Florida Kindergarten Readiness
Screener (FLKRS)
2010
Train-the-Teacher
1
FLKRS Train-the-Teacher
Agenda
Welcome and Introductions
Legislative Authority and Purpose
FLKRS Overview
FLKRS Part 1
Florida Assessments for Instruction in Reading – Kindergarten
(FAIR-K) Overview
BREAK
FLKRS Part 2
Early Childhood Observation System™ (ECHOS™)
Wrap Up
Questions & Answers
Next Steps
2
Legislative Authority and Purpose
Why do we screen kindergarteners?
To comply with Section 1002.69(1), Florida
Statutes, (F.S.) the Florida Department of
Education was required to establish a
kindergarten readiness screening
based upon Florida’s Voluntary Prekindergarten
(VPK) Education Standards.
3
Legislative Authority and Purpose
What should the kindergarten screening do?
Provide objective data concerning each student's
readiness for kindergarten and progress in
attaining the VPK performance standards
Incorporate mechanisms for recognizing potential
variations in kindergarten readiness rates
for students with disabilities.
- Section 1002.69(1), F.S.
4
Legislative Authority and Purpose
Who should be screened?
All kindergarten students in each school district
must be screened. - Section 1002.69(1), F.S.
Each child who was enrolled in the VPK
Education program by his or her parent during
the previous school year must be submitted for
the statewide kindergarten screening, regardless
of whether the child is admitted to kindergarten
in a public school or non-public school.
- Section 1002.69(4), F.S.
5
Legislative Authority and Purpose
How will FLKRS data be used?
To inform instruction
To provide parents with useful information about
their child’s readiness for kindergarten
To annually calculate a readiness rate for
private and public school providers of the
VPK Education Program
- Section 1002.69(2)&(5), F.S.
6
FLKRS Overview
What are the components of FLKRS?
A subset of the Early Childhood Observation
System™ (ECHOS™)
The first two measures of the Florida
Assessments for Instruction in Reading – K
(FAIR-K)
7
FLKRS Overview
Which measures of the ECHOS™
are included in FLKRS?
A child’s development is observed in seven domains:
Language and Literacy
Mathematics
Social and Personal Skills (Approaches to Learning)
Science
Social Studies
Physical Development and Fitness
Creative Arts
8
FLKRS Overview
Which measures of the FAIR-K
are included in FLKRS?
Broad Screen/Progress Monitoring Tool
Letter Naming
Phonemic Awareness
Broad Diagnostic Inventory
Listening Comprehension
Vocabulary
9
FLKRS Overview
Non-Participation Descriptions
FLKRS 2010 Student Response Folder
10
FLKRS Overview
Non-Participation Descriptions
For some English Language Learners, the FAIR-K may not
be an appropriate instrument.
Given that the FAIR-K is an assessment of reading in
English, it would be inappropriate to translate the
directions given to the student, which are labeled as Script
in the Florida Assessments for Instruction in Reading
Student Score Booklet and Florida Assessments for
Instruction in Reading Kindergarten – Second Grade
Administration Manual.
11
FLKRS Overview
Non-Participation Descriptions
For students who entered (school) day 31 or later,
the demographic page of the FLKRS 2010
Student Response Folder should be completed
indicating “entered day 31 or later” in the nonparticipation field under ECHOS ™ and FAIR-K.
12
FLKRS Overview
Non-participation Descriptions
For some students with disabilities, FLKRS
may not be appropriate.
It is unlikely that the ECHOS™ would be appropriate
for students who have significant physical or
cognitive disabilities.
It is unlikely that the FAIR-K would be appropriate
for students with significant sensory, cognitive, or
language deficits.
13
FLKRS Overview
Non-participation Descriptions
Students who have been retained in kindergarten
are not included in the administration of ECHOS™
and their scores on the FAIR-K are not reported.
However, the demographic page of the FLKRS
2010 Student Response Folder must be
completed and the “retained” category
marked in the non-participation field.
14
FLKRS Overview
Non-participation Descriptions
Students who were already screened in another
school do not need to be re-screened and do not
need a FLKRS 2010 Student Response Folder
completed for them.
The school that completed the screening
should submit the FLKRS 2010 Student Response
Folder to the District Coordinator of Assessment.
15
FLKRS Overview
Non-participation Descriptions
Students with excessive absences will not be
provided a make-up ECHOS ™ administration.
In such cases, the demographic page of the FLKRS
2010 Student Response Folder must be completed
and the “Excessive Absences” category marked in
the Non-Participation field.
16
FLKRS Overview
How should teachers use the screening results?
To determine each child’s readiness for kindergarten
To identify individual learning needs,
set instructional goals, and
monitor instructional progress
To inform parents of their child’s readiness
for kindergarten and progress towards
the end-of-year benchmarks
17
Part 1
FLKRS/Florida Assessments for
Instruction in Reading
(FAIR) Kindergarten
Overview
“Live, learn, practice together.”
Carl Glickman
18
FLKRS/FAIR Kindergarten Overview
Things to Keep in Mind
For the purposes of FLKRS…
 The AP1 administration of the FAIR-K must occur within
the first 30 school days.
 During AP1 kindergarten teachers using the K-2
Electronic Scoring Tool (PMRN), should be allowed to
assess their students first in order to complete the
FAIR-K within the first 30 school days.
19
FLKRS/FAIR Kindergarten Overview
Teacher Administration Materials
Administration Manual
Public/Private Student Score Booklet
Task Card Booklet
Vocabulary Picture Booklet
20
FLKRS/FAIR Kindergarten Overview
Broad Screen/Progress Monitoring Tool
 Public/Private Student Score Booklet on pages 3-4
 FAIR Administration Manual on pages 10-12
 Administered in Assessment Period 1(AP1) (Fall)
 Tasks
Letter Naming
Phonemic Awareness (blending or onset and rime)
 Administered to all public and private kindergarten
students (3-5 minutes)
 Provides a Probability of Reading Success score for
students
21
FLKRS/FAIR Kindergarten Overview
The Broad Screen AP1
Letter Naming
Phonemic
Awareness
=
Probability
of Reading
Success
22
FLKRS/FAIR Kindergarten Overview
Probability of Reading Success Chart
for Kindergarten AP1
Letter Naming - Total Correct
AP1
Kindergarten - Assessment Period 1 - Probability of Reading Success
Phonemic Awareness - Total Correct
Total Correct 0
1
2
3
4
5
6
7
8
9
0
.09 .11 .14 .17 .20 .24 .29 .34 .39 .45
1
.12 .14 .17 .21 .25 .30 .35 .40 .46 .52
2
.15 .18 .22 .26 .31 .36 .41 .47 .53 .59
3
.19 .22 .27 .31 .37 .42 .48 .54 .60 .65
4
.23 .28 .32 .38 .43 .49 .55 .61 .66 .71
5
.28 .33 .39 .45 .50 .56 .62 .67 .72 .77
6
.34 .40 .46 .51 .57 .63 .68 .73 .77 .81
7
.41 .47 .53 .58 .64 .69 .74 .78 .82 .85
8
.48 .54 .59 .65 .70 .75 .79 .83 .86 .88
9
.55 .61 .66 .71 .76 .80 .83 .86 .89 .91
10
.62 .67 .72 .76 .80 .84 .87 .89 .91 .93
10
.51
.57
.64
.70
.76
.80
.84
.88
.90
.93
.94
Children with a Probability of Reading Success score at or above
67 percent are considered ready for kindergarten on FLKRS.
23
FLKRS/FAIR Kindergarten Overview
Teacher Testing Tips
Every child gets the same opportunity, every time
 Say the Script (bold print) as it is written
 Use standard scoring
 Avoid teachable moments
 Avoid displaying the score sheet
 Praise effort not correct response
 “You are working hard!”
Maximize the child’s performance
 Engage the child in a friendly, but business-like manner
24
FLKRS/FAIR Kindergarten Overview
Teacher Testing Guidelines
 Administer all practice items.
 Provide corrective feedback during practice, using
the phrase, “Let’s try again.”
 Use a 4 second wait time unless otherwise noted.
25
FLKRS/FAIR Kindergarten Overview
Broad Screen - Letter Naming
 Administered during AP1 (Fall)
 Student identifies the letter name
 Ten items in AP1
26
FLKRS/FAIR Kindergarten Overview
Broad Screen - Letter Naming Materials

Letter Naming Task Card #1

Blank Cover Sheet

Public/Private Student Score
Booklet (p.3)

Clipboard, as needed

Pencil
27
FLKRS/FAIR Kindergarten Overview
Broad Screen - Letter Naming Directions
There are no practice items.
 Place the Task Card in front of the student.
 Cover all letters on the card with a blank sheet of paper.
 Uncover the letter pairs one at a time to administer each
item.
 Administer all items.
 Do not provide the letter name when a student responds
incorrectly or if s/he appears unsure.
28
FLKRS/FAIR Kindergarten Overview
Broad Screen - Letter Naming Scoring
Correct responses are scored as “1.”
Incorrect responses are scored as “0.”
Record the total correct for AP1 on the
Student Summary Sheet on page 9 of
the Public/Private Student Score Booklet.
29
FLKRS/FAIR Kindergarten Overview
Broad Screen - Letter Naming Scoring
Record Total Correct on the
FLKRS 2010 Student Response Folder.
For example, for a Letter Naming score value of 5:
30
FLKRS/FAIR Kindergarten Overview
Broad Screen - Letter Naming Decision Rules
All students GO to the next Broad Screen
assessment task.
Phonemic Awareness
31
FLKRS/FAIR Kindergarten Overview
Broad Screen - Phonemic Awareness
 Administered during AP1 (Fall)
 Student blends words at the word part and
phoneme level
 Ten items
 Administered orally
32
FLKRS/FAIR Kindergarten Overview
Broad Screen - Phonemic Awareness Materials
 Public/Private Student
Score Booklet (p.4)
 Clipboard, as needed
 Pencil
33
FLKRS/FAIR Kindergarten Overview
Broad Screen - Phonemic Awareness Directions
 Using the Student Score Booklet, say the sound
for each letter or word part using ½ second
intervals.
 Pronounce the letter sounds (phonemes), not the
letter names.
 Administer all practice items.
 Administer all task items.
34
FLKRS/FAIR Kindergarten Overview
Broad Screen - Phonemic Awareness
Teacher Assessment Tips
 Administer all items orally.
 Clearly pronounce all word parts or letter sounds
(phonemes).
 Practice saying the items to yourself silently.
 Do not add voice to unvoiced sounds and avoid
adding the schwa sound.
35
FLKRS/FAIR Kindergarten Overview
Broad Screen - Phonemic Awareness Scoring
Correct responses are scored as “1.”
Incorrect responses are scored as “0.”
Record the total correct for AP1 on the
Student Summary Sheet on page 9 of
the Public/Private Student Score Booklet.
36
FLKRS/FAIR Kindergarten Overview
Broad Screen - Phonemic Awareness Scoring
Record Total Correct on the
FLKRS 2010 Student Response Folder.
For example, for a Phonemic Awareness score value of 8:
37
FLKRS/FAIR Kindergarten Overview
Broad Screen - Phonemic Awareness
Decision Rules
All public school students GO to the
Broad Diagnostic Inventory.
Listening Comprehension
38
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory
 Public/Private Student Score Booklet on pages 5-8
 FAIR Administration Manual on pages 13-16
 Administered in Assessment Period 1
 Tasks
 Listening Comprehension (15 minutes)
 Vocabulary (10 minutes)
 Administered to all public school kindergarten students
39
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory –
Listening Comprehension Materials
 Public/Private Student
Score Booklet (p.5)
 Clipboard
 Pencil
40
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory –
Listening Comprehension Directions
 Read the passage for AP1 out loud from the
Public/Private Student Score Booklet.
 Administer all Listening Comprehension
questions.
 Do not show the student the text.
 Administer only ONE passage.
41
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory –
Listening Comprehension Scoring
Correct responses are scored as “1.”
Incorrect responses are scored as “0.”
Record the total correct for AP1 on the
Student Summary Sheet on page 9 of
Public/Private Student Score Booklet.
the
42
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory –
Listening Comprehension Scoring
Record Total Correct on the
FLKRS 2010 Student Response Folder.
For example, for an Explicit Listening Comprehension
score value of 3:
43
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory –
Listening Comprehension Scoring
Record Total Correct on the
FLKRS 2010 Student Response Folder.
For example, for an Implicit Listening Comprehension
score value of 1:
44
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory – Vocabulary
Materials
 Vocabulary Picture Booklet
 Public/Private Student
Score Booklet (pgs. 6-8)
 Clipboard, as needed
 Pencil
45
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory –Vocabulary Directions
There are 3 practice items for this task.
 Place Vocabulary Picture Booklet in front of the student.
 Administer and score the practice items, starting with the
first practice item A (kite).
 Display each vocabulary picture item & ask the student
each question as indicated in the Student Score Booklet.
 Mark all responses as 1 or 0 (see scoring rules).
46
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory –
Vocabulary Stop Rules
Item Stop rules are used within a task to reduce
student frustration.
 Item stops– stop if the student misses FOUR
consecutive items
47
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory –
Vocabulary Administration Information
 Wait Time
• Wait approximately 10 seconds for a student to respond to each
item.
 Repetition
• Repeat a question only once.
 Pointing
• Only point to pictures with a Direct Point (DP) or Circular Point
(CP) listed in the “Question” column on pages 7 and 8 in the
Student Score Booklet.
 Prompting Rules
• See page 6 in the Student Score Booklet.
48
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory – Vocabulary
Recording Responses
Always record a student’s complete
response. Do not use abbreviations
(e.g., Veg. for “vegetables”).
If the student response matches a written
response exactly, circle it.
49
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory – Vocabulary Scoring
Total the scores for task items 1-24 only in the
Total Correct box. Do not count the practice
items in the Total Correct.
Score Acceptable Response = 1
Score Other Responses = 0
Record the total correct for AP1 on the
Student Summary Sheet on 9 of the
Public/Private Student Score Booklet.
50
FLKRS/FAIR Kindergarten Overview
Broad Diagnostic Inventory – Vocabulary Scoring
Record Total Correct on the
FLKRS 2010 Student Response Folder.
For example, for a Vocabulary score value of 16:
51
Break
52
FLKRS Part 2
Overview
53
FLKRS/ECHOS™ Overview
Topics of Discussion
Overview of FLKRS/ECHOS™
Reviewing the FLKRS/ECHOS™ Forms & Ratings
Reviewing the FLKRS/ECHOS™ Domains/Benchmarks
Using the FLKRS/ECHOS ™ Screening Results
Completing the FLKRS 2010 Student Response Folder
Wrap Up
54
FLKRS/ECHOS™ Overview
Administration Requirements
ECHOS™ should be completed by a certified
teacher, trained in its administration
Kindergarten teachers may NOT
administer the ECHOS™ to
students they taught in VPK
55
FLKRS/ECHOS™ Overview
Administration Accommodations
For students with disabilities and
English Language Learners (ELLs),
a flexible setting that is quieter
than the regular classroom
should be considered.
56
FLKRS/ECHOS™ Overview
Planning for the Administration
ECHOS™ is designed to be an
embedded assessment
or an assessment that is a
natural part of the ongoing
activity in the classroom.
57
FLKRS/ECHOS™ Overview
Frequency of Demonstration
“The behaviors and skills prescribed in each
benchmark need to be observed only
once for the appropriate indicator
and rating to be entered.”
– FLKRS Administration Manual (page 10)
58
FLKRS/ECHOS™ Overview
Understanding the Code -Domains/Benchmarks
The “1” of the code (1-A-1) refers to the Language &
Literacy Domain. The “A” refers to the Subdomain,
Concepts of Print. The second “1” refers to the
Benchmark, Knows how to use a book.
59
FLKRS/ECHOS™ Overview
Understanding the Code - Indicators
These are the progress Indicators for the
respective ECHOS™ Benchmarks.
60
FLKRS/ECHOS™ Overview
Understanding the Code - Ratings
One of four ratings (performance levels) is
identified for each FLKRS/ECHOS Benchmark
No Opportunity to Observe
Not Yet Demonstrating
Emerging/Progressing
Demonstrating
61
FLKRS/ECHOS™ Overview
Planning for Observations
Remember the behaviors and skills
you want to observe
Observe the behaviors in context
Incidental observations
Planned observations
62
FLKRS/ECHOS™ Overview
Planning for Observations
Get organized to record your observations
Matrix (FLKRS Class Record Form)
Note cards
Sticky notes/Mailing labels
63
FLKRS/ECHOS™ Overview
Indicators Demonstrated
Teachers do not need to make a subjective
determination about the frequency or extent
to which the Indicator was demonstrated.
This is simply a Yes/No evaluation.
64
FLKRS/ECHOS™ Overview
Recording Observations
Teachers should first record their observations,
filling in only the Indicator Demonstrated column.
65
FLKRS/ECHOS™ Overview
Recording Observations
Only after all observations have been made,
will the teacher fill in the Rating.
66
FLKRS/ECHOS™ Overview
ECHOS™ Scoring Accommodations
If a Potentially Limiting Physical Condition
student is gridded on the student demographic
page 0f the FLKRS 2010 Student Response Folder,
the teacher may not be able to observe the
Domains/Benchmarks noted.
Ortho Impairment: Items 16, 18, and 19
Deaf/Hard of Hearing: Item 18
Visual Impairment: Item 19
Dual-Sensory Impairment: Items 18 and 19
67
FLKRS/ECHOS™ Overview
ECHOS™ Scoring Considerations
If fewer than 14 domains/benchmarks are
observed for any reason or combination of
reasons, the overall ECHOS status is
Not Scorable (NS).
68
FLKRS/ECHOS™ Overview
ECHOS™ Scoring Considerations
If all 19 benchmarks are observed and recorded
correctly by the teacher, then no more than five
may be rated as Not Yet Demonstrating for the
student’s overall rating to be at least
Emerging/Progressing.
69
Reviewing the FLKRS
Forms & Ratings
70
Class Record Form
71
FLKRS 2010 Student Response
Teacher Record
72
FLKRS 2010 Student Response
Folder
73
Understanding the Ratings
No Opportunity to Observe Any Indicator
This should ONLY be gridded if the teacher was not
able to observe ANY of the three indicators
associated with a domain/benchmark within
the first 3o days of school.
74
Understanding the Ratings
Not Yet Demonstrating
When the teacher has provided opportunities
for the student to demonstrate a benchmark,
and NONE (“0”) of the indicators are
observed, grid the bubble under
Not Yet Demonstrating.
75
Understanding the Ratings
Emerging/Progressing and Demonstrating
For the Emerging/Progressing and Demonstrating
ratings, the number and/or combination of indicators
observed will determine the appropriate rating.
76
Understanding the Ratings
When either indicator is required
This type of indicator uses the word “OR”
In these cases, the performance rating
reflects that the student can demonstrate
at least one of multiple indicators.
77
Understanding the Ratings
When two indicators are required
This type of indicator uses the word “AND”
In these cases, the performance rating reflects that
the student must demonstrate MORE THAN ONE
indicator to receive the rating.
This type of rating occurs on items 1, 10, and 15.
78
Understanding the Ratings
Grid the Highest Rating
If multiple indicators are observed
and more than one rating applies,
grid the highest rating.
79
Reviewing the FLKRS
Domains/Benchmarks
80
FLKRS/ECHOS™ Domains/Benchmarks
The following slides provide an overview of
the 19 ECHOS™ Domain/Benchmark items.
We will clarify any Benchmark (Indicator)
items that may be confusing.
There are suggested classroom activities
for each item on pages 28-31 of the
FLKRS Administration Manual.
81
FLKRS/ECHOS™ Domains/Benchmarks
Item 1: Concepts of Print
Knows how to use a book
A.
B.
C.
Shows curiosity about all aspects of print
Identifies front and back of book and where story
begins
Recognizes that the purpose of print is to tell the
story
Rating
Emerging/Progressing  A or B or C
Demonstrating  B and C
82
FLKRS/ECHOS™ Domains/Benchmarks
Item 2: Oral Language and Vocabulary
Shares information about events that
happen outside of school.
A. Shares events with class
B. Describes an event in one or two simple sentences
C. Elaborates on an event in great detail
Rating
Emerging/Progressing  A or B
Demonstrating  C
83
FLKRS/ECHOS™ Domains/Benchmarks
Item 3: Comprehension
Retells a story or part of a story that
has been read to the class.
A. Listens attentively when the teacher reads books in
class
B. Retells one part of the story accurately
C. Retells whole story or event experienced in class
Rating
Emerging/Progressing  A or B
Demonstrating  C
84
FLKRS/ECHOS™ Domains/Benchmarks
Item 4: Comprehension
Demonstrates understanding of story elements.
A.
B.
C.
Answers literal questions about story elements including
character, setting, and plot
Makes predictions based on illustrations or portions of
stories
Answers questions (e.g., inferential, cause and effect)
about stories read by teacher
Rating
Emerging/Progressing  A
Demonstrating  B or C
85
FLKRS/ECHOS™ Domains/Benchmarks
Item 5: Writing
Demonstrates awareness of distinction between
“kids writing” and conventional writing.
A.
B.
C.
Rereads own scribble writing
Recognizes difference between scribbling/drawing
pictures and conventional writing
Uses phonetic spellings mixed with conventional
spellings when writing
Rating
Emerging/Progressing  A
Demonstrating  B or C
86
FLKRS/ECHOS™ Domains/Benchmarks
Item 6: Number Sense and Operations
Counts objects in a collection by creating one-toone correspondence between each number
word and each object.
A. Counts five objects and associates last counting word
with “how many”
B. Provides correct number of objects (up to 10) upon
request
C. Creates a collection of one to 20 items by counting
them out
Rating
Emerging/Progressing  A
Demonstrating  B or C
87
FLKRS/ECHOS™ Domains/Benchmarks
Item 7: Geometry
Identifies two-dimensional shapes and
their uses.
A.
B.
C.
Recognizes and names circle, square, triangle,
rectangle, in size or orientation
Identifies, builds, and draws various types of
triangles and rectangles
Describes two-dimensional shapes
(e.g., by identifying and counting sides)
Rating
Emerging/Progressing  A
Demonstrating  B or C
88
FLKRS/ECHOS™ Domains/Benchmarks
Item 8: Algebraic Thinking
Recognizes, creates, and analyzes
patterns.
A.
B.
C.
Recognizes and creates repeating pattern (e.g., red,
blue, red, blue)
Copies patterns with blocks, cubes, colors, and shapes
Recognizes and iterates the unit or core of a pattern
Rating
Emerging/Progressing  A or B
Demonstrating  C
89
FLKRS/ECHOS™ Domains/Benchmarks
Item 9: Data Analysis
Analyzes data by classifying, organizing,
representing, and using information to
ask
and answer questions.
A. Sorts objects and counts number in each group
B. Creates a chart of play choices of classmates
C. Answers simple questions by reading a chart or graph
Rating
Emerging/Progressing  A or B
Demonstrating  C
90
FLKRS/ECHOS™ Domains/Benchmarks
Item 10: Responsible Decision Making
Uses classroom materials purposefully,
safely, and respectfully.
A. Takes care of personal property
B. Asks permission to use someone else’s property
C. Uses and stores classroom equipment and supplies
Rating
Emerging/Progressing  A or B or C
Demonstrating  B and C
91
FLKRS/ECHOS™ Domains/Benchmarks
Item 11: Social Problem Solving
Talks to, and plays cooperatively with,
other students.
A. Joins play or activity when invited by adults or peers
Asks student to join in activity; engages in extended
conversation about an event with teacher or peers
C. Takes turns and shares; plans roles before entering
dramatic play
B.
Rating
Emerging/Progressing  A or B
Demonstrating  C
92
FLKRS/ECHOS™ Domains/Benchmarks
Item 12: Approaches to Learning
Shows eagerness and curiosity about
new topics and ideas.
A.
B.
C.
Observes and comments on new topics and ideas
Asks questions (e.g., “How can the caterpillar live in the
cocoon with no food or water?”)
Willingly discusses a new idea with teacher or another
student
Rating
Emerging/Progressing  A or B
Demonstrating  C
93
FLKRS/ECHOS™ Domains/Benchmarks
Item 13: Scientific Inquiry
Uses the techniques of scientific inquiry,
problem solving, questioning, and
reasoning.
A. Asks questions about objects and events
B. Observes an object (e.g., flower, rock) and names its
properties
C. Conducts experiments and explorations during active
play
Rating
Emerging/Progressing  A or B
Demonstrating  C
94
FLKRS/ECHOS™ Domains/Benchmarks
Item 14: Production, Distribution and
Consumption
Explores the kinds of work that people do
and how that work benefits family and
community.
A.
B.
C.
Identifies different jobs that people (community
helpers) do
Role plays different jobs with costumes/hats
Draws picture of, or writes about, people who provide
services
Rating
Emerging/Progressing  A or B
Demonstrating  C
95
FLKRS/ECHOS™ Domains/Benchmarks
Item 15: Civic Ideals and Participation
Identifies the need for rules and authority figures
and the consequences of breaking the rules.
A.
B.
C.
Identifies classroom rules
Takes turns and shares responsibility for classroom chores
Discusses how school rules and consequences are for
the safety of all students
Rating
Emerging/Progressing  A or B or C
Demonstrating  B and C
96
FLKRS/ECHOS™ Domains/Benchmarks
Item 16: Fitness
Engages voluntarily in large-muscle activity.
A.
B.
C.
Runs while on playground
Plays on climber for long periods with repetition of
motor movements
Incorporates jumping, skipping, and throwing in play
Rating
Emerging/Progressing  A or B
Demonstrating  C
97
FLKRS/ECHOS™ Domains/Benchmarks
Item 17: Fine Motor Skills
Demonstrates increasing ability to use hands
and fingers to perform tasks.
A. Uses some computer keys accurately
B. Uses scissors to cut paper unassisted
C. Uses tools such as a stapler, tape, scissors, or markers
Rating
Emerging/Progressing  A
Demonstrating  B or C
98
FLKRS/ECHOS™ Domains/Benchmarks
Item 18: Dance
Creates movements that correspond to
different types of music.
A.
B.
C.
Claps or marches to beat of music
Moves body to indicate different musical beats,
tempos, and dynamics (e.g., loudness and softness)
Responds through purposeful movement
(e.g., swaying, skipping, dramatic play) to different
types of music
Rating
Emerging/Progressing  A or B
Demonstrating  C
99
FLKRS/ECHOS™ Domains/Benchmarks
Item 19: Visual Arts
Applies media, techniques, and processes
to create original art.
A. Mixes colors and media in creations
B. Selects purposefully different techniques for
different projects
C. Plans and creates original art with varying media,
processes, and techniques
Rating
Emerging/Progressing  A
Demonstrating  B or C
100
Using the FLKRS/ECHOS™
Screening Results
101
Using FLKRS/ECHOS™
Screening Results
As a blueprint for curriculum planning
To communicate with parents/guardians
about their child’s readiness for kindergarten
To build students’ sense of pride and
responsibility by interacting with them
during classroom activities
102
Using FLKRS/ECHOS™ Screening Results
Linking Assessment and Instruction
ECHOS™ provides four specific ways to link
Assessment and Instruction:
1. Planning effective curriculum
2. Using feedback concerning student progress
to identify areas in need of remediation and
intervention
3.
Involving families in the education process
4. Increasing children’s self-awareness and
involvement in the education process
- ECHOS™ Teacher’s Guide pages 31-39
103
Using FLKRS/ECHOS™ Screening Results
Feedback, Re-Teaching, and Remediation
Strategies for using ECHOS™ results to implement
classroom intervention:
1. Form student groups based on ECHOS™ results
2.
Re-teach benchmarks and skills as needed to
provide additional opportunities and practice
3.
Develop individualized intervention plans for
struggling students to target areas of deficiency
4.
Identify students in need of more intensive
intervention and potentially seek outside
resources
- ECHOS™ Teacher’s Guide pages 35-37
104
Completing the FLKRS
2010 Student Response Folder
105
FLKRS 2010 Student Response Folder
Reminders

Schools DO NOT create their own Pre-ID labels!

Only scannable Student Response Folders from
the current (2010) administration can be scored.

Use a #2 pencil to complete Student Response
Folders.

VERIFY that you have bubbled in scores on the
FLKRS 2010 Student Response Folder!
106
FLKRS 2010 Student Response Folder
Reminders (continued)

The FAIR-K scores for (AP1) must be transferred
to the FLKRS 2010 Student Response Folder as
specified on pages 15-17 of the 2010 FLKRS
Administration Manual.

The ECHOS™ ratings must be transferred to the
FLKRS 2010 Student Response Folder.

Do not use correction fluid, paper clips, tape, or
rubber bands on the Student Response Folders.
107
FLKRS 2010 Student Response Folder
Completing the FAIR-K Score Information
108
FLKRS 2010 Student Response Folder
Completing the ECHOS™ Information
109
FLKRS 2010 Student Response Folder
Completing the Demographic Information
2
1
6
3
3
5
6
4
4
5
110
Prepare the COMPLETED FLKRS 2010
Student Response Folders for return
Verify the pre-identified label information or
complete the demographic information on the
FLKRS 2010 Student Response Folders.
As the 30th School Day approaches, teachers
should transfer all ECHOS® observations
and ratings to the scannable FLKRS 2010
Student Response Folder.
111
Prepare the COMPLETED FLKRS 2010
Student Response Folders for return
PUBLIC School Teachers/District Examiners:
The Florida Assessments for Instruction in Reading – K
(FAIR-K) score information for Assessment Period 1 (AP1)
must be transferred to the appropriate boxes on the
scannable FLKRS 2010 Student Response Folder as
specified on pages 15–17 of the FLKRS
Administration Manual (2010-11).
Review each scannable FLKRS 2010 Student Response
Folder to verify that all sections have been completed
and return the FLKRS 2010 Student Response Folders
to the School/District Test Coordinator.
112
Contact Information
113