test administrator training (required for dtcs, stcs, and tas) note: information noted in light gray...

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

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

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

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

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

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

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

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

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

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.

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

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

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.

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.

Example:

First page

READ EACH ITEM

CIRCLE ONE VALUE FOR EACH ITEM

DATA COLLECTION

For the fall 2013 collection, districts will submit raw scores for all 15 items through ODE’s Consolidated Collections

QUESTIONS?

ADMINISTERING THE KINDERGARTEN ASSESSMENT

EARLY MATH SEGMENT

Numbers and Operations

PREPARING FOR THE EARLY MATH SEGMENT

Assessors need:

ClipboardPencilAssessor booklet Student booklet (English or Spanish/English)A quiet location

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

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

SAMPLE ITEM #1

English Spanish/English 76

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

Sample Items Directions A B C NA

“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

English Spanish/English 79

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

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”

• 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

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

QUESTIONS?

ADMINISTERING THE KINDERGARTEN ASSESSMENT EARLY

LITERACY SEGMENT

Letter Names and Letter Sounds

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

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

PROCEDURE FOR THE LETTER NAMES MEASURE

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

Sample Student Chart(not the actual form included in the fall 2013 kindergarten assessment)

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”

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

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”

• “Buen esfuerzo”• “Sigue intentando”• “La siguiente”• “Está bien si tratas de adivinar”• “Gracias”

ADDITIONAL CONSIDERATIONS FOR ENGLISH LETTER NAMES

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’.”

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

PROCEDURE FOR THE LETTER SOUNDS ASSESSMENT

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

Start the stopwatch/timing device when the student says the first letter sound

LETTER SOUNDS—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 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

It is allowable to say these encouraging words: “Good effort” “Keep trying” “Next” “It is OK to guess” “Thank you”

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.”

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

QUESTIONS?

ADMINISTERING THE KINDERGARTEN ASSESSMENT SPANISH SYLLABLE SOUNDS

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

PREPARING FOR THE SPANISH LITERACY ASSESSMENT

Assessors need:

ClipboardStopwatch/timing devicePencilPlace marker or cover sheet Assessor bookletStudent booklet (Spanish/English)A quiet location

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

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

Start the stopwatch/timing device when the student says the first syllable sound

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

It is allowable to say these encouraging words:

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.

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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