Florida Voluntary Prekindergarten (VPK) Assessmentbriefings.dadeschools.net/files/54016_VPK_Assessment_Teacher's... · Reading Research. Implementation of the Florida Voluntary Prekindergarten

FLORIDA VOLUNTARY PREKINDERGARTEN (VPK) ASSESSMENT

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FOURTH EDITION

Assessment Periods 1, 2, and 3


This document was prepared by the Office of Early Learning in collaboration with the Florida Center for Reading Research. Implementation of the Florida Voluntary Prekindergarten (VPK) Assessment is being coordinated by the Office of Early Learning and the Florida Center for Reading Research. Questions relating to the background and purpose of the Florida Voluntary Prekindergarten (VPK) Assessment, its relationship to the instructional program, the Florida Voluntary Prekindergarten (VPK) Assessment instruments, directions, and manuals should be directed to: Office of Early Learning Florida Department of Education Toll-free: (866) 447-1159 Email: [email protected] Copyright © 2013 Florida Department of Education All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system for any other purpose, without permission in writing from the Florida Department of Education, with the exception of those pages containing a permission line, for which unlimited reproduction rights are granted to teachers for classroom use.

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Table of Contents

I. Welcome 1 Professional Development Options 1 How to Use the VPK Assessment Administration DVD 1 Frequently Asked Questions 2

II. Overview of Assessment 3 What is Assessment? 3 What is the Difference Between Formal and Informal Assessment? 3 Examples of Formal Assessments 3 Examples of Informal Assessments 3 Types of Assessments 3

Screening 3 Progress Monitoring 3

Why Do We Collect This Information? 3

III. The Florida VPK Assessment 4 Purpose 4 Historical Background 4 Description of the Florida VPK Assessment 5

IV. Administering the Assessment 6 Florida VPK Assessment Administration Procedures 6

Assessment Periods 6 Administration Schedule 6

Administration Considerations 7 The Environment 7 Teacher Behaviors 7

VPK Assessment Accommodations 7 Teacher Preparation Before Administering the VPK Assessment 8

Preparation and Use of Assessment Materials 8 Presentation of Assessment Materials and Measures 8 Script, Feedback, and Prompts 9 Teacher Comments and Responses During Administration 10

Florida VPK Assessment Items and Measures 11 Assessment Items 11 Multiple Choice Items 11 Free Response Items 11

Description of VPK Assessment Measures 11 Print Knowledge Measure 11 Phonological Awareness Measure 11

Critical Points to Remember About the Phonological Awareness Measure 12 Mathematics Measure 12

Critical Points to Remember About the Mathematics Measure 12 Oral Language/Vocabulary Measure 13

Critical Points to Remember About the Oral Language/Vocabulary Measure 13


Completing the Response booklet 13 Recording Responses on Multiple Choice Items 14 Recording Responses on Free Response Items 15 Recording Responses on the Oral Language/Vocabulary Measure 15 Scoring Responses 15 Special Scoring Procedures for the Mathematics Measure 15 Special Scoring Procedures for the Oral Language/Vocabulary Measure 17

V. VPK Assessment Online Reporting System 19 Description of the Florida Voluntary Prekindergarten (VPK) Assessment Online Reporting System 19 VPK Administrator Initial Registration Wizard, Responsibilities, and Log-In 19

Initial Registration Wizard – New VPK Administrators 19 Initial Registration Wizard – Existing VPK Administrators 23 New and Existing VPK Administrators – Responbilities and Log-In 28

VPK Administrator Home Page 29 Setting Up the VPK Center in the Online Reporting System 29

Provider Profile Tab 29 Center Staff Tab 30 Classrooms Tab 32 Children Tab 33 VPK Administrator – Assessment Data Tab 34 Assessment Data Tab – Making Changes 34 VPK Administrator - Assessment Reports Tab 35 Overview of Assessment Report Types 35 Assessment Reports Tab – Create a Report 36

VPK Instructor Log-In 37 VPK Instructor Home Page 38 Navigating the Online Reporting System 39

Assessment Data Tab 39 Assessment Data Tab – Making Changes 40 VPK Instructor - Assessment Reports Tab 41 Overview of Assessment Report Types 41 Assessment Reports Tab – Create a Report 41 Customizing VPK Instruction Tab 43 Parent Letter Tab 43

VI. Instructional Implications 45 Interpreting Assessment Reports 45 Customizing Instruction to Meet the Needs of Children 45

VII. Glossary 48

VIII. Resources 50 Helpful Links 50 Sample Parent Letter - Introducing the VPK Assessment 51 VPK Assessment Accommodations 52


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Throughout this manual, terms that appear in a bold italic font are defined in the Glossary at the end of the manual.

I. Welcome

The Florida Voluntary Prekindergarten (VPK) Assessment Teacher’s Manual provides valuable information regarding the purpose of monitoring and assessing children’s academic progress and how this information can be used to meet the instructional needs of each child. Information is also provided on the development of the VPK Assessment, how to administer, record, and score each of the assessment measures and input data in the VPK Assessment Online Reporting System.

Professional Development Options It is highly recommended that VPK directors, administrators, and teachers participate in one of the following professional development options to ensure the proper administration of the VPK Assessment measures:

o Instructor-Led Professional Development – How to Administer the Florida Voluntary Prekindergarten (VPK) Assessment is available through the DOE VPK Regional Facilitators and other DOE-Approved trainers from early learning coalitions and school districts across the state. Information will be provided on the development of the VPK Assessment and how to administer, record, and score each of the VPK Assessment measures. Participants will also receive an overview of the VPK Assessment Online Reporting System. For more information and to register for instructor-led training opportunities in your area, visit the Florida Department of Children and Families’ website at https://training01-dcf.myflorida.com/dcf/cct/inf0001.html. Providers on Probation who chose the DOE-Approved Staff Development Plan must participate in this instructor-led training to receive credit on their DCF transcript.

o A VPK Assessment Administration DVD - is included in each assessment kit and contains the same information provided in the instructor-led training. This user friendly DVD provides a detailed training on how to how to administer, record, and score each of the VPK Assessment measures. VPK providers who choose this option should also read the VPK Assessment Teacher’s Manual for an overview of the VPK Assessment Online Reporting System.

How to Use the VPK Assessment Administration DVD

The VPK Assessment Administration DVD may be used to provide professional development in one the following ways:

1. VPK directors and administrators must watch the “Full-Length” version of the training on the

Administration DVD before sharing information on the VPK Assessment with staff. Then the “View by Chapters” version of the training may be used to facilitate professional development with staff.

2. VPK directors, administrators, and teachers may choose to watch the “Full-Length” version

of the training on the Administration DVD instead of attending an instructor-led training to learn how to administer, record, and score each of the VPK Assessment measures.

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Before VPK directors and administrators share information on the VPK Assessment with their staff or VPK teachers administer the assessment measures to children, we strongly encourage them to:

• Read Section II in this manual • Watch the “Full-Length” version of the training on the Administration DVD and complete all of

the activities • Practice administering the assessment with a peer

Frequently Asked Questions 1. Are the assessment measures aligned with the Florida Early Learning and

Developmental Standards for Four-Year-Olds? Yes, the skill areas and the methods used for assessment align to the standards and

benchmarks. The standards indicate what a child should know and be able to do at the end of his/her VPK year. The measures are also aligned with the Florida Kindergarten Readiness Screener which includes the Broad Screen/Progress Monitoring measure of the Florida Assessment for Instruction in Reading (FAIR) (e.g., letter naming and phonemic awareness in kindergarten).

2. Will the VPK Assessment results be used for VPK accountability?

No, there is no provision in law to use the results of these assessments in the VPK Provider Kindergarten Readiness Rate calculation. The assessment measures provide feedback to teachers about children’s progress in mastering these four specific skill sets: Print Knowledge, Phonological Awareness, Mathematics, and Oral Language/Vocabulary.

3. Will the VPK Assessment replace other assessments that you might be using?

This decision needs to be made locally and should be based on other assessments administered and the purposes of each of those assessments. Some early child care settings may require assessments specific to projects and initiatives separate from the VPK Assessment (e.g., Head Start, School Readiness, and Early Reading First).

4. Who should administer the assessment measures?

The assessment measures were designed to be administered by the VPK instructor.

5. Do the assessment measures become more challenging across the year? No. The assessment measures are designed to be equal in terms of the skill level assessed; this is called “parallel or equal forms.” The outcomes will show the impact of effective instruction through child progress over time.


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II. Overview of Assessment

What is Assessment? Assessment is a method for collecting information about something you want to measure. We conduct assessments daily (e.g., stock market gains, weight loss, student progress). Data collection can fall into two categories, formal and informal assessment.

What is the Difference between Formal and Informal Assessment? The primary distinction between formal and informal assessment is one of PLANNING. Informal assessment is “spur of the moment” (e.g., responsive to ongoing events). Formal assessment is pre-planned, with goals determined by scope and sequence of instruction.

Examples of Formal Assessments • Developmental Indicators for Assessment of Learning-3 (DIAL-3) • Learning Accomplishment Profile (LAP-D) • Battelle Developmental Inventory-II (BDI-II)

Examples of Informal Assessments • Observation • Portfolio • Anecdotal records • Checklist • Gathering evidence through interactions

Types of Assessments Screening • Screenings are assessments that can help to sort information based on defined criteria. • Screenings are usually administered with children at the beginning of the school year.

Progress Monitoring • Progress monitoring assessments are administered multiple times throughout the year to

gather information about change over time. • Progress monitoring assessments track progress toward benchmarks so that changes can be

made before it is too late. • Progress monitoring assessments evaluate whether the core curriculum is effective for the

majority of the children. • The Florida VPK Assessment is a formal progress monitoring assessment.

Why Do We Collect This Information? • To make decisions about instruction • To determine when a child needs more support • To determine if the instructional changes you make are working


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III. The Florida Voluntary Prekindergarten (VPK) Assessment

Purpose

The purpose of the Florida VPK Assessment is to provide teachers with information that can be used to guide instructional activities to promote children’s development of important readiness skills. This assessment provides teachers with a user friendly set of tools to help identify the skill levels of the children in their programs, and to track the development of literacy, language and mathematics skills across the year. The Florida VPK Assessment focuses on skills that are clear predictors of later school success and that have instructional value. The use of this assessment may help VPK teachers better understand the developmental continuum of literacy, language, and math skills and the critical role they play in helping promote skill development and school readiness. The results from the Florida VPK Assessment are not used for accountability, but instead to guide instruction. Data analysis will be conducted on the statewide VPK Assessment data to determine how predictive the assessment is to the child’s performance on the Florida Kindergarten Readiness Screener (FLKRS).

Historical Background

Florida has made substantial progress in meeting its goal that all children should be performing at or above grade level in reading and mathematics by the end of third grade. To meet the goal of 100% literacy and numeracy, we must strengthen our foundational programs in reading and mathematics provided to children during their “first five years of formal schooling;” beginning with VPK through third grade. In order to focus on these “first five years of formal schooling,” in 2008, the Department of Education created a “Next Generation” initiative called Bright Beginnings. The Bright Beginnings initiative builds upon the “lessons learned” from response to instruction/intervention models, such as Reading First, that provide high quality initial instruction and appropriate interventions for struggling students. The development of The Florida VPK Assessment is one product of the Bright Beginnings initiative. It was determined by the Department of Education that the Florida VPK Assessment would be designed to: reflect current research on emergent literacy and numeracy; align with the Standards for Four-Year-Olds; predict student performance on the Florida Assessments for Instruction in Reading for Kindergarten; and provide teachers with valid and reliable feedback regarding children’s progress in attaining the skills in the Standards for Four-Year-Olds. Teachers may use this information to customize instruction to meet the needs of each child. In 2008, the Department of Education awarded a grant to the Florida Center for Reading Research at Florida State University for the purpose of creating these measures. A VPK Assessment workgroup was convened on August 7, 2008, and in January 28, 2009, to provide information on this Department initiative and on the status of the development of the VPK. Additional presentations and information have been made available. (Please visit www.fldoe.org/earlylearning/ for more information). During the 2009-10 school year, the Florida VPK Assessment was field tested across the state of Florida. A total of 451 VPK providers were identified through a random sampling process that pulled from the entire population of VPK providers throughout the state. These 451 VPK providers were invited to participate in the field test; however, the initial response rate was lower than anticipated. As a result, additional VPK providers (public and non-public) were invited, by geographic region, to participate in the field test.

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A total of 185 public and non-public school VPK teachers from across the state volunteered to participate in the VPK Assessment field test. The field test was a structured opportunity for researchers to conduct a “trial run” of the assessment measures they had developed. This process allowed participants to use the assessment materials in their own environments. The purpose of the field test was to determine the viability of the materials and to collect data to establish a sample that represented the state. In this case, the public and non-public school VPK teachers administered the VPK Assessment measures and provided feedback about the materials. The information gathered from the teachers was incorporated into the development of the final assessment materials and related professional development opportunities. Description of the Florida Voluntary Prekindergarten (VPK) Assessment

The Florida VPK Assessment was developed by the Florida Center for Reading Research, in collaboration with the Department of Education. The purpose of this assessment is to provide teachers with valid and reliable feedback regarding children’s progress in attaining the skills in the Standards for Four-Year-Olds, so that teachers may use this information to guide instructional decisions in the VPK classroom.

The content for the three early literacy measures was decided by identifying the best predictors of later reading success. Print knowledge, phonological awareness, and oral language/vocabulary are the best predictors for conventional early reading ability. The content for the early mathematics measure was decided by identifying the best predictors of later mathematics success. Number sense is one of the best known informal predictors of formal mathematics ability. In addition, research demonstrates that all four skill areas including print knowledge, phonological awareness, mathematics, and oral language/vocabulary can benefit from targeted instruction during the preschool year.


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IV. Administering the Assessment

Florida VPK Assessment Administration Procedures

Assessment Periods A different version of each assessment measure will be administered at three different times during the school-year VPK Program (e.g., 540 hours/180 days). The three assessment times, or assessment periods, will be Fall Assessment Period 1 (AP1), Winter Assessment Period 2 (AP2), and Spring Assessment Period 3 (AP3). Teachers must administer the correct version of each measure during each assessment period, as identified on both the assessment measure itself and the corresponding response booklet (e.g., the assessment materials labeled “Assessment Period 1” should be used during AP1). Teachers may not substitute or mix versions of the assessment materials. Please note that on each assessment measure, there are a small number of individual items that are intentionally repeated across all three versions (e.g., AP1, AP2, and AP3). These repeated items count in the total score each time and therefore must be administered as part of each version.

Administration Schedule

• It is suggested that teachers administer the assessment measures to each child in the following order:

1. Print Knowledge 2. Phonological Awareness 3. Mathematics 4. Oral Language/Vocabulary

• The time it takes to complete the assessment will vary with each child. Teachers should take

their cue from the child as to the length of each assessment session.

• Teachers may choose to administer the assessment in one or more sessions.

• The assessment measures are not timed.

• You should always finish a measure once you have started it. Please do not stop in the middle of administering a measure. Children may take a short, stretch break in between assessment measures if needed.

• Choosing an appropriate time in the daily routine to give the assessment is very critical to engage and maintain a child’s attention (e.g., Try not to choose a time right before lunch or nap when children might be hungry or tired.).

• Once the teacher has determined an appropriate time in the daily routine to administer the assessment, he/she should try to use that same time each day to assess the children.

• The time chosen should also allow the teacher enough time to administer each of the assessment measures to a child in one session.


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Administration Considerations

The Environment

• The assessment should be conducted in an environment that is free from auditory and visual distractions.

• Remove clutter and clear the physical space where the assessment will be administered.

• Choose furniture (e.g., chairs, table) that is the correct height for children to view the

assessment materials. • Interruptions are sometimes inevitable. However, try and avoid unnecessary ones (e.g., phone

calls) unless it is an emergency.

• If a loud noise or disturbance does occur, and the teacher feels that this has hindered a child hearing instructions or an assessment item, the directions or assessment item may be repeated.

• If necessary, post a ‘Do Not Disturb’ sign, to minimize interruptions.

• If teachers cannot find a private space to give the assessment, teach the other children in the

space that the teacher and the child in the assessment session should not be disturbed.

Teacher Behaviors

• The teacher should be calm and well rested.

• Teachers should avoid behaviors that might interrupt the flow of assessment (e.g., wearing distracting jewelry, talking on the phone, gum chewing, drinking and eating).

• In order to minimize the child’s anxiety, the teacher should try to make the child feel

comfortable in the assessment environment. • The teacher should avoid using terms like “test.” • The teacher should not stop administration in the middle of an assessment measure, except in

the case of an extreme emergency. If this happens, the teacher should continue the assessment where he/she left off and not re-administer items that have already been administered and recorded.

• If a child is tired or becomes agitated or upset, the teacher should choose another time to

assess the child when he/she is rested and calm. • To reduce potential interruptions, the teacher should make sure the child has used the

restroom and taken a drink of water before starting to administer the assessment measures. VPK Assessment Accommodations

Accommodations are provided to students with disabilities and/or English language learners to assure that an accurate estimate of their skill level is determined.

For some children with disabilities, the Florida VPK Assessment may not be an appropriate assessment tool. For example, it is unlikely that this assessment would be appropriate for children with significant sensory, cognitive, or language deficits. When deciding whether or not to assess a child with a disability, teachers should ask themselves the question, “Is it reasonable to administer these measures to this child?”


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For some English language learners, the Florida VPK Assessment may not be an appropriate assessment tool. When deciding whether or not to assess a child who is an English language learner, teachers should ask themselves the question, “Is it reasonable to administer these measures to this child?” It is important to note that the VPK Assessment was developed without accommodations. If accommodations are provided when administering the measures, the results should be used along with other assessment and observational data to guide instructional decisions about children who require an accommodation in assessment.

The table of VPK Assessment Accommodations provided for children with disabilities and English language learners may be accessed in the Resources Section of this manual.

Teacher Preparation Before Administering the VPK Assessment

Preparation and Use of Assessment Materials

• Prior to administering the assessment measures, the teacher should gather the following materials:

o Florida VPK Assessment Booklet o Response booklets (for the appropriate assessment period) o Clipboard (optional) o A pen or pencil

Presentation of Assessment Materials and Measures

• The Florida VPK Assessment is designed to be given one-on-one (e.g., teacher/child). • The Florida VPK Assessment is presented in an easel-type assessment booklet. The

assessment items/questions will face the teacher, and the images will face the child. • Pages are flipped away from the teacher. • Teachers need to position themselves where they are able to see both sides of the

assessment booklet.

• The response booklet should be positioned behind the assessment booklet or on your lap to minimize distractions while you record the child’s responses.

• The teacher should always speak clearly and distinctly. • When the teacher has to pause while presenting a stimulus word, this pause is always one

second in length.

• The teacher may wait 3-5 seconds for the child’s response to each item. • Once the teacher begins an item in an assessment measure he/she should complete all of the

items in that measure before starting another assessment measure. • To ensure and maintain accuracy, the Florida VPK Assessment must be administered in the

same manner each time it is given.


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• Teachers should record each child’s name and date of birth on the front cover of the response

booklet and the “Date Administered” in the upper right-hand corner of each page in the response booklet.

• When the teacher is instructed to label pictures, always label and simultaneously point to the

pictures in the order given. This order will always be A, B, C, D.

Example 1:

Script, Feedback, and Prompts

Script

• The Florida VPK Assessment has a script built in for the teachers to follow, which allows for easy, accurate, and standardized administration.

• The teacher should not add to, delete from or in any way alter the script. • Throughout the Florida VPK Assessment, the following visual cues apply to administration:

o The teacher will read aloud what is printed in blue o The teacher will emphasize what is in bold o The teacher will do what is in (parentheses) or [brackets]

Feedback

• Teachers may only give feedback on practice items.

• For practice items there is specific feedback that must be given by the teacher according to the child’s response. Please note that this is the only feedback that can be given during the administration of the Print Knowledge and Phonological Awareness measures. The script for feedback is printed in the assessment booklet beneath each practice item. The script for feedback is as follows:

Print Knowledge Practice Item 1 Correct: Say, “Yes, that is the picture with words in it. (Point to picture) Good job!” Incorrect: Say, “That’s not quite right. Let’s try again. Point to the picture with words in it.” Correct: Say, “Yes, that is the picture with words in it. (Point to picture) Good job!” Incorrect again: Say, “Not quite. The response is (Point to picture). That is the picture with words in it. Good try!”

Print Knowledge Practice Item 2 Correct: Say, “Yes, that is the letter. (Point to picture) Good job!” Incorrect: Say, “That’s not quite right. Let’s try again. Point to the letter.” Correct: Say, “Yes, that is the letter. (Point to picture) Good job!” Incorrect again: Say, “Not quite. Here is the letter (Point to picture). Good try!”

A B

C D


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Phonological Awareness Practice Item 1 Correct: Say, “Yes, when you put table [pause] cloth together, you get tablecloth. (Point to picture) Good job!“ Incorrect: Say, “That’s not quite right. Let’s try again.“ (Repeat entire item) Correct: Say, “Yes, when you put table [pause] cloth together, you get tablecloth. (Point to picture) Good job!“ Incorrect again: Say, “Not quite. When you put table [pause] cloth together, you get tablecloth. (Point to picture) Good try!“

Phonological Awareness Practice Item 2 Correct: Say, “Yes, when you put /g/ [pause] oat together, you get goat. (Point to picture) Good job!“ Incorrect: Say, “That’s not quite right. Let’s try again. (Repeat entire item) Correct: Say, “Yes, when you put /g/ [pause] oat together, you get goat. (Point to picture) Good job!” Incorrect again: Say, “Not quite. When you put /g/ [pause] oat together, you get goat. (Point to picture) Good try!”

Prompts

On certain assessment items, prompting may be allowed. If so, there will be a gray box located at the bottom of the page. Administer the prompt exactly as it is written in the box, and only under the specific circumstances that are outlined in the box.

Example 2:

Teacher Comments and Responses During Administration

• Teachers should never provide correct responses to a child, on actual assessment items.

• Teachers should keep their comments neutral (e.g., “I really like how you are using your listening ears.” “I can really tell you are trying your best.” “Make sure you are paying attention.”).

• Teachers should avoid comments/phrases that might indicate to the child that his/her response

is correct (e.g., “That’s right.” “You are doing well.”) or incorrect (e.g., “Good Try.” “Oh, no. “Not quite.”).

• If a child gets off task during assessment, try to refocus the child (e.g., “Good job sitting back

down in your chair.” “Try and give me your very best response now.”). It is best for the teacher to have the child’s attention before administering the next item in the measure.

• If a child asks the teacher what he/she is writing, the teacher may respond, “I’m writing what

you are saying so I can remember it.”

If the child responds with the letter sound instead of the letter name, say, “That’s the sound the letter makes. I want you to tell me the name of the letter.” Do not prompt for an incorrect response.


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Florida VPK Assessment Items and Measures

Assessment Items

• On some items, the teacher must pronounce individual letter sounds or parts of words. It is very important to clearly and correctly pronounce each letter or letter sounds.

• Teachers are strongly advised to practice saying the letter sounds aloud before administering the assessment measures to the children.

• Correct pronunciation of letter sounds means not including an “uh” sound at the end of a consonant (e.g., the letter sound /d/ should not be pronounced ‘duh.’).

• Teachers should only say the sound once, and avoid repeating it (e.g., as in /d/, /d/, /d/) or by using a sing-song tone.

Multiple Choice Items

Multiple choice items are items where the child does not have to give a verbal response. For multiple choice items, the child is shown four choices and asked a question. The child responds by pointing to the choice (e.g., picture, letter, word) he/she thinks is correct. If the child responds verbally for a multiple choice item, the teacher must redirect the child to point to his/her response.

Free Response Items

Free response items are items where the child is asked a question and required to give a verbal response. The only way to receive credit on the free response items is for the child to respond verbally.

Description of VPK Assessment Measures

Print Knowledge Measure

Print Knowledge assesses the child’s ability to recognize letters or words, and his/her knowledge of letter names (both upper and lower case) and the sounds they make. The Print Knowledge measure includes a total of 12 assessment items and two practice items.

• The Print Knowledge measure appears first in the assessment booklet.

• Administer both practice items and all 12 items to every child regardless of their performance on the items.

Phonological Awareness Measure

Phonological Awareness is the awareness and manipulation of the different sounds in a word. The Phonological Awareness measure assesses the child’s ability to:

• blend (put together) a word if it is broken up into smaller sounds or syllables Example: /p/ + ig = pig)

• blend a compound word Example: dog + house = doghouse

• recognize the remaining word when part of the stimulus word is taken away. Example: campfire – camp = fire


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Critical Points to Remember About the Phonological Awareness Measure

1. In cases where the teacher has to pause while presenting a stimulus word, this pause is always one second in length.

2. When responding to a blending question, a child can use the word in a sentence as long as the word is blended. For example, if the child is asked to blend ‘ha_mmer’, and the child responds by saying, “My daddy has a hammer!” Simply record “hammer” as the child accomplished the task.

3. When responding to a deletion question, only the target word can be said. Please refer to the response booklet for the correct response.

Critical Points to Remember About the Mathematics Measure

1. There are no practice items and no feedback is given on the Mathematics measure.

2. On counting items, the teacher is instructed to stop the child after a certain number. To do this, the teacher would simply say, “Thank you, good counting!”

3. If the teacher gives the prompt for an assessment item that includes repeating the item, the teacher may not repeat the item an additional time. On each item, the blue script can only be repeated once.

4. If the child responds verbally for an item he/she is supposed to point, redirect the child to point to his/her response. If only a verbal response is given on this type of item, the child will not receive credit.

5. Unlike other assessment measures, the first item on each version of the Mathematics measure is worth up to six points. Therefore the child’s total score can range from 0-18, even though there are only 13 items to administer.

The Phonological Awareness measure includes a total of 14 assessment items and two practice items.

• The Phonological Awareness measure appears second in the assessment booklet.

• Administer both practice items and all 14 assessment items to each child regardless of their performance on the items.

• For Phonological Awareness, all free response items do not include a picture. The child views a blank page.

Mathematics Measure

The Mathematics measure assesses early numeracy skills across three different areas: counting skills, numerical relations skills, and arithmetic reasoning skills. The Mathematics measure includes a total of 13 assessment items and no practice items.

• The Mathematics measure appears third in the assessment booklet.

• Administer all 13 items to each child regardless of the child’s performance on the items.

• If necessary, the teacher is allowed to repeat the question in each item once.

• When a child responds with his/her hands it is considered a verbal response (e.g., the teacher says, “How many cars are there?” and the child holds up three fingers.).


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Critical Points to Remember About the Oral Language/Vocabulary Measure

1. There are no practice items and no feedback is given on the Oral Language/ Vocabulary measure.

2. Administer all assessment items regardless of the child’s performance on the items.

3. Items 2,4,6,8 and 10 must be administered regardless if the child gives a correct response for the previous question.

4. The only way to receive credit on the free response items is for the child to respond verbally. When a child responds by shaking his/her head it is considered a verbal response (e.g., the teacher says, “The girl’s leg is broken. Can she still run and jump on it?” and the child responds by shaking his head, “No.”).

Oral Language/Vocabulary Measure

The Oral Language/Vocabulary measure:

• assesses a child’s expressive language and receptive language

• targets the child’s knowledge of adjectives, verbs, verb tenses, prepositions, and nouns.

The Oral Language/Vocabulary measure includes a total of 22 assessment items in Assessment Period 1 and 23 assessment items in Assessment Periods 2 and 3.

• The Oral Language/Vocabulary measure appears fourth in the assessment booklet.

Completing the Response Booklet

• The teacher will record the child’s responses in the response booklet. o The teacher will circle the child’s responses on multiple choice items. o The teacher will write the child’s responses on free response items.

• The teacher must record the child’s response before administering the next assessment item.

• The teacher will only record while administering the assessment, and score the child’s responses later.

• If a child responds verbally to a pointing question, the teacher must redirect the child to point to his/her response. Only the pointed response is recorded and later scored.

• If a child gives no response (NR) the teacher may repeat the item once, then record and later score the child’s final response.

• If a child says he/she doesn’t know (DK) the teacher should encourage the child by saying, “Take your best guess” and repeat the item once. The teacher records and later scores the child’s final response.

• The teacher may not repeat items for incorrect responses. Once the teacher reads a prompt for an incorrect response, he/she should accept the child’s final response.

• If a child immediately self-corrects, always accept and record the final response the child gives

regardless of whether this response is correct or incorrect.


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Recording Responses on Multiple Choice Items

Multiple choice items are items where the child is shown four choices and asked a question. The child is required to point to the choice (e.g., picture, letter, word) he/she thinks is correct. For recording purposes each multiple choice item is represented by a letter in the response booklet which follows the four-box format below.

Example 3:

On the item line in the response booklet, this is what typically appears: E1. A B C D DK NR

• Each letter represents one of the boxes on the administration page in the assessment booklet.

• The correct response is bold and underlined.

• DK represents “Don’t know,” and NR represents “No response.”

Notice that in the response booklet not all of the recording options for multiple choice items are listed as A, B, C, D. The letter recognition items on the Print Knowledge measure are listed in the response booklet as the actual letters seen on the administration page in the assessment booklet.

Example 4:

E2. C D R L DK NR After administering the assessment item and receiving the child’s response, the teacher should record the response by circling the letter in the response booklet that represents the picture on the administration page in the assessment booklet.


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Recording Responses on Free Response Items

Free response items are items where the child is asked a question and required to give a verbal response. The only way to receive a response on the free response items is for the child to respond verbally. In Example 5, the script, what the teacher sees and reads, is always in blue in the assessment booklet. The response booklet provides a line to record the child’s verbal response and the correct response is indicated at the end of the line in a bold font. The child sees either a blank page or the picture that corresponds to the item.

Example 5:

Script: Say, “What letter makes the /m/ sound?” P1. _____ letter _____ sound _____________________ other (correct response: M)

In Example 6, the child’s first response was the letter sound instead of the letter name. The teacher recorded the child’s response in the response booklet on the line before the word “sound.” The teacher prompted the child for the correct response and wrote PR (prompt) after the child’s first response. Then the teacher repeated the question and wrote the child’s final response on the line before the word “letter.”

Example 6:

P1. M letter M pr sound _____________________ other (correct response: M)

Recording Responses on the Oral Language/Vocabulary Measure

For AP1, items 17, 19, & 20; AP2, items 20 & 22; AP3, items 19, 20, & 21, the teacher will record the child’s response by circling it in the response booklet. If the child gives a response that is not indicated in the response booklet:

• The teacher should circle the word “Other” and write the child’s response followed by PR (prompt) on the line provided. After the teacher prompts the child by repeating the item and stressing the two options (e.g., AP2, Item 20: “A skeleton is made of bones. Are bones hard or soft?” Place an emphasis on “hard or soft”.), he/she should write the child’s final response on the line provided in the response booklet.

Scoring Responses

The teacher should score the child’s responses when the assessment session is completed and the child is no longer present.

Throughout the Florida VPK Assessment, the following scoring notations are to be used:

• Correct response = 1 • Incorrect response = 0 • DK (Don’t Know) = 0 • NR (No Response) = 0

Special Scoring Procedures for the Mathematics Measure

Some very specific scoring procedures apply on several items on one or more versions of the Mathematics measure. These scoring procedures are described in detail below.


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On item 1 on all three versions of the Mathematics measure, the child is asked to count from 1 to 30. Recording and scoring the child’s counting utilizes a chart like the one shown in Example 7.

• As the child counted, the teacher marked an X through any number the child skipped or said

out of order and circled the last number the child said.

• The teacher stopped the child after he/she missed two numbers, or when he/she reached the number 30, whichever came first.

• Write a 1 next to each row on the chart that the child correctly said all five numbers.

• Write a 0 next to each row on the chart where the child makes an error in counting (e.g., skips a number or says numbers out of order).

• Also write a 0 next to each row that is not administered or that the child made no attempt to respond (e.g., teacher stops the child after he/she misses two numbers or the child stops counting before reaching 30).

Example 7:

The child said, “1, 2, 4, 5, 6, 7, 8, 9, 10, 12.” The teacher marked an X through 3 and 11, then circled the number 12.

In Example 7, the child would receive credit for the second line because he/she got all of those numbers correct. However, the child receives a zero for all other rows. A number in rows one and three was skipped and rows four, five, and six were never administered because the child skipped two numbers earlier. This child would receive 1 out of 6 possible points on this item.

On items where the child had to continue counting from where the teacher left off (e.g., Item 5 on the Mathematics AP1 version), one of the following scenarios may have occurred:

• Child started counting on the next number after the last one said by teacher and continued counting correctly with no errors until he/she was stopped by the teacher = Correct.

• Child just repeated the last number said by the teacher and continued counting correctly with no errors until he/she was stopped by the teacher = Correct.

• Child repeated more than one number said by the teacher or he/she made an error while counting = Incorrect.


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Example 8:

Script: “I’m going to start counting and I want you to keep counting when I stop. My turn, ready? 1, 2, 3, 4, 5…Your turn, you keep going from there.”

If the child says, “5, 6, 7, 8, 9, 10,” or “6, 7, 8, 9, 10,” he/she will receive credit for this item. However, if the child says, “4, 5, 6, 7, 8, 9, 10,” he/she does not receive credit for this item. Item 2 on the AP1 version of the Mathematics measure asks the child to count 4 cars. Item 2 on the AP2 and AP3 versions of the Mathematics measure asks the child to count 3 dots and 4 dots, respectively. These items assess both correct set counting and one-to-one correspondence. However, the set size is small enough that some children may be able to count silently. Therefore, these items should be scored as follows:

• Child touches each car/dot as he/she counts aloud then stops counting on final car/dot and says the correct number = Correct

• Child does not touch each car/dot and/or does not count aloud but, says correct number of cars/dots = Correct

• All other responses (e.g., child skips or double counts a car/dot, skips an oral number, or counts silently but says incorrect number aloud) = Incorrect.

Item 8 on all three versions of the Mathematics measure, the child is asked to both demonstrate correct set counting and one-to-one correspondence. However, on this item the set size (14) is too large for a child of this age to count silently. Therefore the only acceptable, correct response is one in which the child counted and touched each dot and said the correct final number (14). If the child said any number (including 14) aloud without counting and touching each dot with a finger, the item is incorrect.

Special Scoring Procedures for the Oral Language/Vocabulary Measure

Very specific scoring procedures apply to the first eight to ten items on the Oral Language/Vocabulary measure which are grouped in pairs (e.g., AP1, items 1-8; AP2 and AP3, items 1-10). These scoring procedures are described in detail below. The first item in these pairs is a multiple choice item and the second item in these pairs is a free response item. Although these pairs of items are connected by a concept, each item is administered and scored separately.

• Regardless of the child’s response to the multiple choice item, the free response item must be administered.

The following items have more than one acceptable response.

AP1 scoring procedures for items 2, 6, & 8: • Item 2: A correct response includes: ship or boat.

• Item 6: A correct response includes: desert or the name of a specific desert (e.g. Sahara Desert).

• Item 8: A correct response includes: team or hockey players. NOTE: The target word is “team,” therefore a child does not have to be familiar with the sport of hockey or a specific hockey team.


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AP2 scoring procedures for item 4: • Item 4: A correct response includes: beach, island, or the name of a specific beach (e.g.

Panama City Beach or Miami Beach).

AP2 and AP3 scoring procedures for item 10: • Item 10: A correct response includes: team or hockey players.

Very specific scoring procedures apply to the last five to seven free response items in the Oral Language/Vocabulary measure (e.g., AP1, items 17-22; AP2 and AP3, items 19-23). These scoring procedures are described in detail below.

AP1 scoring procedures for items 18, 21, & 22: • Item 18: What would I use a key for?

The correct response must include one of the following actions: open, close, lock, or unlock along with the words ‘something’ or ‘stuff OR an object (e.g. a door, vehicle, house, safe, chest, or any other object that usually has a lock) OR to start/turn off a vehicle.

• Item 21: Why does a house need a roof? The correct response must include: to keep out or prevent any form of weather (e.g., rain, snow, sun), flying animals, or insects from entering the house OR to keep the inside of the house from being too hot or cold.

• Item 22: What made the shadow appear? The correct response must include: a source of light (e.g., sun, light, moon, lamp) OR something in front of/blocking the source of light.


The correct response must include one of the following actions: open, close, lock, or unlock along with the words ‘something’ or ‘stuff’ OR an object (e.g. a door, vehicle, house, safe, chest, or any other object that usually has a lock) OR to start/turn off a vehicle.

• Item 21: What kind of animal made the nest? The correct response must include: any species of animals that lay eggs (e.g., bird(s), chicken(s), dinosaur(s)).

• Item 23: What is a bridge? The correct response must include one of the following actions: going over or across and

an obstacle (e.g., water, roadway, railroad tracks, sand).


The correct response must include one of the following actions: open, close, lock, or unlock along with the words ‘something’ or ‘stuff’ OR an object (e.g. a door, vehicle, house, safe, chest, or any other object that usually has a lock) OR to start/turn off a vehicle.

• Item 22: What is a map used for? The correct response must include one of the following actions: to show, tell, help, find, or

locate and the location of an object or destination (e.g., “To show you how to get to grandma’s house.”).

• Item 23: What is a kitten? The correct response must include one of the following adjectives: baby, young, small,

little, or juvenile and cat or “kitty.”


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V. VPK Assessment Online Reporting System

Description of the Voluntary Prekindergarten (VPK) Assessment Online Reporting System The Office of Early Learning has developed the VPK Assessment Online Reporting System to provide teachers with a user friendly tool to track children’s progress in attaining the skills in the Standards for Four-Year-Olds, so that teachers may use this information to guide instructional decisions in the VPK classroom. The VPK Assessment Online Reporting System is available to all registered providers free of charge. This system allows VPK teachers to enter each child’s assessment results and then analyze children’s data in order to plan lessons that meet the individual needs of all children. The VPK Assessment Online Reporting System has the capacity to;

• Create individual, classroom, and center level reports to track progress • Link the assessment data to instructional strategies and resources that are aligned with the

Standards for Four-Year-Olds • Create a letter to parents about their child’s performance on each assessment measure

VPK Administrator Initial Registration Wizard, Responsibilities, and Log-In

The Initial Registration Wizard allows New VPK Administrators to register their center/ school and Existing VPK Administrators to reset their password to access the VPK Assessment Online Reporting System each program year (School-Year or Summer) at https://brightbeginningsfl.org/Register.aspx.

Initial Registration Wizard – New VPK Administrators

New VPK Administrators MUST go to https://brightbeginningsfl.org/Register.aspx and rreeggiisstteerr their center/school to access the VPK Assessment Online Reporting System for the first time. Once the initial registration is completed, the VPK Administrator may begin using the Online Reporting System to set-up center staff accounts, classrooms, and add children. The VPK Administrator should have the following items before starting the Initial Registration Wizard. Provider ID: The 4- or 5-digit number provided by the Office of Early Learning (OEL) Zip Code: The center/school’s 5-digit Physical Address Zip Code

The VPK Administrator MUST complete the Initial Registration Wizard each program year (School-Year or Summer) to access the VPK Assessment Online Reporting System.

• Go to https://brightbeginningsfl.org/Register.aspx to complete the Initial Registration Wizard.

https://brightbeginningsfl.org/Register.aspx�




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• Go to https://brightbeginningsfl.org/Register.aspx. • Click on the “START” button to begin registration process.

• On the Agreement of Use screen, the VPK Administrator will read through the agreement and click on the box next to the “I agree to the above listed terms…” statement, then click on the “NEXT” button if he/she agrees.



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• The VPK Administrator should enter the Provider ID (4 or 5 digits) provided by the Office of Early Learning (OEL) and the center/school’s 5-digit Physical Address Zip Code.

• Then click on the “NEXT” button to go on to the next step.

• On the View VPK Center Details screen, the VPK Administrator should RREEAADD and verify the provider information.

• If the VPK Administrator is NOT associated with the Provider listed on this screen, he/she should click the “PREVIOUS” button at the bottom of the page to go back and search again.


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• If the VPK Administrator is associated with the Provider listed, he/she should click the “NEXT” at the bottom of the page to continue.

• NOTE: The provider information contained in the VPK Center Details was provided by the Office of Early Learning (OEL). If the information is incorrect, the VPK Administrator should contact the local Early Learning Coalition with any updates to the VPK Center Details.

• On the Login Credentials screen, the VPK Administrator should enter the required information to Create a Unique Password: o Password o Confirm Password o Security Question o Security Answer

• The VPK Administrator should enter the required information to Create a VPK Administrator

Account: o First Name o Last Name o E-mail Address o Confirm E-mail Address o Phone Number

• Then scroll down to the bottom of the page and click on the “FINISH” button to complete the registration process.


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• The VPK Administrator has now completed Initial Registration Wizard, but the account is not active.

• A validation and activation email will be sent to the email address provided during registration.

• The VPK Administrator should open his/her email aanndd click on the link provided to validate and activate the account.

• NOTE: The account is not valid and active until the VPK Administrator clicks on the link included in the email and completes the validation and activation process.

Initial Registration Wizard – Existing VPK Administrators

Existing VPK Administrators MUST go to https://brightbeginningsfl.org/Register.aspx and rreesseett their password each program year (e.g., School-Year or Summer) to access the VPK Assessment Online Reporting System. Once the password has been reset, the VPK Administrator will be able to reactivate existing center staff accounts and add new center staff, classrooms, and children to the Online Reporting System. The VPK Administrator should have the following items before starting the Initial Registration Wizard. Provider ID: The 4- or 5-digit number provided by the Office of Early Learning (OEL) Zip Code: The center/school’s 5-digit Physical Address Zip Code



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• Go to https://brightbeginningsfl.org/Register.aspx. • Click on the “START” button to begin registration process.

• On the Agreement of Use screen, the VPK Administrator will read through the agreement and click on the box next to the “I agree to the above listed terms…” statement, then click on the “NEXT” button if he/she agrees.



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• The VPK Administrator should enter the Provider ID (4 or 5 digits) provided by the Office of Early Learning (OEL) and the center/school’s 5-digit Physical Address Zip Code.

• Then click on the “NEXT” button to go on to the next step.

• On the Login Credentials screen, all existing and active VPK Administrator accounts are

listed. The VPK Administrator must select a Primary VPK Administrator.

• Then scroll down to the bottom of the page and click on the “FINISH” button to begin the reset process.


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• If the wrong name was selected, the VPK Administrator may change the selection by clicking

the Select link on the row with the correct primary VPK Administrator’s name.

• On the Login Credentials screen, the VPK Administrator should enter the required information

to Reset VPK Administrator’s Password: o Password o Confirm Password o Security Question o Security Answer


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• The VPK Administrator should enter the required information to Reset VPK Administrator’s Account: o First Name o Last Name o E-mail Address o Confirm E-mail Address o Phone Number

• Then scroll down to the bottom of the page and click on the “FINISH” button to complete the reset process.

• The VPK Administrator has now completed Initial Registration Wizard, but the account is not

active.

• A validation and activation email will be sent to the email address provided during registration.

• The VPK Administrator should open his/her email aanndd click on the link provided to validate and activate the account. NOTE: The account is not valid and active until the VPK Administrator clicks on the link included in the email and completes the validation and activation process.


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New and Existing VPK Administrators – Responbilities and Log-In The center/school’s VPK Administrator is responsible for: • Resetting the password for your center/school to access the VPK Assessment Online Reporting

System each program year (e.g., School-Year or Summer) in the Initial Registration Wizard (https://brightbeginningsfl.org/Register.aspx).

• Activating existing center staff accounts on the Center Staff tab.

• Adding new center staff on the Center Staff tab.

• Resending the activation email to center staff through the Account Management feature on the Center Staff tab.

• Unlocking center staff accounts through the Account Management feature on the Center Staff tab.

• Unlocking the Assessment Data tab for Center Staff if edits are required after the assessment data has been submitted.

• Resending user names and passwords to center staff through the Account Management feature on the Center Staff tab.

• Setting up classrooms on the Classrooms tab.

• Adding children on the Children tab.

• On the Log-In page (https://www.brightbeginningsfl.org/login.aspx), if the VPK Administrator

has NOT registered to access the Online Reporting System for the current program year, he/she should click on the Initial Registration Wizard link to complete the registration process.

• If the VPK Administrator has already completed the registration process for the current program year, he/she should enter the 4- or 5-digit Provider ID and Password, then click on the “Log-In” button.

• If users forget their Provider ID/User Name and/or Password, they may retrieve it by clicking on the the “Forgot User Name and/or Password? Click HERE” button.


https://www.brightbeginningsfl.org/login.aspx�

https://www.brightbeginningsfl.org/Register.aspx�


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VPK Administrator Home Page

• On the VPK Administrator Home Page, click on the VPK Assessment Online Reporting System link.

Setting Up the VPK Center in the Online Reporting System Provider Profile Tab

• The information on the Provider Profile tab was provided by the local Early Learning Coalition.

• The VPK Administrator should review the information presented and verify that it is correct. If the information presented is correct, click on the Center Staff tab.

• If the information presented is incorrect, please contact your local Early Learning Coalition with any updates to the contents of the Provider Profile.

• Click on the Center Staff tab to continue.


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Center Staff Tab

• Things to keep in mind on the Center Staff tab before assigning a user role: o A staff member with the role of VPK Administrator will have access to all of the classrooms

and children at the center. A staff member with the role of VPK Instructor will only have access to his/her classroom and the children at the center that are assigned to that staff member.

o The VPK Administrator may add a new staff member, by clicking on the “Add New Center Staff Below” button in Step 2, entering information in each column, and clicking on the Save link in the “Action” column.

o The Online Reporting System will automatically send each staf fmember a validation and activation email that contains the User Name and temporary Password and an activation link, after the VPK administrator clicks on the Save link to set-up the account.


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o All of the existing center staff are currently inactive.To activate the existing center staff

in Step 2, the VPK Administrator must: Click on the Edit link in the “Action” column for each staf fmember that needs to be

activated. Then click on Yes in the “Active?” column and the Save link in the “Action” column. The Online Reporting System will automatically send each staf fmember a validation

and activation email that contains the User Name and Password and an activation link, after the VPK Administrator clicks on the Save link to activate the staff member.

o In Step 3 the VPK Administrator may use the Account Management feature on the Center Staff tab to assist center staff by: Resending their Account Activation Email. Unlocking their account after too many unsuccessful attempts to access Online

Reporting System. Resending their current User Name/Password.

• Click on the Classrooms tab to continue.


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Classrooms Tab

• On the Classrooms tab, the VPK Administrator should complete Steps 1-4 to add a new

classroom. o Step 1: Click in the “Select a Year and Program” drop-down box.

Select the appropriate school year (e.g., 2012-13 School Year).

o Step 2: Click on the “Add New Classroom Below” button. o Step 3: Complete the Classroom Details section. Classroom Name = may also be the teacher’s name or whatever you choose. Classroom Description = is optional First Day of VPK Program = Enter the first day of school. Last Day of VPK Program = Enter the last day of school.

IMPORTANT Reminder: If these dates are not entered correctly, VPK Instructors may not be able to save and/or submit their assessment data. Curriculum = currently used or select “Other” if your curriculum is not listed. Previously Used Curriculum = will be inactive if you are adding a new class or have

never updated/changed the curriculum that was first entered in the system. Click on the “Save Changes” button.

If Classroom Details were saved, you should receive the following message: “New Classroom is successfully added.”

o Step 4: Click on the “Add Instructor to Classroom Below” button. Click in the “Select an Instructor” drop-down box. Click on the name of the instructor for this classroom. Select “Yes” in the “Primary” and “Active” columns. After the Instructor has been added, click on the Save link in the “Action” column.

• Click on the Children tab to continue.


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Children Tab

• On the Children tab, complete Steps 1-3 to add a new child.

o Step 1: Click in the “Select a Year and Program” drop-down box and select the appropriate school year (e.g., 2012-13 School-Year).

o Step 2: ALL children who were previously entered and saved are automatically displayed. The VPK Administrator may click on a letter to view children by their last name.

o Step 3: Add New Child or Update Existing Child To add a new child, click on the “Add New Child Below” button.

Complete Step 3 by entering the information requested in each column. Click on the Save link in the “Action” column. To add additional children, click on the “Add New Child Below” button and complete

Step 3.

To update information about an existing child, click on the Edit link in the “Action” column. Update the information requested in each column, as needed. Click on the Save link in the “Action” column.

• Click on the Assessment Data tab to continue.


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VPK Administrator - Assessment Data Tab

Assessment Data Tab – Making Changes • After the VPK Instructor enters the assessment data for each child in his/her classroom and

clicks on the “Submit Assessment” button, Step 4 will be grayed-out on the Assessment Data tab.

• Only the VPK Administrator may un-submit the assessment by completing Steps 1-4 on the Assessment Data tab.

o Step 1: Click in the “Select a Year and Program” drop-down box and select the current school year (e.g., 2012-13 School-Year).

o Step 2: Click in the “Select a VPK Classroom” drop-down box and click on the appropriate classroom.

o Step 3: Click in the “Select an Assessment Period” drop-down box and click on the appropriate assessment period.

o Step 4: Click on the “Un-Submit Assessment” button. If the assessment was un-submitted, the VPK Administrator should receive the

following message: “Assessment was successfully un-submitted”

In Step 3 there will also be a message in red that reads: “Assessment Data is NOT Submitted”

• Go to back to Step 4 and verify that the information displayed in each column, is correctly entered for each child in the classroom. o Did Not Participate o Date of Assessment (e.g., 9/17/2013) o Print Knowledge o Phonological Awareness o Mathematics o Oral Language/Vocabulary


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• If the information entered is correct, click on the “Submit Assessment” button. • If the information you entered is incorrect, make the necessary changes then click on the

“Save Changes” button. • IMPORTANT: Verify that the information is correct one more time and click on the “Submit

Assessment” button.

• Click on the Assessment Reports tab. VPK Administrator - Assessment Reports Tab

Overview of Assessment Report Types • Child Report by Assessment Period – shows an individual child’s raw score (the total

correct) and indicates if the score is Exceeding Expectations, Meeting Expectations, or Below Expectations on one of the four assessment measures (e.g., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary) for the selected assessment period (e.g., AP1, AP2, AP3).

• Child Report by Assessment Measure – shows an individual child’s raw score (the total correct) for the selected assessment period and indicates if the score is Exceeding Expectations, Meeting Expectations, or Below Expectations on one of the four assessment measures (e.g., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary).

• Classroom Report– shows a horizontal view of each child’s raw score (the total correct) for the selected assessment period and indicates if the score is Exceeding Expectations, Meeting Expectations, or Below Expectations on one of the four assessment measures (e.g., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary).

• Center Report by Classroom – shows each classroom’s percentage correct on all

assessment measures (e.g., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary) for the selected assessment period and indicates if the percentage correct is Exceeding Expectations, Meeting Expectations, or Below Expectations. Includes a summary of the entire center’s percentage correct on each assessment measure.

• Center Report by Measure – shows scores for all VPK children enrolled as the percentage

correct on each of the four assessment measures (e.g., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary) for the selected assessment period and indicates if the percentage correct is Exceeding Expectations, Meeting Expectations, or Below Expectations.

• Click on the Assessment Reports tab


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Assessment Reports Tab – Create a Report

• On the Assessment Reports tab the VPK Administrator should complete Steps 1-3 to create an Assessment Report. o Step 1: Click in the “Select a Report Type” drop-down box.

Select one of the report types listed.

o Step 2: Select Report Parameters Click in each of the drop-down boxes and select one of the choices. Click on the “Run Report” button.

o Step 3: Report Viewer To create a printer-friendly version, click in the Select a format drop-down box and

select Acrobat (PDF) file. Then click on the word “Export” on the right side of the drop-down box.


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When the File Download box pops up, click on the “Open” button. A PDF of the assessment report should appear on your screen. To print the report, go to the File menu (in the upper left corner) and click on the word “Print,” or click on the picture of the printer in the upper left corner.

VPK Instructor Log-In

The VPK Administrator for your center/school can assist you with the following issues or concerns regarding the VPK Assessment Online Reporting System:

• Activating your account on the Center Staff tab, if you are an existing staf fmember in the Online Reporting System.

• Creating your account on the Center Staff tab, if you are a new staf fmember in the Online Reporting System.

• Resending your Account Validation/Activation Email.

• Unlocking your account after too many unsuccessful attempts to access Online Reporting System.

• Unlocking the Assessment Data tab if you need to make edits after the assessment data has been submitted.

• Resending your current User Name/Password. (Contact your VPK Administrator if you have not received an email with your User Name and temporary Password.)

STOP


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• On the Log-In page (https://www.brightbeginningsfl.org/login.aspx), the VPK Instructor should enter the User Name and temporary Password included in the validation and activation email, then click on the “Log-In” button.

• If users forget their Provider ID/User Name and/or Password, they may retrieve it by clicking on the the “Forgot User Name and/or Password? Click HERE” button.

VPK Instructor Home Page

• On the VPK Instructor Home Page, click on the VPK Assessment Online Reporting System link.

• Click on the Assessment Data tab.

https://www.brightbeginningsfl.org/login.aspx�


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Navigating the Online Reporting System

Assessment Data Tab

• On the Assessment Data tab, the VPK Instructor should complete Steps 1-4 to enter the assessment data for each child in his/her classroom. o Step 1: Click in the “Select a Year and Program” drop-down box and select the current

school year (e.g., 2012-13 School-Year).

o Step 2: Click in the “Select a VPK Classroom” drop-down box then click on the appropriate classroom.

o Step 3: Click in the “Select an Assessment Period” drop-down box then click on the appropriate assessment period.

o Step 4: Enter the information requested in each column for each child in the classroom. Did Not Participate – If you chose this option, it means that the child was NOT

administered any of the VPK Assessment measures. There may be a variety of reasons (e.g., the child wasn’t enrolled for all three assessment periods) why a child does not participate in the VPK Assessment. Please be advised that no data will be available to create assessment reports and parent letters for the child, if the Did Not Participate box is selected. Date of Assessment (e.g., 9/17/2013) – NOTE: The system will only accept

assessment dates that fall between the First Day and the Last Day of VPK Program that was entered by the VPK Administrator on the Classrooms tab. Print Knowledge Phonological Awareness Mathematics Oral Language/Vocabulary


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• Review the information entered in Step 4. Verify the information displayed in each column is correctly entered for each child in the classroom. o Did Not Participate o Date of Assessment (e.g., 9/17/2013) o Print Knowledge o Phonological Awareness o Mathematics o Oral Language/Vocabulary

• If the information entered is correct, click on the “Submit Assessment” button. • If the information you entered is incorrect, make the necessary changes then click on the

“Save Changes” button. • Verify that the information is correct one more time and click on the “Submit Assessment”

button.

Assessment Data Tab – Making Changes • After the VPK Instructor enters the assessment data for each child in his/her classroom and

clicks on the “Submit Assessment” button, the information in Step 4 on the Assessment Data tab will be grayed-out. This means that the assessment data was submitted.

• In Step 3 there will also be a message in green that reads: “Assessment Data was Submitted”

• Only the VPK Administrator may un-submit the assessment on the Assessment Data tab.

• If changes are required and the VPK Administrator has un-submitted the data, the VPK instructor may make the necessary changes then click on the “Save Changes” button.

• The VPK instructor should verify that the information is correct one more time and click on the “Submit Assessment” button.


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• If the changes to the assessment data were saved, the following message: “Assessment submitted successfully” should appear on the screen.

• In Step 3 there will also be a message in green that reads: “Assessment Data Was Submitted”

VPK Instructor - Assessment Reports Tab

Overview of Assessment Report Types • Child Report by Assessment Period – shows an individual child’s raw score (the total

correct) and indicates if the score is Exceeding Expectations, Meeting Expectations, or Below Expectations on one of the four assessment measures (e.g., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary) for the selected assessment period (e.g., AP1, AP2, AP3).

• Child Report by Assessment Measure – shows an individual child’s raw score (the total correct) for the selected assessment period and indicates if the score is Exceeding Expectations, Meeting Expectations, or Below Expectations on one of the four assessment measures (e.g., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary).

• Classroom Report– shows a horizontal view of each child’s raw score (the total correct) for the selected assessment period and indicates if the score is Exceeding Expectations, Meeting Expectations, or Below Expectations on one of the four assessment measures (e.g., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary).

• Click on the Assessment Reports tab.

Assessment Reports Tab – Create a Report

• On the Assessment Reports tab the VPK Instructor should complete Steps 1-3 to create an Assessment Report. o Step 1: Click in the “Select a Report Type” drop-down box.

Select one of the report types listed.


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o Step 2: Select Report Parameters Click in each of the drop-down boxes and select one of the choices. Click on the “Run Report” button.

o Step 3: Report Viewer To create a printer-friendly version, click in the Select a format drop-down box and


When the File Download box pops up, click on the “Open” button. A PDF of the assessment report should appear on your screen. To print the report, go to the File menu (in the upper left corner) and click on the word “Print,” or click on the picture of the printer in the upper left corner.

• Click on the Customizing VPK Instruction tab.


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Customizing VPK Instruction Tab

On the Customizing VPK Instruction tab, a variety of resources are organized under the related VPK Assessment measure. These resources may be helpful as teachers customize their instruction to meet the individual needs of children in their classroom.

• Click on the Parent Letter tab Parent Letter Tab

On the Parent Letter tab, the VPK Instructor may create a personalized letter for each child to inform parents about their child’s performance on each assessment measure and refer them to resources and strategies that support learning at home. The Parent Letter is currently available in three languages: English, Spanish, and Haitian Creole.


44

• To create a Parent Letter, complete Steps 1 and 2. o Step 1: Select Parent Letter Parameters Click in each of the drop-down boxes and select one of the choices. Click on the “Create Parent Letter” button.

o Step 2: Letter Viewer To create a printer-friendly version, click in the Select a format drop-down box and


When the File Download box pops up, click on the “Open” button. A PDF of the parent letter should appear on your screen. To print the letter, go to the File menu (in the upper left corner) and click on the word “Print,” or click on the picture of the printer in the upper left corner.


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VI. Instructional Implications Interpreting Assessment Reports

The VPK Assessment Online Reporting System has the capacity to create individual child level, classroom, and center level reports to track children’s progress on each of the VPK Assessment measures. These reports allow teachers to monitor the children’s progress and use the results to assist in planning instruction to meet each child’s needs.

• Child Reports show an individual child’s raw score (the total correct) and indicates if the score is Exceeding Expectations, Meeting Expectations, or Below Expectations on one of the four assessment measures (e.g., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary) for the selected assessment period (e.g., AP1, AP2, AP3). Children’s progress can be noted if raw scores and percentage correct scores show an increase over the three assessment periods.

• Classroom Reports show a horizontal view of each child’s raw score (the total correct) for the selected assessment period and indicates if the score is Exceeding Expectations, Meeting Expectations, or Below Expectations on one of the four assessment measures (e.g., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary). This report provides the opportunity to see the overall progress of all the children in the class. This information can assist teachers in planning their instruction to address areas of need.

• The Center Report by Classroom shows each classroom’s percentage correct on all assessment measures (e.g., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary) for the selected assessment period and indicates if the percentage correct is Exceeding Expectations, Meeting Expectations, or Below Expectations. Includes a summary of the entire center’s percentage correct on each assessment measure.

• The Center Report by Measure shows scores for all VPK children enrolled as the percentage correct on each of the four assessment measures (e.g., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary) for the selected assessment period and indicates if the percentage correct is Exceeding Expectations, Meeting Expectations, or Below Expectations. These reports allow an overall look at children’s progress at the center level.

Customizing Instruction to Meet the Needs of Children

It is important to note that instruction can and should take place using developmentally appropriate methods. The VPK Assessment Online Reporting System provides a link to instructional strategies which are aligned with the Standards for Four-Year-Olds. Resources are available for all of the measures including Print Knowledge, Phonological Awareness, Mathematics, and Oral Language/Vocabulary by clicking on the “Customizing VPK Instruction” tab.

Print Knowledge Print Knowledge includes the child’s ability to recognize letters or words, and his/her knowledge of letter names (both upper and lower case) and the sounds they make.

Examples of resources available to develop and reinforce age-appropriate print knowledge skills include; • Bright Beginnings - provides Voluntary Prekindergarten (VPK) teachers with resources

and tools, in the areas of Language, Communication, and Literacy and Mathematics, that may be used to meet the individual needs of children in the VPK classroom.

www.brightbeginningsfl.org/

http://www.brightbeginningsfl.org/�


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• Sample Lesson Plans - provide organized and detailed lesson plans, based on the Standards for Four-Year-Olds.These lesson plans are designed to help develop the skills that four-year-old children should know and be able to do by the end of their prekindergarten year. www.fldoe.org/earlylearning/plans.asp

Phonological Awareness Phonological Awareness is the awareness and manipulation of the different sounds in a word. The Phonological Awareness measure assesses the child’s ability to:

• Blend (put together) a word if it is broken up into smaller sounds or syllables • Blend a compound word • Recognize the remaining word when part of the stimulus word is taken away.

Examples of resources available to develop and reinforce age-appropriate phonological awareness skills include; • Bright Beginnings - provides Voluntary Prekindergarten (VPK) teachers with resources



• Sample Lesson Plans - provide organized and detailed lesson plans, based on the Standards for Four-Year-Olds.These lesson plans are designed to help develop the skills that four-year-old children should know and be able to do by the end of their prekindergarten year. www.fldoe.org/earlylearning/plans.asp

Mathematics The Mathematics measure assesses early numeracy skills across three different areas: counting skills, numerical relations skills, and arithmetic reasoning skills. Examples of resources available to develop and reinforce age-appropriate mathematics skills include; • Bright Beginnings - provides Voluntary Prekindergarten (VPK) teachers with resources



• Sample Lesson Plans - provide organized and detailed lesson plans, based on the Standards for Four-Year-Olds. These lesson plans are designed to help develop the skills that four-year-old children should know and be able to do by the end of their prekindergarten year. www.fldoe.org/earlylearning/plans.asp

• VPK Teacher Toolkit: Mathematical Thinking Folder - supports the understanding of early math concepts and the development of emergent math skills through the use of implicit and explicit instructional strategies. www.flvpkonline.org/teachertoolkit/

Oral Language/Vocabulary The Oral Language/Vocabulary measure:

• assesses a child’s expressive language and receptive language • targets the child’s knowledge of adjectives, verbs, verb tenses, prepositions, and

nouns.

http://www.fldoe.org/earlylearning/plans.asp�





http://www.flvpkonline.org/teachertoolkit/�


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Examples of resources available to develop and reinforce age-appropriate oral/language and vocabulary skills include; • Bright Beginnings - provides Voluntary Prekindergarten (VPK) teachers with resources



• Sample Lesson Plans - provide organized and detailed lesson plans, based on the Standards for Four-Year-Olds. These lesson plans are designed to help develop the skills that four-year-old children should know and be able to do by the end of their prekindergarten year. www.fldoe.org/earlylearning/plans.asp

• VPK Teacher Toolkit: Language and Vocabulary Folder - provides instructional strategies and activities for increasing language and vocabulary with young children and resources to support teachers as they begin to use the language and vocabulary strategies in their own classroom. www.flvpkonline.org/teachertoolkit/



http://www.flvpkonline.org/teachertoolkit/�


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VI. Glossary

adjective – is a word used to describe a noun (e.g., In the sentence, “A red ball,” red is the adjective and ball is the noun.). arithmetic reasoning skills – the child’s ability to complete basic addition and subtraction. assessment – the name for the entire Florida VPK Assessment, inclusive of all four measures (e.g., print knowledge, phonological awareness, mathematics, and oral language/vocabulary). assessment booklet – easel-type booklet that contains the pictures, questions, scripts, and prompts for each of the four assessment measures for AP1, AP2, and AP3. assessment periods – the three time windows across a typical school year during which teachers are to administer one of the three versions of the Florida VPK Assessment that corresponds to the assessment period. blending – when you put together parts of a word. Blending can be putting together a sound with the rest of the word (e.g., /p/_ig = pig), or putting together compound words, (e.g., “What word do these make: air [pause] plane?” The correct response would be airplane.). compound word – when two smaller words are joined to make a larger word. counting skills – knowledge of the counting sequence and ability to obtain a quantity. deletion – being able to say or identify the remaining part when you take away part of a word. Deletion can be taking away a sound from the word (e.g., peel without /p/ = eel), or by taking away a word from a compound word (e.g., “My word is football. Say football. Now say football without ball.” The correct response would be foot.). DK – represents “don’t know” in the response booklet. expressive language - the ability to communicate with words; refers to what a child says, not how it is said. free response items – items where the child is required to give a verbal response. measure – one part of the Florida VPK Assessment that focuses on specific skills (e.g., print knowledge, phonological awareness, mathematics, and oral language/vocabulary). multiple choice items – items where the child does not have to give a verbal response, they respond by pointing to one of four pictures. noun – a person, place, thing, or idea. NR – represents “no response” in the response booklet. numerical relations skills – the knowledge of both numbers and quantity, and the association between the numbers on the number line.

preposition – a word used to describe the position of an object (e.g., In the sentence, “The dog is on the sofa,” on is the preposition). Some of the most commonly used prepositions are of, to, in, for, with and on.


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prompts – words used by the teacher after child’s first response demonstrates that he/she does not understand the wording of the question. receptive language –the understanding of language that is heard (e.g., a child gets in line after the teacher says, “It’s time to line up.”). response booklet– booklet where children’s responses are recorded in pen or pencil. recording – the process of marking in the response booklet how the child responded to each item, either by circling a letter/number or by writing word for word what the child said. scoring – the process of writing either a 1 if the item is correct or a 0 if the item is incorrect in the response booklet, then totaling the number of items scored as correct. script – exact wording of directions and items that the teacher must say to the child. self-correct – when a child gives an initial response, and then immediately gives a different second response. Sometimes the self-correction will mean that the child changes his/her response from incorrect to correct, but sometimes it means that the child will change from correct to incorrect. In both situations teachers must record and score the second response. stimulus word – the original word that you start with in an item (e.g., If the teacher says to the child: “Say, tepee without pea.” Tepee is the stimulus word). syllable – a part of a word (sometimes bigger than just a letter sound) that can be separated from the rest, and can be pronounced in one beat. Beats for a syllable can be measured by the clapping of your hands, or the tapping of your leg (e.g., party = par_ty). verb – a word that indicates action (e.g., skip, hop, write, draw). verb tense – indicates whether an action occurs in the past, present, or future (e.g., In the sentence, “Jan ran yesterday,” the verb ran is in the past tense.).


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VII. Resources

Helpful Links Bright Beginnings - Provides Voluntary Prekindergarten (VPK) teachers with resources and tools, in the areas of Language, Communication, and Literacy and Mathematics, that may be used to meet the individual needs of children in the VPK classroom. www.brightbeginningsfl.org/ Center for Early Literacy Learning (CELL): Promotes the adoption and sustained use of evidence-based early literacy learning practices by early childhood intervention practitioners, parents, and other caregivers of young children. http://www.earlyliteracylearning.org Florida Department of Education, Office of Early Learning: Works in collaboration with the Department of Children and Families (DCF) to implement the Voluntary Prekindergarten (VPK) Education program. http://www.fldoe.org/earlylearning/resource.asp Get Ready to Read!: Provides an easy-to-administer, research-based screening tool to early childhood educators, child care providers, and parents in order to help them prepare all children to learn to read and write. http://www.getreadytoread.org National Association for the Education of Young Children (NAEYC): Focuses on the quality of educational and developmental services for all children from birth through age eight. http://www.naeyc.org

National Center for Learning Disabilities: Promotes high quality early education services and supports all children, including those who struggle with learning. http://www.ncld.org/at-school/especially-for-teachers

Sample Lesson Plans: Provides organized and detailed lesson plans, based on the Standards for Four-Year-Olds. These lesson plans are designed to help develop the skills that four-year-old children should know and be able to do by the end of their prekindergarten year. http://www.fldoe.org/earlylearning/plans.asp

VPK Teacher Toolkit: This toolkit is designed to meet the needs of directors, teachers, assistants, and parents to support early learning in the VPK classroom. The content in each folder aligns with the Standards for Four-Year-Olds and provides information, videos, and resources that support VPK teachers as they plan for instruction with their children. Targeted areas include Language and Vocabulary, Mathematical Thinking, The Florida VPK Assessment, English Language Learners, and Family Involvement. http://www.flvpkonline.org/teachertoolkit/


http://www.earlyliteracylearning.org/�

http://www.fldoe.org/earlylearning/resource.asp�


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Sample Parent Letter - Introducing the VPK Assessment Date: ____________________ Dear Parent(s): Our school uses the Florida Voluntary Prekindergarten (VPK) Assessment to monitor the progress of our children as they develop important readiness skills. This assessment focuses on print knowledge, phonological awareness, mathematics, and oral language/vocabulary skills. We will assess the children at the beginning, middle, and end of the school year to plan instructional activities that meet the needs of each child. Soon we will begin using the VPK Assessment to assess your child’s print knowledge, phonological awareness, mathematics, and oral language/vocabulary skills. These skills are clear predictors of later school success and have instructional value. We will work on these skills daily in our classroom. Below you will find more information about the skills assessed on the VPK Assessment.

Print Knowledge Measure The Print Knowledge measure assesses a child’s ability to recognize the difference between letters and words, his/her knowledge of letter names (both upper and lower case) and the sounds they make. Phonological Awareness Measure The Phonological Awareness measure assesses a child’s awareness and manipulation of the different sounds in a word. The Phonological Awareness measure also assesses the child’s ability to blend (put together) a word if it is broken up into smaller sounds or syllables, blend a compound word, and recognize the remaining word when part of the stimulus word is taken away (e.g., If the teacher says to the child: “Say, football without ball.” Football is the stimulus word). Mathematics Measure The Mathematics measure assesses a child’s early numeracy skills across three different areas: counting skills, numerical relations skills, and arithmetic reasoning skills. Oral Language/Vocabulary Measure The Oral Language/Vocabulary measure assesses a child’s ability to express him/herself in words, understand language that is heard, and his/her knowledge of age appropriate words and their meanings.

Please call me at ___________________________, if you would like to discuss the specific readiness skills that we will be working on this year. I am glad to have your child in my class and look forward to working with you to make this an enjoyable year of learning for your child. Best regards,

Permission is given to teachers to reproduce this page for classroom use. ©2012 Florida Department of Education


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VPK Assessment Accommodations

Accommodations are provided to students with disabilities and/or English language learners to assure that an accurate estimate of their skill level is determined. For some children with disabilities, the Florida VPK Assessment may not be an appropriate assessment tool. For example, it is unlikely that this assessment would be appropriate for children with significant sensory, cognitive, or language deficits. When deciding whether or not to assess a child with a disability, teachers should ask themselves the question, “Is it reasonable to administer these measures to this child?” For some English language learners, the Florida VPK Assessment may not be an appropriate assessment tool. When deciding whether or not to assess a child who is an English language learner, teachers should ask themselves the question, “Is it reasonable to administer these measures to this child?” It is important to note that the VPK Assessment was developed without accommodations. If accommodations are provided when administering the measures the results should be used along with other assessment and observational data to guide instructional decisions about children who require an accommodation in assessment.

I. Presentation Print

Knowledge Measure

Phonological Awareness

Measure

Mathematics Measure

Oral Language/ Vocabulary

Measure Regular print version of measure may be enlarged through mechanical or electronic means (e.g., magnification devices such as reading loops and hand held magnifiers).

X X X X

Repeat and clarify directions

X X X X

Child may use a marker or ruler under a line of test or items in order to focus attention

X X X

Colored overlays or transparencies and lighting are appropriate if vision and performance are enhanced.

X X X X

II. Responding Print

Knowledge Measure


Measure

Mathematics Measure


Measure Child may demonstrate understanding of directions (e.g., by repeating or paraphrasing).

X X X X

Child may respond using a preferred or their strongest mode of communication (e.g., American Sign Language). When signing an interpreter must be present.

X X X X


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VPK Assessment Accommodations (continued)

III. Scheduling Print

Knowledge Measure


Measure

Mathematics Measure


Measure Administration of the measures may take place during several brief sessions or during a specific time of day.

X X X X

Frequent breaks are allowed during sessions.

X X X X

All measures are untimed.

X X X X

IV. Setting and Teacher Print

Knowledge Measure


Measure

Mathematics Measure


Measure Adaptive furniture is appropriate if this is a normal accommodation for the child.

X X X X

Alternative setting is allowed (e.g., special room with minimal distractions, complete quiet or specialized lighting.

X X X X

Child may be assessed by someone familiar with the child’s language and communication mode and with whom the child is comfortable. Appropriate training on how to administer the assessment is essential.

X X X X

Child may be assessed by a professional with relevant specialized training. For example, a speech-language pathologist may assess a child with severe articulation difficulty. Appropriate training on how to administer the assessment is essential.

X X X X

Repeating the assessment under different conditions or with a different teacher is an allowable accommodation, if it is determined that this accommodation may potentially impact a child’s performance (e.g., the child was obviously upset, ill, or uncomfortable with the teacher).

X X X X

Child may use augmentative communication device.

X X X X

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