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NC Pre-K Assessment Manual

2014-2015

The Office of AccountabilityState and Federal Testing

Table of ContentsThe CMS Pre-K Assessment Program 3

Pre-K Assessments 3

Peabody Picture Vocabulary Test-4 (PPVT-4) /Phonological Awareness Literacy Screening (PALS) 3

2014-15 Assessment Schedule 3

Assessment Make-Ups 4

Eligible Students 4

Preparing Students for Testing 4

Administration 4

Modifications 4-5

For All Students 4

For Specific Students 5

Use of Proctors 5

Data Collection 6

Materials Return 7

Sample Forms

Modifications Recording Form for Specific Students (Sample) 8

Modifications Recording Form for Specific Students (Blank) 9

Test Attempted But Did Not Completed Examples (Sample of Unacceptable Reasons) 10

Test Attempted But Did Not Completed Examples (Sample of Acceptable Reasons) 11

Test Attempted But Not Completed Form (Blank) 12

Parent Assessment Notification Form (FALL) 13

Parent Assessment Notification Form (SPRING) 14

Parent Assessment Notification Form (Spanish FALL) 15

Parent Assessment Notification Form (Spanish SPRING) 16

Testing Code of Ethics 17-19

STATE AND FEDERAL TESTING

4511 Monroe Road, Charlotte, North Carolina, 28205 | Courier 668 | T (980) 343-6242 | F (980) 343-6208

The CMS Pre-K Assessment ProgramThe Office of Accountability is responsible for providing the essential tools necessary to assess the progress of our Pre-K students. This includes standardized testing, assessment training, movement and storage of materials, data collection and management.

Pre-K AssessmentsPeabody Picture Vocabulary Test-4 (PPVT-4)The PPVT-4 is a measure of the receptive (hearing) vocabulary of children for Standard English and a screening test of verbal ability. It also measures progress over time. The PPVT-4 kit consists of a manual and easel.

Phonological Awareness Literacy Screening (PALS)PALS is a criterion based assessment that evaluates a child’s knowledge of important literacy skills/concepts necessary for future reading achievement. The PALS kit consists of a teacher manual and a child packet.

2014-2015 Pre-K Assessment ScheduleAssessment Fall 2014 Spring 2015

PPVT-4 Form A

September 29- October 24Traditional Calendar

SchoolsPPVT-4 Form B April 22- May 13

PALS April 29- May 22

Administering Make-upsStudents who are absent should be tested as soon as possible within the window. No administrations may take place outside of the window.



Eligible StudentsAttempt to test all students. Teachers should provide every Pre-K student, 4 years of age, with the opportunity to test.

Prepare Students for TestingBefore testing, explain to your students the process of the test being given and where the test will be administered. It may be helpful to practice what pointing looks like prior to testing. This pointing exercise may be done in a group setting or individually as long as the exercise does not use actual assessment items.

AdministrationPre-K teachers should not administer the tests to their students. Teachers should administer the Pre-K assessments to their colleagues’ students at their school.

Modifications for all StudentsThe following administration procedures are appropriate for ALL students:

Multiple sessions/breaks - The teacher may need to test in multiple sessions or allow the student multiple breaks.

Separate testing location - Student may need to be tested in a quiet setting or away from other students and distractions.

Ongoing reinforcement - Teacher may need to provide preferred motivator/ reinforcement more often (i.e. Cheerios after two questions are answered, etc.).

Simplified and repeated instructions - Student may need reminders to stay on task and point.

Sit in front of teacher facing away from or with back to teacher with test materials/ booklet facing both student and teacher - student may need that proximity and boundary clarification to remain seated.

Change visual field - student may need to hold the test materials/ booklet, have it placed on the table horizontally, or look at it from the side rather than straight on.

Display reduced number of test items - (i.e. show one letter through use of cutout, one row with others covered with sheet of paper, etc.).

Modification for Specific StudentsWork with your Itinerant Resource Teacher , Resource Teacher or NC Pre-K Social Worker in preparing for the administration of PALS and the PPVT-4. Reference should be made to the



student’s IEP or 504 Plan for proper administration. The following modifications for specific students have been approved and will be distributed to teachers by Itinerant Resource Teachers. Test administrators may use the Modifications Form on pages 8 and 9.

Appropriate Modifications:

First -Then Boards - Teachers may have to visually show the student that first he / she must answer a number of questions, and then he / she will receive a preferred activity / item (i.e. First - answer 3 questions, Then - play with koosh ball for 2 minutes).

Assistive Technology - Big Mack with “This is the one” programmed, alternate pointer (like the teacher uses during SWPL), etc.

Sit in cube chair.

Special Equipment - If a student uses a weighted vest, pressure vest, bumpy cushion, etc. in the classroom, these items should also be offered during testing.

If a student is unable to complete the test, the teacher must fill out a Test Attempted but Not Completed Documentation Form. The “Specific Reason” column must contain sufficient information explaining why the student was unable to test. Examples of unacceptable and acceptable reasons for not testing a student are provided on pages 10 and 11.

Use of ProctorsProctors serve as additional monitors to assist the test administrators. The proctor must be given direction by the Testing Coordinator as to his/her responsibilities. The Testing Coordinator should select responsible adults who are school system staff, school staff (teacher, teacher assistant, AP, etc.), or community volunteers. The proctor can serve for up to two test administrations simultaneously if both administrations occur in the same room and the proctor can monitor both sessions. If the proctor is not already trained as a test administrator, then the proctor must read and be trained on the Testing Code of Ethics. Proctors are not responsible for administering or assisting in the actual administration of the test.

Proctor Qualifications Proficient in English Familiar with the Administration of PPVT and PALS

Proctor’s Responsibilities Assist in minimizing distractions Ensure test is secure at all times Ensure test is administered properly and following the Testing Code of Ethics Assist with any student emergencies



Report discrepancies to the Testing Coordinator

Additional SupportParents can serve as student escorts to and from the testing location. This serves two purposes: it allows the proctor to stay in the testing environment and allows the test administrator to continue the testing process. The parent escorts the student from the classroom and releases the student to the proctor at the door of the testing room. A parent cannot proctor for a test administration in which their child is being tested.

Data CollectionPPVT-4 and PALSData collection is the process of transferring the student scores from a student answer sheet onto an electronic spreadsheet or an online website. The Fall and Spring PPVT-4 and PALS scores will be entered onto the iSparta spreadsheet located on the Director Wiki. Students should be entered in alphabetical order by their last name. The NC Pre-K Coach will verify the scores and download the completed spreadsheet on to a zip drive. This data will be turned in to the CMS Dept. of Accountability.

Parent Involvement/Reading LogsTeachers are responsible for recording parent visits, home visits, and number of books read. Teachers should record parent visits and number of books read quarterly using the yellow EOY summary cards.

Materials ReturnAll student answer sheets (used and unused) should be returned to the NC Pre-K Assistant Director in the envelope provided on the designated date. PPVT and PALS Kits will be picked up by the Literacy Coach and returned to the Smith Family Center. EOY Yellow Parent Summary Sheets should be completed by the end of the PALS Testing Window and turned in on the same date as PPVT/PALS answer sheets are turned in to the NC Pre-K Assistant Director.



Notes:



Sample Modifications Recording FormSchool: Modifications for specific childrenTest: PPVT-4

Name Teacher Suggested Modifications Able to Test

Unable to test

Justification(What was tried, child’s reaction )

Student #1 Teacher #1 Quiet Environment X Moved to separate setting, child was able to concentrate better.

Student #2 Teacher #1 Short testing session, quiet environment X Shorter sessions helped with focus

Student #3Big Mac, special pointer, quiet room, several testing sessions, rewards X

Student #4 Frequent breaks, keys to play with, quiet environment X

Student #5Frequent breaks, special pointer, several testing sessions

X



Bright Beginnings Pre-K AssessmentsModifications Recording Form

School: Modifications for specific childrenTest: PPVT-4

Name Teacher Suggested Modifications Able to Test

Unable to test

Justification(What was tried, child’s reaction )



Examples of Unacceptable Reasons with ExplanationsBright Beginnings Pre-K Assessments

Test Attempted But Not Completed Documentation Form

Date Student Name

Student ID

School/ Center

Teacher Name

PPVT 4

PALSTask Specific Reason Test Not Completed

4/25/14 Student A xxxxxxx CMS School Name

Teacher 1 Spring All tasks

Student A is severely language impairedStudent A is SI only and testing should

have been attempted4/28/14 Student B xxxxxxx CMS

School Name


Student B has significant delays in language, learning and social/behavioral skills

Student B has communication and social goals only which should not prohibit him from attempting assessment tasks. He is only receiving itinerant special education

and speech services 1 x week for 30 minutes

4/28/14 Student C xxxxxx CMS School Name


Student C has moderate to severe hearing loss in both ears and is currently unaided . If Student C is able to hear voices and

respond to others in general he should be able to respond to test items. If not, then

it would be difficult to attempt the test4/19/14 Student D xxxxxx CMS

School Name


Student D has Glutaric Acideria, Type I. Student D has severe motor impairment (wheelchair bound with limited use of her

arms), cognitive and adaptive delays and is nonverbal.

Should have been given some adaptations for her physical needs

Send this document to Peggy Day/ Pre-K Dept. at the Smith Family Center, 1600 Tyvola Rd. Charlotte, NC 28210



Examples of Acceptable Reasons

Bright Beginnings Pre-K AssessmentsTest Attempted But Not Completed Documentation Form

Please PrintDate Student

NameStudent

IDSchool/ Center

Teacher Name

PPVT IV

PALSTask

Specific Reason Test Not Completed

4/11/14 Student A xxxxxx CMS School Name

Teacher A Spring All subtests except writing name

Child would not look at pictures and did not attempt to point to any pictures, Spanish directions were tried for the

training items. Did not respond to any subtests in the PALS except writing.

4/11/14 Student B xxxxx CMS School Name

Teacher A Spring All subtests except writing name

Refused to look at or point to pictures, did not give any verbal responses on the

PALS training items

4/14/14 Student C xxxxxx CMS School Name

Teacher A Spring Rhyme & Print/Word Awareness

Student C did not understand the directions due to significant language

delays. Student C gave beginning sound or was non-responsive

4/15/14 Student D xxxxxx CMS School Name

Teacher A Spring Rhyme & Print/Word Awareness

Student D did not understand the directions due to significant

developmental delays. Student D repeated the last choice that was given to

him.

Send this document to Peggy Day/ Pre-K Dept. at the Smith Family Center, 1600 Tyvola Rd. Charlotte, NC 28210



Bright Beginnings Pre-K AssessmentsTest Attempted But Not Completed Documentation Form

Please PrintDate Student Name Student

IDSchool/Center

Teacher Name

PPVT IV

PALSTask

Specific Reason Test Not Completed



Bright Beginnings Fall Assessment Notification

During the months of __________ and __________, school staff

will administer the Peabody Picture Vocabulary Test (PPVT-4) to all

students in the Bright Beginnings Pre-Kindergarten program. These

assessments will be used to measure the vocabulary and early reading

skills of the students to improve instruction.

If you have any questions regarding these assessments, please

contact __________________.

Thank you for your support!



Bright Beginnings Spring Assessment Notification

During the months of April and May, school staff will administer

the Peabody Picture Vocabulary Test (PPVT-4) and the Phonological

Awareness Literacy Screening (PALS) to all students in the Bright

Beginnings Pre-Kindergarten program. These assessments will be

used to measure improvement in the students’ vocabulary and early

reading skills to improve instruction.

If you have any questions regarding these assessments, please

contact __________________.

Thank you for your support!



Notificación de Evaluación de Pre-Kínder

Durante los meses de _____________ y ____________,

personal de la escuela administrará el Peabody Picture Vocabulary

Test (PPVT-4) a todos los estudiantes en el programa de pre-kínder,

Bright Beginnings. Estas evaluaciones se utilizan para medir el

vocabulario y las habilidades tempranas de lectura de los estudiantes

para mejorar la instrucción.

Si usted tiene alguna pregunta acerca de estas evaluaciones,

por favor póngase en contacto con __________________.

¡Gracias por su apoyo!



Aviso de la Evaluación de Bright Beginnings

Durante los meses de abril y mayo, el personal de la escuela

administrará a todos los estudiantes del programa de Bright

Beginnings Pre-Kindergarten, la prueba de vocabulario Peabody

Picture (PPVT-4) y la evaluación de alfabetismo Phonological

Awareness Literacy Screening (PALS). Estas evaluaciones se

utilizarán para medir el crecimiento en el vocabulario de los

estudiantes y las destrezas tempranas de lectura para mejorar la

instrucción.

Si usted tiene alguna pregunta acerca de estas evaluaciones, por

favor comuníquese con ________________________.

¡Gracias por su apoyo!



Testing Code of Ethics Charlotte-Mecklenburg School District

Bright Beginnings Program

Introduction

The Testing Code of Ethics addresses appropriate professional practices for school administrators, test coordinators, teachers (test administrators), and proctors in the areas of securing tests, administering tests, scoring, reporting, and interpreting test results. Ethical practices ensure validity of the test results.

When properly administered and interpreted, test results provide an independent, uniform source of reliable and valid information, which enables:

Teachers to know if their students have mastered the knowledge and skills in the curriculum and, if not, what weaknesses need to be addressed;

Community leaders to know if students are making progress and meeting the expectations/goals of the program(s);

Parents to know if their children are acquiring the knowledge and skills needed to be successful. However the PPVT and PALS scores cannot be shared with Parents until both pre-test and post-test have been administered.

Testing should be conducted in a fair and ethical manner, which includes:

Security assuring adequate security of the testing materials before, during, and after testing and

during scoring assuring student confidentiality

Preparation teaching the curriculum training staff in appropriate testing practices and procedures providing an appropriate atmosphere

Administration developing a policy for the implementation of fair and ethical testing practices assuring that all students who should be tested are tested utilizing tests which are developmentally appropriate

Scoring, Analysis, and Reporting interpreting test results appropriately providing adequate data analyses to guide curriculum implementation and improvement



Testing Code of Ethics

This document applies to Charlotte-Mecklenburg School District (CMS) employees involved in the administration, scoring and reporting of the norm-referenced literacy assessments instruments used in the Bright Beginnings testing program.

Security of Test Materials The School Testing Coordinator shall ensure test security within the school building.

Store test materials in a secure area. Each day during the testing window, test materials are distributed to test administrators

immediately prior to the test administration and collected immediately after the test administration is completed.

Access to test materials by school personnel means handling the materials but does not include instructing to, reviewing or analyzing test items.

Anyone having access to secure test materials shall not use those materials for personal gain.

Copying or reproducing the test materials in any manner or for any reason is prohibited.Anyone who learns of any breach of security, loss of materials, failure to account for materials, or any other deviation from the required security procedures shall immediately report that information to the School Testing Coordinator.

Preparation for Testing Identify and train test administrators, proctors and backup personnel for administering

the tests. Assure that school personnel know the content of the local testing policies. Encourage a positive atmosphere for testing. Test administrators shall be school personnel who have had professional training in

education.

Administration of Norm-referenced InstrumentsThe School Testing Coordinator shall:

assign trained proctors to test administrations. report any testing irregularities to the Office of Accountability.

Test administrators shall: administer the tests according to the directions provided during training. administer the tests to all eligible students. report all testing irregularities to the School Testing Coordinator.

Proctors shall serve as additional monitors to help the test administrator(s) assure that testing occurs fairly.

Scoring of Norm-referenced InstrumentsEach test must be scored according to the procedures and guidelines defined by the test publisher.



Analysis and Reporting of Norm-referenced InstrumentsEducators must maintain the confidentiality of individual students’ results. Data analysis will include examination of growth trends.

Unethical Testing PracticesUnethical testing practices include, but are not limited to the following:

using secure test items or modified secure test items for instruction; changing student responses at any time; interpreting or explaining the test directions or test items; reclassifying students solely for the purpose of avoiding testing; not testing all eligible students; modifying student records solely for the purpose of increasing test scores.

In the event of a violation of this document, the following sanctions may apply: suspend or revoke the professional license of the person or persons responsible for the

violation; a letter in the employee’s file.



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