Post on 26-Dec-2015
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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.
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
Training will cover the following topics:TA Training OverviewAccommodationsTest SecurityAdministering the Kindergarten Assessment
Test Administrators
Training Overview
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
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
Kindergarten Assessment added to Oregon’s Statewide Assessment System
New Appendix L for Kindergarten AssessmentODE 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 ?
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 ?
Do’sTAs 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
Test Administrators
Do’s and Don’ts, cont’dDo’sTAs 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.
Don’tsTAs 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
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 testsTA 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
TAs must receive training each yearTAs enforce valid test environment
for studentsWhen 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
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/
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
(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)
Identify and understand the purpose of accommodations
Administer accommodations appropriately
Accommodations
Big Picture Objectives
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
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)
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
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
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
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.
Changes in Test Directions: Sign directions Interpret directions orally Simplify language in directions
Accommodations
What is NEW for Kindergarten:
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:
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:
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:
Changes in Test Schedule: Administer at a time of day most beneficial to the student
Accommodations
What is New for Kindergarten:
1. Expect participation and academic achievement in statewide assessments for all students
2. Learn accommodations3. Select accommodations4. Administer accommodations5. Evaluate and improve accommodation
use
Accommodations
Five Step Process
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
STEP 4 – Administer accommodations
STEP 5 – Evaluate and improve accommodation use
Accommodations
Five Step Process
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
Who benefits? Students with physical, sensory, or
learning disabilities
Students who have difficulty with memory, sequencing, directionality, alignment, and/or organization.
Accommodations
Response Accommodations
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
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
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
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
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
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
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.”
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
Don’tsTAs 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
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” ifthey appear to lose focus
Accommodations
Promising Practices
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
Test Administration Manual and Best Practices Guide: http:www.ode.state.or.us/go/tam
Accommodations Manual and Webpage: 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
Promising Practices: http://www.ode.state.or.us/search/page/?=2444
DTC TRAINING
Online Resources
www.4j.lane.edu/instruction/assessment/oaksadmin/
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
TEST SECURITY
(REQUIRED FOR DTCS,STCS, AND TAS)
Note: Information noted in light gray is not relevant to the Kindergarten Assessment.
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
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 PurposeTest Security
Some numbers from the 2011-12 school year:106 districts reported at least one test impropriety470 total improprieties were reported785 student tests were impacted
Test Impropriety Trends:Non-allowable resources (including cell phones)Student cheatingStudent coachingMishandling of secure test materialsStudent given the wrong testStudent tested under wrong SSIDUnsecure test environmentMissing the shipping / data entry deadlineTA review/analysis of test items
Test Impropriety StatisticsTest Security
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 EnvironmentTest Security
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 CoachingTest Security
Examples:Leading students through instructional strategies such as Think AloudAsking students to point to the correct answer or otherwise identify the source of their answer- allowed for the Kindergarten AssessmentRequiring or rewarding students for showing their workRequiring students to raise their hands and receive permission before moving on to the next itemReading aloud the Reading or ELPA
test or improperly reading aloud the Math test
Student Coaching, cont’dTest Security
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 ConsequencesTest Security
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
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’tsDo’s and Don’ts, cont’dTest Security
Non-allowable resourcesTAs 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 cheatingTAs provide space or visual barriers between students.TAs circulate through the test environment to monitor students.
Student coachingTAs 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 PracticesTest Security
Mishandling of Secure Test MaterialsUsing 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’dTest Security
Student given wrong testTA 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 accommodationsSTC 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 SSIDFor young students or newcomer ELLs, the school includes student picture on student SSID cardTA carefully reviews student names before
approving students to test
Promising Practices, cont’dTest Security
Unsecure test environmentTA does not leave the test environment unsupervised or allow untrained staff to enter the test environment (this includes substitute teachers).Missing shipping / data entry deadlineDTC 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’dTest Security
TA review/analysis of test itemsIf 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
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 NutshellTest Security
DTC TRAINING
Test Administration Manual and Best Practices Guide: http:www.ode.state.or.us/go/tam
Promising Practices: http://www.ode.state.or.us/search/page/?=2444
Test Security Forms: http://www.ode.state.or.us/go/testsecurity
Online Resources
www.4j.lane.edu/instruction/assessment/oaksadmin/
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 StorageTest Security
ADMINISTERING THE KINDERGARTEN ASSESSMENTAPPROACHES TO LEARNING
SEGMENT
The Child Behavior Rating Scale
Oregon Kindergarten Assessment Fall 2013
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
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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.
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APPROACHES TO LEARNING: 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 item.
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Example:
First page
Oregon Kindergarten Assessment Fall 2013
READ EACH ITEM
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CIRCLE ONE VALUE FOR EACH ITEM
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DATA COLLECTION
For the fall 2013 collection, districts will submit raw scores for all 15 items through ODE’s Consolidated Collections
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QUESTIONS?
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Oregon Kindergarten Assessment Fall 2013
ADMINISTERING THE KINDERGARTEN ASSESSMENT
EARLY MATH SEGMENT
Numbers and Operations
Oregon Kindergarten Assessment Fall 2013
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PREPARING FOR THE EARLY MATH SEGMENT
Assessors need:
ClipboardPencilAssessor booklet Student booklet (English or Spanish/English)A quiet location
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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 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
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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
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SAMPLE ITEM #1
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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
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Sample Items Directions A B C NA
1
“We are looking at numbers, counting, adding to, and taking away. Here is one to practice. Look at what is here.” Demonstrate by pointing to the box and then sweeping your finger from the first to last number below. “How many? Point to or choose the answer.”
“Would you like me to read the directions again?”
1 2 3 NA
SAMPLE ITEM #2
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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
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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
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”
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• Avoid providing visual or auditory clues about the correctness of response during the assessment
• It is allowable to say these encouraging words:
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
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DATA SUBMISSION
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
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QUESTIONS?
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ADMINISTERING THE KINDERGARTEN ASSESSMENT EARLY
LITERACY SEGMENT
Letter Names and Letter Sounds
Oregon Kindergarten Assessment Fall 2013
PREPARING FOR THE EARLY LITERACY SEGMENT
Assessors need:
ClipboardStopwatch/ timing devicePencilPlace marker or cover sheetAssessor booklet Student booklet (English or Spanish/English)A quiet location
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THE LETTER NAMES MEASURE 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
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PROCEDURE FOR THE LETTER NAMES MEASURE
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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
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Sample Student Chart(not the actual form included in the fall 2013 kindergarten assessment)
Oregon Kindergarten Assessment Fall 2013
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”
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Sample Assessor Form(not the actual form included in the fall 2013 kindergarten assessment)
LETTER NAMES—SCORING If student:is correct, do not mark the letter and count as correctclearly loses his/her place, point to the next letterself corrects, write SC above the letter and count as correctsays incorrect letter name, slash through the letter, and count as incorrecthesitates more than 3 seconds, slash through the letter, supply the letter name and count as incorrectskips letter, circle the letter and count as incorrect
Record number of correct letters in # correct at bottom of assessor copyRecord number of attempts, correct or incorrect, in # attempted
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PROVIDING ENCOURAGEMENT 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”
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• “Buen esfuerzo”• “Sigue intentando”• “La siguiente”• “Está bien si tratas de adivinar”• “Gracias”
ADDITIONAL CONSIDERATIONS FOR ENGLISH LETTER NAMES
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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
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
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PROCEDURE FOR THE LETTER SOUNDS ASSESSMENT
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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
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Sample Student Chart(not the actual form included in the fall 2013 kindergarten assessment)
Oregon Kindergarten Assessment Fall 2013
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”
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Sample Assessor Form(not the actual form included in the fall 2013 kindergarten assessment)
LETTER SOUNDS—SCORING
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If student:is correct, do not mark the letter and count as correctclearly loses his/her place, point to the next letterself corrects, write SC above the letter and count as correctsays incorrect letter sound, slash through the letter, and count as incorrecthesitates more than 3 seconds, slash through the letter, supply the letter sound and count as incorrectskips letter, circle the letter and count as incorrect
Record number of correct letter sounds in # correct at bottom of assessor copyRecord number of attempts, correct or incorrect, in # attempted
PROVIDING ENCOURAGEMENT 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”
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• “Buen esfuerzo”• “Sigue intentando”• “La siguiente”• “Está bien si tratas de adivinar”• “Gracias”
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.”
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DATA SUBMISSION 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
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QUESTIONS?
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ADMINISTERING THE KINDERGARTEN ASSESSMENT SPANISH SYLLABLE SOUNDS
Oregon Kindergarten Assessment Fall 2013
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
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PREPARING FOR THE SPANISH LITERACY ASSESSMENT
Assessors need:
ClipboardStopwatch/timing devicePencilPlace marker or cover sheet Assessor bookletStudent booklet (Spanish/English)A quiet location
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THE SPANISH SYLLABLE SOUNDS MEASURE
• 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
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PROCEDURE FOR THE SPANISH SYLLABLE SOUNDS ASSESSMENT
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
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Sample Student Chart(not the actual form included in the fall 2013 kindergarten assessment)
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Oregon Kindergarten Assessment Fall 2013
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”
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Sample Assessor Form(not the actual form included in the fall 2013 kindergarten assessment)
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SPANISH SYLLABLE SOUNDS—SCORING
If student:is correct, do not mark the letter and count as correctclearly loses his/her place, point to the next syllableself corrects, write SC above the syllable and count as correctsays incorrect syllable sound, slash through the syllable, and count as incorrecthesitates more than 3 seconds, slash through the syllable, supply the syllable sound and count as incorrectskips syllable, circle the syllable and count as incorrect
Record number of correct syllable sounds in # correct at bottom of assessor copyRecord number of attempts, correct or incorrect, in # attempted
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PROVIDING ENCOURAGEMENT Avoid providing visual or auditory clues about
the correctness of responses during the assessment
It is allowable to say these encouraging words:
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Oregon Kindergarten Assessment Fall 2013
• “Buen esfuerzo”• “Sigue intentando”• “La siguiente”• “Está bien si tratas de adivinar”• “Gracias”
ADDITIONAL CONSIDERATIONS FOR SPANISH SYLLABLE SOUNDS
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.
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Oregon Kindergarten Assessment Fall 2013
DATA SUBMISSION 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
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Oregon Kindergarten Assessment Fall 2013
QUESTIONS?
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Oregon Kindergarten Assessment Fall 2013