergarten Assessment Fall 2014

Accessibility Supports q “Practices and procedures that, when used in an assessment, provide equitable access to all students” q Accessibility Supports do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment q Only supports approved by the Accessibility Panel are allowed during assessment q 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 15

Universal Tools, Designated Supports, Accommodations, and Modifications q. Universal Tools: Available to all students based on student preference and selection q. Designated Supports: Access features available for use by any student for whom the need has been indicated by an educator or team of educators q. 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 q. Modifications: Practice or procedure that compromises the intent of the assessment 16

Five Step Process 1. Expect participation in statewide assessments for all students 2. Learn accessibility supports 3. Select accessibility supports 4. Administer accessibility supports 5. Evaluate and improve use of supports 17

Decision Tree 18

Examples of Kindergarten Assessment Accessibility Supports Changes in assessment directions: q Sign directions q Interpret directions orally q Simplify language in directions Changes in how questions are presented: q Large print version of assessment q For Early Math, TA may point to each answer choice to support students who need this option 19

Documenting Accessibility Supports q 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” 24

Test Administrators Must: q Refer to the Oregon Accessibility Manual for accessibility supports implementation guidance q Refer to student’s Individualized Education Plan (IEP), 504 Plan or cumulative file to determine which accessibility supports must be provided 25

Test Administrators May Not: q Indicate “as needed” or “as appropriate” when documenting accessibility supports q Choose every accessibility support available for an assessment “just to be safe” q Provide accessibility supports for the first time on the day of testing q Provide the same accessibility supports for every student in the class, grade, or program q Provide a designated support or accommodation to a student that was not selected based on an assessment of individual student need 26

Test Administrators May Not: q Provide instruction or give suggestions regarding process q Read response choices aloud q 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. 27

Summary q All accessibility support decisions must be based on individual student need q Designated Supports are available to any student for whom the need has been indicated by an educator or team of educators q Accessibility supports must be documented on student’s Individual Education Plan (IEP) or Section 504 Plan q Accessibility Supports used during state testing must be selected from the 20142015 Test Administration Manual or the Oregon Accessibility Manual q Administration of supports for one student must not interfere with the assessment conditions of another student 28

• • • 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 Oregon Kindergarten Assessment Fall 2014 29

Assessment Security q Protects the integrity and confidentiality of secure assessment items, prompts, and passages. q A test impropriety occurs when an assessment is not administered in a manner consistent with the Test Administration Manual q Improprieties include: § § § student coaching mishandling of secure assessment materials student given wrong assessment unsecure assessment environment missing the data entry deadline 31

Secure Assessment Environment q q 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 32

Student Coaching q Providing students with any type of assistance that may affect how a student responds q Includes both verbal cues and nonverbal cues to the correct answer q Test Administrators (TA) should limit interactions with students to the student directions included in the Assessor Booklets and to identified accessibility supports 33

Potential Consequences of Impropriety q Assessment opportunities may be invalidated q 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 q Districts may also evaluate cases according to their own Human Resource policies 34

Test Administrators Must: q Ensure that students take the correct assessment and data is are entered with the correct SSID q Securely shred assessment materials q Securely store assessment materials at all times q Report test improprieties within 1 day of learning of them (the district investigation must be completed within 30 days) 35

Test Administrators May Not: q Review or analyze secure assessment items q Allow students access to non-allowable accessibility supports q Allow students to remove assessment materials from the assessment environment q Provide students with unscripted feedback during the assessment q Copy or retain any assessment materials, including secure assessment booklets 36

Maintaining Assessment Security q q q 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 37

Maintaining Assessment Security, Continued q Do not leave the assessment environment unsupervised or allow untrained staff to enter the assessment environment q Communicate with staff ahead of time about upcoming deadlines q Cross-train staff in case of unplanned staff absences q Ensure that all necessary materials are collected several days before the deadline 38

Summary q Only authorized staff who have signed an Assurance of assessment Security Form may have access to the assessment environment or secure assessment materials q Test Administrators must limit interactions with students during testing to what is permitted by the Test Administration Manual or the Oregon Accessibility Manual q District Test Coordinators s must report all test improprieties to ODE within 1 day of learning of them 39

Online Resources for Administration, Accessibility, and Security q Kindergarten Assessment Resource Webpage: http: //www. ode. state. or. us/go/ka q Test Administration Manual: http: www. ode. state. or. us/go/tam q Oregon Accessibility Manual: http: //www. ode. state. or. us/search/page/? =487 q Assessment Security Forms: http: //www. ode. state. or. us/go/testsecurity 40

• • • 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 Oregon Kindergarten Assessment Fall 2014 41

English Learners and the Kindergarten Assessment Objectives q. Understand proper English Learner identification q. Understand proper identification of Spanish language q Understand which measures an identified Spanish-speaking English Learner must be administered for 2014 -15 42 Oregon Kindergarten Assessment Fall

Proper Identification q 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 q 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 q Proper identification must happen within 30 days of the start of school, or within 2 weeks of a student’s enrollment in a district 43

Decision Matrix 44

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: q. Proper administration of the Spanish portion should be done by a fluent bilingual Spanish and English assessor q. 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 q. If the district lacks the resources to provide a bilingual Spanish/English assessor, please contact the Regional ESD Helpdesk staff for assistance 45

Accessibility Supports Please be mindful of the approved Kindergarten Assessment accessibility supports which can be found in the 2014 -15 Test Administration Manual and the Oregon Accessibility Manual For example: q. Directions can be signed q. Directions can be interpreted into student’s language of origin 46

Summary q All entering Kindergarten students should have a completed Home Language Survey upon enrollment q 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 q 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 q The Early Spanish Literacy measure is not optional, it must be administered to all identified Spanish Speaking English Learners 47

• • • 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 Oregon Kindergarten Assessment Fall 2014 48

Early Literacy: English Letter Names q A direct fluency assessment that measures students' ability to name the letters of the English alphabet, in both lower case and capitalized forms q It is strongly suggested that districts administer English Letter Names early in the test window q All students participate in the assessment q Students are shown letters in a chart q This is a 60 second timed assessment q Students have 60 seconds to name as many letters as they can 50

Preparation Assessors need: q Clipboard q Stopwatch/ timing device q Pencil q Place marker or cover sheet q Assessor booklet (A 2) q Student booklet § English (S 1) or § Spanish/English (S 2) q A quiet location 51

Setting the Stage q Seat yourself across the table from the student who is also seated q Position yourself so the student cannot see the documents on the clipboard or the stopwatch/timing device q Place the Student Booklet in front of the student q Open to the “English Letter Names” chart q Read the directions to the student q Start the stopwatch when the student says the first letter 52

Sample Student Chart Sample *Not the actual chart in the 2014 -2015 kindergarten assessment 53

Directions in Assessor Booklet (A 2) q Start the stopwatch when the student says the first letter name q Record student responses on the assessor chart 54

Directions in Assessor Booklet (A 2) , continued q After 60 seconds mark the last letter with a bracket ] q Let the student finish the row or come to a natural stopping point before saying “Stop” q Record the number attempted and number correct 55

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 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 q Record number of correct letters in # correct q Record number of attempts in # attempted 56

Additional Considerations If a student: q. Provides the letter sound instead of the letter name, repeat the directions verbatim (allowed one time): “Say the name of each letter” q. 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” q. Loses his/her place and skips a line, redirect the student to the correct row q. 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 57

Early Literacy: English Letter Sounds q A direct fluency assessment that measures students' ability to produce common sounds associated with letters of the English alphabet and common digraphs q It is strongly suggested that districts administer English Letter Sounds early in the test window q All students participate in the assessment q Students are shown letters and digraphs in a chart q This is a 60 second timed assessment q Students have 60 seconds to produce as many of the corresponding sounds as they can 58

Preparation Assessors need: q Clipboard q Stopwatch/timing device q Pencil q Place marker or cover sheet q Assessor booklet (A 2) q Student booklet § § English (S 1) or Spanish/English (S 2) q A quiet location 59

Setting the Stage q Seat yourself across the table from the student who is also seated q Position yourself so the student cannot see the documents on the clipboard or the stopwatch/timing device q Place the Student Booklet in front of the student q Open to the “English Letter Sounds” chart q Read the directions to the student q Start the stopwatch when the student says the first letter sound 60

Sample Student Chart Sample *Not the actual chart in the 2014 -2015 kindergarten assessment 61

Directions in Assessor Booklet (A 2) q Start the stopwatch when the student says the first letter sound q Record student responses on the assessor chart 62

Directions in Assessor Booklet (A 2) , continued q After 60 seconds mark the last letter with a bracket ] q Let the student finish the row or come to a natural stopping point before saying “Stop” q Record the number attempted and number correct 63

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 q Long or short vowel sounds are scored as correct q Hard or soft consonant sounds are scored as correct q If a student encounters a letter blend and gives isolated (separate) letter sounds, it is scored as incorrect § q Record number of correct letter sounds in # correct q Record number of attempts in # attempted 64

Additional Considerations If a student: q. Provides the letter name instead of the letter sound, repeat the directions verbatim (allowed one time): “Say the sound of each letter” q. 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” q. Loses his/her place and skips a line, redirect the student to the correct row q. 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 65

Early Literacy: Spanish Letter Names q Measures students' ability to name the letters of the Spanish alphabet, in both lower case and capitalized forms q Requires a fluent Spanish speaking assessor q All Spanish speaking English Learners (ELs) participate in the assessment q It is strongly suggested that districts administer Spanish Letter Names early in the test window q Students are shown letters in a chart q This is a 60 second timed assessment q Students have 60 seconds to name as many letters as they can 66

Preparation Assessors need: q Clipboard q Stopwatch/timing device q Pencil q Place marker or cover sheet q Assessor booklet (A 2) q Student booklet § Spanish/English (S 2) q A quiet location 67

Setting the Stage q Seat yourself across the table from the student who is also seated q Position yourself so the student cannot see the documents on the clipboard or the stopwatch/timing device q Place the Student Booklet in front of the student q Open to the “Spanish Letter Names” chart q Read the directions to the student q Start the stopwatch when the student says the first letter name 68

Sample Student Chart Sample *Not the actual chart in the 2014 -2015 kindergarten assessment 69

Directions in Assessor Booklet (A 2) q Start the stopwatch when the student says the first letter sound q Record student responses on the assessor chart 70

Directions in Assessor Booklet (A 2) , continued q After 60 seconds mark the last letter with a bracket ] q Let the student finish the row or come to a natural stopping point before saying “Alto” q Record the number attempted and number correct 71

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 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 q Record number of correct letters in # correct q Record number of attempts in # attempted 72

Additional Considerations If a student: q. Provides the Spanish letter sound instead of the letter name, repeat the directions verbatim (allowed one time): “Di el nombre de cada letra” q. 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” q. Loses his/her place and skips a line, redirect the student to the correct row q. 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 73

• • • Assessment Administration Assessment Accessibility Supports 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 Oregon Kindergarten Assessment Fall 2014 74

Early Math: Numbers and Operations q Measures students' ability to understand numbers, number systems, relationships among numbers and meanings of operations q All students participate in the Numbers and Operations assessment q It is strongly suggested that districts administer Numbers and Operations early in the test window q The student booklet has one item per page q There are two sample items and sixteen assessment items q This assessment is not timed 76

Preparation Assessors need: q Clipboard q Pencil q Assessor booklet (A 2) q Student booklet § English (S 1) or § Spanish/English (S 2) q A quiet location 77

Setting the Stage q Seat yourself across the table from the student who is also seated q Position yourself so the student cannot see the documents on the clipboard q Pages in the student booklet have to be turned, the assessor should be close enough to turn the pages if needed q Place the Student Booklet in front of the student q Open to sample item #1 78

Sample Item #1 in Student Booklet English Only Student Booklet (S 1) Spanish/English Student Booklet (S 2) 79

Sample Item #1 in Assessor Booklet (A 2) Sample Items 1 Directions “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. ” A B C NA 1 2 3 NA “Would you like me to read the directions again? ” 80

Recording Student Answers q Circle the student’s selected answer on the assessor copy q For each item, the three possible answers fall under columns A, B, C q If a student verbalizes an answer, assessment administrators may remind students to point to or choose the answer q 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 81

Sample Item #2 in Student Booklet English Only Student Booklet (S 1) Spanish/English Student Booklet (S 2) 82

Sample Item #2 in Assessor Booklet (A 2) 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. 5 4 2 NA 83

Recording Student Answers q Circle the student’s selected answer on the assessor copy q For each item, the three possible answers fall under columns A, B, C q If a student verbalizes an answer, assessment administrators may remind students to point to or choose the answer q 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 84

Providing Encouragement q Avoid providing visual or auditory clues about the correctness of response during the assessment q 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” 85

Additional Considerations q The assessment items are not in order of difficulty q It is important to persist through the assessment to get a true picture of what the student knows q If the student does not provide an answer, remind the student that it is okay to guess 86

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 Oregon Kindergarten Assessment Fall 2014 88

Assessment Security q The Child Behavior Rating Scale contains confidential student information q Keep the surveys in a secure, locked location q The Oregon Test Administration Manual (TAM) explicitly prohibits reviewing, analyzing, and discussing assessment forms and questions 90

Approaches to Learning: Child Behavior Rating Scale q Based on teacher observation of children’s behavior with other adults and children in a classroom setting q § § § Includes items that measure Approaches to Learning Self-Regulation Interpersonal skills q 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 91

Approaches to Learning: Preparation The Approaches to Learning segment must be completed by the student’s classroom teacher Teachers need: q A writing utensil q The assessor booklet for Approaches to Learning (A 1) 92

The Child Behavior Rating Scale q 15 Items q Teacher responds to each item by circling numbers on a 15 scale, based on observation of individual students during regular classroom routines and activities q 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 93

Recording Teacher Response Read the Item Sample 1. Follows directions Never Rarely Sometimes Frequently /usually Always 1 2 3 4 5 Circle a Response Sample 1. Follows directions Never Rarely Sometimes Frequently /usually Always 1 2 3 4 5 94

Additional Considerations q The scale is not a direct assessment, it can be completed outside of classroom time q It is highly recommended to complete the scale in the last three weeks of the six week assessment window q Circle one value per item q Complete all 15 items for each student 95

Data Submission q 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. DUE DATES: • • Sept. 30 (or before) Reading and Math due to Julia at Coe (DO) Send whole group at a time with roster Oct. 3 (or before) Behavior Rating due to Julia 96

Online Resources for the Oregon Kindergarten Assessment q Kindergarten Assessment Resource Webpage: http: //www. ode. state. or. us/go/ka q Test Administration Manual: http: www. ode. state. or. us/go/tam q Oregon Accessibility Manual: http: //www. ode. state. or. us/search/page/? =487 98

Questions? ? Have fun! 99