The Oregon Kindergarten Assessment Test Administrator Training

1
The Oregon Kindergarten AssessmentTest
Administrator Training

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

Oregon Kindergarten Assessment Fall 2014
2
Todays purpose

• Become trained in giving the Oregon Kindergarten
  Assessment
• Be prepared to train others to give the OKA
• Learn whats new with the OKA this year
• Get any questions answered

3
The Oregon Kindergarten Assessment

• Provides 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

4
Oregon Kindergarten Assessment Test
Administrator Training

• Assessment Administration
• Assessment Accessibility Supports
• Assessment Security
• English Learners and the Kindergarten Assessment
• Administering the Early Literacy Assessment
• English Letter Names
• English Letter Sounds
• Spanish Letter Names
• Administering the Early Math Segment
• Numbers and Operations
• Administering the Approaches to Learning Segment
• The Child Behavior Rating Scale

Oregon Kindergarten Assessment Fall 2014
5

• Assessment Administration
• Assessment Accessibility Supports
• Assessment Security
• English Learners and the Kindergarten Assessment
• Administering the Early Literacy Assessment
• English Letter Names
• English Letter Sounds
• Spanish Letter Names
• Administering the Early Math Segment
• Numbers and Operations
• Administering the Approaches to Learning Segment
• The Child Behavior Rating Scale

Oregon Kindergarten Assessment Fall 2014
6
Assessment Administration

• Objectives
• Be aware of whats new this year in the statewide
  Kindergarten Assessment
• Understand the roles and responsibilities of test
  administrators
• Understand how to use valid assessment
  administration practices

Oregon Kindergarten Assessment Fall 2014
7
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

8
Test Administrator Roles and Responsibilities

• 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 Manual
• During assessment
• Ensure that students receive the appropriate
  assessment (includes settings such as language)
• Enforce assessment environment requirements

9
Assessment Environment Requirements

• 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

10

• Test Administrators Must
• Read the Test Administration Manual
• Receive annual test administration and security
  training (BE TRAINED BY YOU!)
• Sign an Assurance of Test Security form
• Only provide students with Universal Tools listed
  in the Test Administration Manual
• Read verbatim the student directions provided in
  the Assessor Booklet

11

• 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

12
Summary

• 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

13

• Assessment Administration
• Assessment Accessibility Supports
• Assessment Security
• English Learners and the Kindergarten Assessment
• Administering the Approaches to Learning Segment
• The Child Behavior Rating Scale
• Administering the Early Math Segment
• Numbers and Operations
• Administering the Early Literacy Assessment
• English Letter Names
• English Letter Sounds
• Spanish Letter Names

Oregon Kindergarten Assessment Fall 2014
14
Assessment Accessibility Supports

• Objectives
• Identify and understand the purpose of Universal
  Tools, Designated Supports, Accommodations and
  Modifications
• Understand how to administer accessibility
  supports appropriately

Oregon Kindergarten Assessment Fall 2014
15
Accessibility Supports

• 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 students participation in the state
  assessment, unless precluded by the local
  assessment window

16
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 students
  Individual Education Plan (IEP) or Section 504
  plan
• Modifications Practice or procedure that
  compromises the intent of the assessment

17
Five Step Process

• Expect participation in statewide assessments for
  all students
• Learn accessibility supports
• Select accessibility supports
• Administer accessibility supports
• Evaluate and improve use of supports

18
Decision Tree
19
Examples of Kindergarten Assessment Accessibility
Supports

• 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

20
Assessment Directions Presentation
Accessibility Supports

• 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

21
Response Accessibility Supports

• Who benefits?
• Students with physical, sensory, or learning
  disabilities
• Students who have difficulty with memory,
  sequencing, directionality, alignment, and/or
  organization

22
Setting Accessibility Supports

• 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

23
Scheduling Accessibility Supports

• 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

24
Documenting Accessibility Supports

• 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

25
Test Administrators Must

• Refer to the Oregon Accessibility Manual for
  accessibility supports implementation guidance
• Refer to students Individualized Education Plan
  (IEP), 504 Plan or cumulative file to determine
  which accessibility supports must be provided

26
Test Administrators May Not

• 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

27
Test Administrators May Not

• Provide instruction or give suggestions regarding
  process
• Read response choices aloud
• Translate assessment items
• Remember, if you cant find it in the Test
  Administration Manual (TAM) or the
  Oregon Accessibility Manual (OAM),
  dont do it.

28
Summary

• 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
  students 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

29

• Assessment Administration
• Assessment Accessibility Supports
• Assessment Security
• English Learners and the Kindergarten Assessment
• Administering the Early Literacy Assessment
• English Letter Names
• English Letter Sounds
• Spanish Letter Names
• Administering the Early Math Segment
• Numbers and Operations
• Administering the Approaches to Learning Segment
• The Child Behavior Rating Scale

Oregon Kindergarten Assessment Fall 2014
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Assessment Security

• Objectives
• Understand principles of secure assessment
  administration
• Understand how to maintain security of printed
  assessment materials
• Learn how to avoid and respond to test
  improprieties

31
Assessment Security

• 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

32
Secure Assessment Environment

• 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

33
Student Coaching

• 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

34
Potential Consequences of Impropriety

• 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

35
Test Administrators Must

• 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)

36
Test Administrators May Not

• 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

37
Maintaining Assessment Security

• 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

38
Maintaining Assessment Security, Continued

• 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

39
Summary

• 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

40
Online Resources for Administration,
Accessibility, and Security

• Kindergarten Assessment Resource Webpage
  http//www.ode.state.or.us/go/ka
• Test Administration Manual
  httpwww.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

41

• Assessment Administration
• Assessment Accessibility Supports
• Assessment Security
• English Learners and the Kindergarten Assessment
• Administering the Early Literacy Assessment
• English Letter Names
• English Letter Sounds
• Spanish Letter Names
• Administering the Early Math Segment
• Numbers and Operations
• Administering the Approaches to Learning Segment
• The Child Behavior Rating Scale

Oregon Kindergarten Assessment Fall 2014
42
English Learners and the Kindergarten Assessment

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

Oregon Kindergarten Assessment Fall 2014
43
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
  students enrollment in a district

44
Decision Matrix
45
Test Administrator Roles and Responsibilities

• Please be mindful of the Test Administrators
  (TAs) 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

46
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 signed
• Directions can be interpreted into students
  language of origin

47
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 students 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

48

• Assessment Administration
• Assessment Accessibility Supports
• Assessment Security
• English Learners and the Kindergarten Assessment
• Administering the Early Literacy Assessment
• English Letter Names
• English Letter Sounds
• Spanish Letter Names
• Administering the Early Math Segment
• Numbers and Operations
• Administering the Approaches to Learning Segment
• The Child Behavior Rating Scale

Oregon Kindergarten Assessment Fall 2014
49
Administering Early Literacy

• Objectives
• Understand the purpose of the measures and the
  research behind them
• Learn the procedures for administration of
• English Letter Names
• English Letter Sounds
• Spanish Letter Names

Oregon Kindergarten Assessment Fall 2014
50
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

51
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 location

52
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 letter

53
Sample Student Chart
Sample Not the actual chart in the 2014-2015
kindergarten assessment
54
Directions in Assessor Booklet (A2)

• Start the stopwatch when the student says the
  first letter name
• Record student responses on the assessor chart

55
Directions in Assessor Booklet (A2) , continued

• 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

56
Scoring

• If the student
• Is correct, do not mark the letter and count as
  correct
• Clearly loses his/her place, point to the next
  letter
• Self corrects, write SC above the letter and
  count as correct
• Says incorrect letter name, slash through the
  letter, and count as incorrect
• Hesitates more than 3 seconds, slash through the
  letter, supply the letter name and count as
  incorrect
• Skips letter, circle the letter and count as
  incorrect
• Record number of correct letters in correct
• Record number of attempts in attempted

57
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

58
Early Literacy English Letter Sounds

• 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
• This is a 60 second timed assessment
• Students have 60 seconds to produce as many of
  the corresponding sounds as they can

59
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 location

60
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 Sounds chart
• Read the directions to the student
• Start the stopwatch when the student says the
  first letter sound

61
Sample Student Chart
Sample Not the actual chart in the 2014-2015
kindergarten assessment
62
Directions in Assessor Booklet (A2)

• Start the stopwatch when the student says the
  first letter sound
• Record student responses on the assessor chart

63
Directions in Assessor Booklet (A2) , continued

• 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

64
English Letter Sounds Scoring

• If the student
• Is correct, do not mark the letter and count as
  correct
• Clearly loses his/her place, point to the next
  letter
• Self corrects, write SC above the letter and
  count as correct
• Says incorrect letter sound, slash through the
  letter, and count as incorrect
• Hesitates more than 3 seconds, slash through the
  letter, supply the letter sound and count as
  incorrect
• Skips letter, circle the letter and count as
  incorrect
• Long 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 incorrect
• Record number of correct letter sounds in
  correct
• Record number of attempts in attempted

65
Additional Considerations

• 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

66
Early Literacy Spanish Letter Names

• 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
• This is a 60 second timed assessment
• Students have 60 seconds to name as many letters
  as they can

67
Preparation

• Assessors need
• Clipboard
• Stopwatch/timing device
• Pencil
• Place marker or cover sheet
• Assessor booklet (A2)
• Student booklet
• Spanish/English (S2)
• A quiet location

68
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 Spanish Letter Names chart
• Read the directions to the student
• Start the stopwatch when the student says the
  first letter name

69
Sample Student Chart
Sample Not the actual chart in the 2014-2015
kindergarten assessment
70
Directions in Assessor Booklet (A2)

• Start the stopwatch when the student says the
  first letter sound
• Record student responses on the assessor chart

71
Directions in Assessor Booklet (A2) , continued

• 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 Alto
• Record the number attempted and number correct

72
Scoring

• If the student
• Is correct, do not mark the letter and count as
  correct
• Clearly loses his/her place, point to the next
  letter
• Self corrects, write SC above the letter and
  count as correct
• Says incorrect letter name, slash through the
  letter, and count as incorrect
• Hesitates more than 3 seconds, slash through the
  letter, supply the letter name and count as
  incorrect
• Skips letter, circle the letter and count as
  incorrect
• Record number of correct letters in correct
• Record number of attempts in attempted

73
Additional Considerations

• 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

74

• Assessment Administration
• Assessment Accessibility Supports
• Assessment Security
• ELLs and the Kindergarten Assessment
• Administering the Early Literacy Assessment
• English Letter Names
• English Letter Sounds
• Spanish Letter Names
• Administering the Early Math Segment
• Numbers and Operations
• Administering the Approaches to Learning Segment
• The Child Behavior Rating Scale

Oregon Kindergarten Assessment Fall 2014
75
Administering Early Math

• Objectives
• Understand the purpose of the Numbers and
  Operations measure
• Learn the procedures for administration of
• Numbers and Operations

Oregon Kindergarten Assessment Fall 2014
76
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

77
Preparation

• Assessors need
• Clipboard
• Pencil
• Assessor booklet (A2)
• Student booklet
• English (S1) or
• Spanish/English (S2)
• A quiet location

78
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
• 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

79
Sample Item 1 in Student Booklet

• English Only Student Booklet (S1)

• Spanish/English Student Booklet (S2)

80
Sample Item 1 in Assessor Booklet (A2)
Sample Items 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
81
Recording Student Answers

• Circle the students 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

82
Sample Item 2 in Student Booklet

• Spanish/English Student Booklet (S2)

• English Only Student Booklet (S1)

83
Sample Item 2 in Assessor Booklet (A2)
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
84
Recording Student Answers

• Circle the students 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

85
Providing Encouragement

• Avoid providing visual or auditory clues about
  the correctness of response 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

86
Additional Considerations

• 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 Submission

• For the Fall 2014 collection, districts will
  submit raw data (A, B, C, or NA) for each of the
  16 items through ODEs Consolidated Collections

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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

Oregon Kindergarten Assessment Fall 2014
89
AdministeringApproaches to Learning

• Objectives
• Understand the purpose of the scale
• Learn procedures for administration of
• The Child Behavior Rating Scale

Oregon Kindergarten Assessment Fall 2014
90
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

91
Approaches to Learning Child Behavior Rating
Scale

• Based on teacher observation of childrens
  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

92
Approaches to Learning Preparation

• The Approaches to Learning segment must be
  completed by the students classroom teacher
• Teachers need
• A writing utensil
• The assessor booklet forApproaches 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 item

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

96
Data Submission

• For the Fall 2014 collection, districts will
  submit each students number correct and the
  number attempted score for English Letter Names,
  English Letter Sounds, and Spanish Letter Names.

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

97
Data Submission

• For the Fall 2014 collection, districts will
  submit raw scores for all 15 items through ODEs
  Consolidated Collections

98
Online Resources for the Oregon Kindergarten
Assessment

• Kindergarten Assessment Resource Webpage
  http//www.ode.state.or.us/go/ka
• Test Administration Manual
  httpwww.ode.state.or.us/go/tam
• Oregon Accessibility Manual http//www.ode.state
  .or.us/search/page/?487

99
Questions????
Have fun!