The Oregon Kindergarten Assessment Test Administrator Training (Required for District Test Coordinators (DTCs), School Test Coordinators (STCs), and Test

The Oregon Kindergarten Assessment

Test Administrator Training

(Required for District Test Coordinators (DTCs), School Test Coordinators (STCs), and Test Administrators (TAs)

Oregon Kindergarten Assessment Fall 2014

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The Oregon Kindergarten AssessmentProvides 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

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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

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Assessment AdministrationObjectivesBe 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

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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

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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 ManualDuring assessment: Ensure that students receive the appropriate

assessment (includes settings such as language) Enforce assessment environment requirements

Test Administrator Roles and Responsibilities

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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

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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

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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

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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”

Summary

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• 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 Literacy Assessment• English Letter Names• English Letter Sounds• Spanish Letter Names

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Assessment Accessibility Supports

Objectives Identify and understand the purpose of

Universal Tools, Designated Supports, Accommodations and Modifications

Understand how to administer accessibility supports appropriately

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“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

Accessibility Supports

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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

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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

Five Step Process

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Decision Tree

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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

Examples of Kindergarten Assessment Accessibility Supports

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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 Directions & Presentation Accessibility Supports

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Who benefits?

Students with physical, sensory, or learning disabilities

Students who have difficulty with memory, sequencing, directionality, alignment, and/or organization

Response Accessibility Supports

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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

Setting Accessibility Supports

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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 Accessibility Supports

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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”

Documenting Accessibility Supports

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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


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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


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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.


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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 2014-

2015 Test Administration Manual or the Oregon Accessibility Manual

Administration of supports for one student must not interfere with the

assessment conditions of another student

Summary

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Assessment SecurityObjectivesUnderstand principles of secure assessment administration

Understand how to maintain security of printed assessment materials

Learn how to avoid and respond to test improprieties

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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

Assessment Security

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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

Secure Assessment Environment

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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

Student Coaching

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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

Potential Consequences of Impropriety

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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)


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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


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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

Maintaining Assessment Security

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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

Maintaining Assessment Security, Continued

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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

Summary

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Kindergarten Assessment Resource Webpage: http://www.ode.state.or.us/go/ka

Test Administration Manual: http:www.ode.state.or.us/go/tam

Oregon Accessibility Manual: http://www.ode.state.or.us/search/page/?=487

Assessment Security Forms: http://www.ode.state.or.us/go/testsecurity

Online Resources for Administration, Accessibility, and Security

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English Learners and the Kindergarten Assessment

ObjectivesUnderstand proper English Learner identificationUnderstand proper identification of Spanish language Understand which measures an identified Spanish-speaking English Learner must be administered for 2014-15

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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 42

Decision Matrix

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Test Administrator Roles and ResponsibilitiesPlease 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 44

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: Directions can be signedDirections can be interpreted into student’s language of origin

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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

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Administering Early Literacy

ObjectivesUnderstand the purpose of the measures and the research behind themLearn the procedures for administration of

English Letter Names English Letter Sounds Spanish Letter Names

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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 49

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 location50

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 letter51

Sample Student Chart

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Sample*Not the actual chart

in the 2014-2015 kindergarten assessment

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Directions in Assessor Booklet (A2)

Start the stopwatch when the student says the first letter name

Record student responses on the assessor chart

Directions in Assessor Booklet (A2) , continued

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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

ScoringIf 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

Record number of correct letters in # correct

Record number of attempts in # attempted55

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 56

Early Literacy: English Letter Sounds

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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


Students have 60 seconds to produce as many of the corresponding 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 location58

Setting the Stage




Open to the “English Letter Sounds” chart


Start the stopwatch when the student says the first letter sound 59


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Start the stopwatch when the student says the first letter sound



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Let the student finish the row or come to a natural stopping point before saying “Stop”


English Letter Sounds: Scoring If the student:




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 incorrectLong 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 incorrectRecord number of correct letter sounds in # correct Record number of attempts in # attempted

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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

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Early Literacy: Spanish Letter Names

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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


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

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Setting the Stage




Open to the “Spanish Letter Names” chart


Start the stopwatch when the student says the first letter name 67


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Start the stopwatch when the student says the first letter sound



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Let the student finish the row or come to a natural stopping point before saying “Alto”


ScoringIf the student:




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 incorrectRecord number of correct letters in # correct Record number of attempts in # attempted

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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

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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.

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• 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



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Administering Early Math

ObjectivesUnderstand the purpose of the Numbers and Operations measure Learn the procedures for administration of

Numbers and Operations

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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 76

Preparation

Assessors need: Clipboard Pencil Assessor booklet (A2) Student booklet

English (S1) or

Spanish/English (S2)

A quiet location77

Setting the Stage


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 78

Sample Item #1 in Student Booklet

English Only Student Booklet (S1)Spanish/English Student Booklet

(S2)

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Sample Items Directions A B C NA

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“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?”

1 2 3 NA

Sample Item #1 in Assessor Booklet (A2)

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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

Recording Student Answers

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Sample Item #2 in Student Booklet

English Only Student Booklet (S1) Spanish/English Student Booklet (S2)

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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

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Sample Item #2 in Assessor Booklet (A2)

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

Recording Student Answers

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Providing Encouragement

• “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”

Avoid providing visual or auditory clues about the correctness of response during the assessment

It is allowable to say these encouraging words:

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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

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Data SubmissionFor 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

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Oregon Kindergarten Assessment Test Administrator Training




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AdministeringApproaches to Learning

ObjectivesUnderstand the purpose of the scale Learn procedures for administration of

The Child Behavior Rating Scale

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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

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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

Approaches to Learning: Child Behavior Rating Scale

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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)

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The Child Behavior Rating Scale

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 item93

Read the Item

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Never Rarely Sometimes Frequently/usually

Always

1. Follows directions 1 2 3 4 5Sample

Circle a ResponseNever Rarely Sometimes Frequentl

y/usuallyAlways

1. Follows directions 1 2 3 4 5Sample

Recording Teacher Response

Additional Considerations 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

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Data SubmissionFor the Fall 2014 collection, districts will submit raw

scores for all 15 items through ODE’s Consolidated Collections

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Kindergarten Assessment Resource Webpage: http://www.ode.state.or.us/go/ka

Test Administration Manual: http:www.ode.state.or.us/go/tam

Oregon Accessibility Manual: http://www.ode.state.or.us/search/page/?=487

Online Resources for the Oregon Kindergarten Assessment

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Oregon Kindergarten Assessment

Documents

The Oregon Kindergarten Assessment Test Administrator Training (Required for District Test Coordinators (DTCs), School Test Coordinators (STCs), and Test