Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. Florida Kindergarten Readiness Screener (FLKRS) TRAINING Tuesday, August 8, 2006

Copyright©2006 by Harcourt Assessment, Inc. All rights reserved.

Florida Kindergarten Readiness Screener (FLKRS)

TRAINING

Tuesday, August 8, 2006

Copyright©2006 by Harcourt Assessment, Inc. All rights reserved.2

Implementing New Legislation

FLKRS Replaces SRUSS

Section 1002.69, F.S., requires DOE to:• Adopt a statewide kindergarten screening that assesses the readiness of each

student for kindergarten based upon the adopted Voluntary Prekindergarten (VPK) education program performance standards

• Require each school district to administer the statewide screening to each kindergarten student in the school district within the first 30 days of each school year.

The statewide kindergarten screening shall:• Provide objective data concerning each student’s readiness for kindergarten

and progress in attaining the VPK performance standards• Incorporate mechanisms for recognizing potential variations in kindergarten

readiness rates for students with disabilities.


FLKRS Components

The Florida Kindergarten Readiness Screener (FLKRS) was developed using a subset of items from two published assessments:

• Early Childhood Observation System™ (ECHOS™) Harcourt Assessment, Inc.

• Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Dynamic Measurement Group, Inc.


Children to be Screened

In general, all children entering a public school kindergarten for the first time within the first 30 days must be screened using the ECHOS and the DIBELS.


Children NOT to be Screened

• Entered day 31 or later• LEP (translator unavailable)• SWD (screening inappropriate)• Retained in kindergarten• Already screened at another school


Children with Disabilities

For some children with disabilities, ECHOS may not be an appropriate instrument. For example, it is unlikely that this instrument would be appropriate for children who have significant physical or cognitive disabilities. However, it is expected that classroom accommodations are used when necessary.


Administration Schedule

FLKRS will be administered within the first 30 school days.

ECHOS – Aug. 14 – Sept. 25, 2006

DIBELS – Sept. 11 – 22, 2006 (days 20-29)(Two measures – ISF & LNF)


Communicating with Parents Prior to

Screening

Prior to the administration of the screener, parents of kindergarteners will be provided with information about FLKRS.

A Parent Letter, prepared by the Department of Education, will be distributed to all participating students. The English version is in the kit. Spanish, and Haitian-Creole letters may be ordered.


Communicating with Parents After Screening

Following the administration of the screener, information regarding the child’s performance will be shared with parents.

The nature of FLKRS will make it easy for the teacher to discuss the results during a regularly scheduled parent/teacher conference.

Results will be distributed to the schools in December.


• FLKRS-ECHOS™ is designed to be an embedded assessment —an assessment that is a natural part of the ongoing activity in the classroom—so the teacher can observe and judge what children know and are able to do by watching them as they work, build, solve problems, and interact.

• With careful planning, using a combination of suggested individual, small group, and whole class activities, it is possible to complete FLKRS-ECHOS™ for a class of 18 children within state-set guidelines.

Planning for the Administration of FLKRS-

ECHOS™


Think “Routine”…

• The behaviors and skills the teacher will be observing are routinely a part of activities at the beginning of the school year and are easily integrated into lesson plans.

• Observing these behaviors and skills in a naturally occurring learning context, while children are working in pairs or groups at centers or are busy at individual projects, will facilitate the screening.

• Familiarize yourself with the screener so you can begin making observations right away!


FLKRS-ECHOS™ Framework

ECHOS™ consists of 19 items from seven domains:1. Language and Literacy2. Mathematics3. Social and Personal Skills4. Science5. Social Studies6. Physical Health and Fitness7. Creative Arts


Design of the Items

Domain (Language & Literacy) - 7

Subdomain (Concepts of Print)

Benchmark (Knows how to use a book) - 19

Indicators (Curiosity about all aspects of print) – 3 per benchmark


Benchmarks

Each item on ECHOS™ is a Benchmark. Benchmarks are points along a path to learning new skills. The Benchmarks on ECHOS™ represent expectations for the beginning of Kindergarten.

Benchmarks are fundamental measures of learning that link to classroom practice and instruction.


Indicators

Indicators are examples that help the teacher understand and determine a student’s Performance Level.

ExampleBenchmark: Knows how to use a bookIndicators:1. Shows curiosity about all aspects of print.2. Identifies front and back of book and where story begins.3. Recognizes that the purpose of print is to tell the story.


Best Practicein Student Observation

Recommendations for observing students via suggested activities are made in accordance with best practice in the classroom: WC Whole ClassLG Large GroupSG Small GroupI Individual Student

Suggested classroom activities are just that, suggested.


Item 1: Concepts of Print

Knows how to use a book.1. Shows curiosity about all aspects of print2. Identifies front and back of book and where story

begins3. Recognizes that the purpose of print is to tell the story

Suggested Classroom Activity: SG or I: Teacher provides time for child to use a library area and to visit centers where books, magazines, cookbooks, etc. are located. Teacher observes child independently using reading-related material. Teacher asks child to show the front of book.


Item 2: Oral Languageand Vocabulary

Shares information about events that happenoutside of school.

1. Shares events with class2. Describes an event in one or two simple sentences3. Elaborates on an event in great detail

Suggested Classroom Activity: WC, SG, or I: Teacher provides a daily “share time” where child can share a personal story or tell about a favorite book. Teacher provides prompting, only when necessary, using open-ended questions. For children who do not respond in a whole class setting, teacher provides small group or individual follow-up.


Item 3: Comprehension

Retells a story or part of a story that has been read to the class.

1. Listens attentively when the teacher reads books in class

2. Retells one part of the story accurately3. Retells whole story or event experienced in class

Suggested Classroom Activity: LG, SG, or I: As teacher reads to large group, teacher notes children who participate in shared reading, or who demonstrate body-language cues of understanding. Teacher provides opportunities for child to act out the story in dramatic play area, or during outside time. If teacher notices children who do not respond in large group, teacher provides small group or individual follow-up.


Item 4: Comprehension

Demonstrates understanding of story elements.1. Answers literal questions about story elements

including character, setting, and plot2. Makes predictions based on illustrations or portions of

stories3. Answers questions (e.g., inferential, cause and effect)

about stories read by teacher

Suggested Classroom Activity: LG, SG, or I: As teacher reads to large group, teacher notes children who participate in shared reading. Teacher asks questions at varying levels of difficulty. Teacher provides small group or individual follow-up.


Item 5: Writing

Demonstrates awareness of distinction between “kids writing” and conventional writing.

1. Rereads own scribble writing2. Recognizes difference between scribbling/drawing

pictures and conventional writing3. Uses phonetic spellings mixed with conventional

spellings when writing

Suggested Classroom Activity: SG or I: Teacher provides various writing materials in multiple areas of the classroom and provides opportunities for child to independently use materials. Teacher observes child, and asks child to “read your work (e.g., story) to me.”


Item 6: Number Senseand Operations

Counts objects in a collection by creating one-to-one correspondence between each number word and each object.

1. Counts five objects and associates last counting word with “how many”

2. Provides correct number of objects (up to 10) upon request

3. Creates a collection of one to 20 items by counting them out

Suggested Classroom Activity: I: Teacher provides manipulatives and asks child to “please count five (objects).” Then, “Count these blocks (10, then 20), and tell me how many are here.”


Item 7: GeometryIdentifies two-dimensional shapes and their uses.1. Recognizes and names circle, square, triangle,

rectangle, in any size or orientation2. Identifies, builds, and draws various types of triangles

and rectangles3. Describes two-dimensional shapes (e.g., by identifying

and counting sides)

Suggested Classroom Activity: SG or I: Teacher provides manipulatives of traditional shapes, asks child to “point to the (shape)” and then to “name each shape.” Teacher provides materials (Lego®, blocks, paper, crayons, etc.) and asks child to create a specific shape. Teacher prompts, “How many sides are on a ____.”


Item 8: Algebraic Thinking

Recognizes, creates, and analyzes patterns.1. Recognizes and creates repeating pattern (e.g., red,

blue, red, blue)2. Copies patterns with blocks, cubes, colors, and shapes3. Recognizes and iterates the unit or core of a pattern

Suggested Classroom Activity: SG or I: Teacher provides manipulatives of many colors (table-top blocks, lacing beads, linking cubes, etc.). Teacher asks child to complete and continue a teacher-originated pattern (ABAB); teacher asks child to describe the pattern.


Item 9: Data Analysis

Analyzes data by classifying, organizing, representing, and using information to ask and answer questions.

1. Sorts objects and counts number in each group2. Creates a chart of play choices of classmates3. Answers simple questions by reading a chart or graph

Suggested Classroom Activity: WC, SG, or I: Teacher provides a “Daily Question” graph on a T-Chart. Child signs in under appropriate response on a daily basis. During meeting time, teacher asks questions about graph (e.g., “How many children answered yes?” “Do more children prefer white milk or chocolate milk?”). For children who do not respond in a whole class setting, teacher provides small group or individual follow-up.


Item 10: ResponsibleDecision Making

Uses classroom materials purposefully, safely, and respectfully.

1. Takes care of personal property2. Asks permission to use someone else’s property3. Uses and stores classroom equipment and supplies

Suggested Classroom Activity: WC or SG: Daily with children, teacher discusses, models, and helps scaffold children’s understanding of class rules. Teacher observes children interacting, noting if “kind words” and classroom rules are followed.


Item 11: Social Problem Solving

Talks to, and plays cooperatively with, other children.

1. Joins play or activity when invited by adults or peers2. Asks child to join in activity; engages in extended

conversation about an event with teacher or peers3. Takes turns and shares; plans roles before entering

dramatic play

Suggested Classroom Activity: WC or SG: Teacher provides daily opportunities for child to interact independently with peers. Teacher observes child, noting behaviors.


Item 12: Approachesto Learning

Shows eagerness and curiosity about new topics and ideas.

1. Observes and comments on new topics and ideas2. Asks questions (e.g., “How can the caterpillar live in

the cocoon with no food or water?”)3. Willingly discusses a new idea with teacher or another

child

Suggested Classroom Activity: WC, SG, or I: Teacher provides a daily “share time” where child can share a personal story or tell about a favorite book. Teacher provides prompting, only when necessary, using open-ended questions. For children who do not respond in a whole class setting, teacher provides small group or with individual follow-up.


Item 13: Scientific Inquiry

Uses the techniques of scientific inquiry, problem solving, questioning, and reasoning.

1. Asks questions about objects and events2. Observes an object (e.g., flower, rock) and names its

properties3. Conducts experiments and explorations during active

play

Suggested Classroom Activity: SG or I: Teacher provides a discovery table where child knows materials and tools are available to use independently. Teacher observes child interacting with materials, noting if child uses them properly.


Item 14: Production, Distribution and

ConsumptionExplores the kinds of work that people do and

how that work benefits family and community.1. Identifies different jobs that people (community

helpers) do2. Role plays different jobs with costumes/hats3. Draws picture of, or writes about, people who provide

services

Suggested Classroom Activity: SG or I: Teacher provides dress up clothes, and daily opportunities for child to role-play. Teacher observes and interacts with child as child pretends. Child dictates a story about community helpers to accompany a picture drawn. WC: Teacher asks questions following a story about community helpers, noting responses.


Item 15: Civic Idealsand Participation

Identifies the need for rules and authority figures and the consequences of breaking the rules.

1. Identifies classroom rules2. Takes turns and shares responsibility for classroom

chores3. Discusses how school rules and consequences are for

the safety of all students

Suggested Classroom Activity: WC or SG: Daily with children, teacher discusses, models, and helps scaffold children’s understanding of class rules. Teacher observes children interacting, noting if “kind words” and classroom rules are followed.


Item 16: Fitness

Engages voluntarily in large-muscle activity.1. Runs while on playground2. Plays on climber for long periods with repetition of

motor movements3. Incorporates jumping, skipping, and throwing in play

Suggested Classroom Activity: WC, SG, or I: Teacher provides daily opportunities for child to play, independently outside. Teacher notes child’s motor skills.


Item 17: Fine Motor Skills

Demonstrates increasing ability to use hands and fingers to perform tasks.

1. Uses some computer keys accurately2. Uses scissors to cut paper unassisted3. Uses tools such as a stapler, tape, scissors, or markers

Suggested Classroom Activity: WC, SG, or I: Teacher provides daily opportunities for child to interact with computer, scissors, stapler, tape, and markers. Teacher notes behavior, and assists only when necessary.


Item 18: DanceCreates movements that correspond to different

types of music.1. Claps or marches to beat of music2. Moves body to indicate different musical beats,

tempos, and dynamics (i.e., loudness and softness)3. Responds through purposeful movement (e.g.,

swaying, skipping, dramatic play) to different types of music

Suggested Classroom Activity: WC, SG, or I: Teacher provides daily planned opportunities with music. Teacher observes child, noting behavior. For children who do not respond in a whole class setting, teacher provides small group or individual follow-up.


Item 19: Visual Arts

Applies media, techniques, and processes to create original art.

1. Mixes colors and media in creations2. Selects purposefully different techniques for different

projects3. Plans and creates original art with varying media,

processes, and techniques

Suggested Classroom Activity: SG or I: Teacher provides daily opportunities for child to use varied art media in an unstructured (not product oriented) setting. Teacher observes child, asking open-ended questions.


The Teacher Record Form

The Teacher Record Form is your working copy for each child.

You will not turn this form in for scoring.

You will later transfer the information to the official FLKRS Response Folder.


Understanding the Code“Domains and Benchmarks”

These refer to the ECHOS Domain, Subdomain and related Benchmark. The “1” of the code (1-A-1) refers to the Language & Literacy Domain. The “A” refers to the Subdomain, Concepts of Print. The second “1” refers to the Benchmark, Knows how to use a book.


Understanding the Forms “Indicators”

These are the Indicators for the respective ECHOS™ Benchmark.


Understanding the Forms “Observed”

The observer will grid the appropriate circle when the Indicator in the next column is observed.


Performance Levels

Performance Levels describe or illustrate the child’s performance based on pre-determined criteria. FLKRS-ECHOS™ has three performance levels.

Not Yet DemonstratingThe student is not exhibiting any learning in the benchmark.

Emerging/ProgressingThe student is at an early stage of growth but appears to be showing growth towards the skill or behavior.

Consistently DemonstratingThe student is consistently demonstrating acquisition of this skill or behavior.


Understanding the Forms “Rating”

These are the appropriate ratings for each Benchmark. If “0” of the indicators are observed, grid the bubble under Not Yet Demonstrating. If indicator “1” is observed, grid the bubble under Emerging/Progressing. The Consistently Demonstrating column requires special attention.


Understanding the Forms When Two Indicators are

Required

In this example, the child must demonstrate indicators“2” and “3” in order to get a Consistently Demonstrating rating. Every effort has been made to cue the observer. In this example, Indicators “2” and “3” have been printedin bold print.

This is true for items 1, 10, and 15.


Understanding the Forms When Either Indicator is

Evident

Some items allow the child to demonstrate one or two indicators.

For example, the left arrow above points to a rating in which the child must demonstrate indicator “1” or indicator “2”to get an Emerging/Progressing rating. This means that the child will get this rating if he/she demonstrates either indicator “1” or indicator “2.”

The same rule is applied for the rating indicated by the second arrow.


Understanding the Forms When Both Ratings Occur

Remember, Items 1, 10 and 15 have both types of ratings.

The red arrow requires the child to demonstrate Indicator “1” or “2” or “3” for an Emerging/Progressing rating.

The purple arrow indicates that the child must demonstrate Indicators “2” and “3” to get a rating of Consistently Demonstrating.


Transferring Information

When you approach the 30th School Day, the teacher should transfer all scoring to the scannable Response Folder with the tracking marks.

The non-scannable Teacher Record Forms remain with the teacher and may be placed in individual children’s personalized portfolio folder. A set of portfolio folders is provided for teachers.


The Response Folder

This is where you will transfer your ratings from the Teacher Record Form.


Completingthe Response Folder

1

1 Place the Pre-ID label here.


Pre-Identification Labels

• If Pre-identification labels have been provided, check them for accuracy and affix the label in the appropriate area.

PRE-ID LABEL information will be generated on August 10, 2006. No labels provided after this time!

• If Pre-identification labels are incorrect IN ANY WAY, “DO NOT USE THE LABEL” Instead, grid the scannable response folder using a #2 pencil.

• If Pre-identification labels were not provided, grid the scannable response folder using a #2 pencil.


Completingthe Response Folder

3

3 Fill in appropriate background information

4

4 Non-Participation designation

2 Grid these areasif you don’t have a Pre-ID label

2


Criteria for Non-Participation

• Entered day 31 or later• LEP (translator unavailable)• SWD (screening inappropriate)• Retained in kindergarten• Already screened at another school • Other (ex.) excessive absences


The Response Folder

1

1 Use this area if DIBELS is administered in English


The Response Folder

1

1 If the instructions are administered in a language other than English, please make sure to indicate this by gridding the “Yes” bubble.

2 Use this area if DIBELS is administered in Spanish, using the IDEL.

2


Packaging and Returnof Materials

School Coordinator Responsibility

Receive and verify scannable response folders

Social Security number or FLID usedAll data ECHOS, DIBELS transferred

into scannable response folders

All Kindergarten students should have a Response Folder. Document Count Form includes TOTAL Number of K students with a scannable response folders

.


RETURN to Student Assessment office

• Band

Document Count Form

along with FLKRS 2006 Response Folders

Can be placed in BOX or ENVELOPE

ORANGE SCORABLE RETURN LABEL


What is in your KIT?

FLKRS Administration ManualFLKRS Parent lettersFLKRS Teacher’s Record FORMStudent Portfolio foldersCopy of ECHOS Domains/Benchmarks ECHOS Teacher’ s GuideECHOS CD-ROMDIBELS Assessment 1 only

APC KIT Return Materials plus the ABOVE!


What is in your BOX?

DIBELS KIT one per school


Important Information

FLKRSECHOS Administration

August 14 - September 25First 30 days (school days)

Don’t forget to distribute Parent Letters!

DIBELS Administration September 11 - September 22School days 20-29

Return FLKRS to Student Assessment Office (See Zoe’ or Gia)Friday, September 29, 2006 BY 4:00 PM

THIS IS OUR FINAL DUE DATE – WE MUST SHIP ALL MATERIALS OUT MONDAY – WE CAN MAKE NO EXCEPTIONS


Important Information• Return Scannable Response Folders

All information filled in correctlyDOE prefers SS# over FL ID #No LCS ID numbers

• Document Count Form (1)All information filled in correctly

• Orange Return Label (1)

IMPORTANT: You must turn in a Response Folder for every kindergarten student. Retainees will have a folder with non-participation info bubbled in.

You may return items in a box or an envelope.

If you have questions, call Zoe’ Cooper or Gia Kolias at 487-7833.

Documents

Copyright©2006 by Harcourt Assessment, Inc. All rights reserved. Florida Kindergarten Readiness Screener (FLKRS) TRAINING Tuesday, August 8, 2006