Florida Kindergarten
Readiness Screener (FLKRS)
2010 Train-the-Teacher
FLKRS/ECHOS™ Train-the-Teacher
Agenda
Welcome
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 Forms
Wrap Up
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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
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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.
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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.
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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)
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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.
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FLKRS/ECHOS™ Overview
Understanding the Code - Indicators
These are the progress Indicators for the
respective ECHOS™ Benchmarks.
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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
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FLKRS/ECHOS™ Overview
Planning for Observations
Remember the behaviors and skills
you want to observe
Observe the behaviors in context
Incidental observations
Planned observations
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FLKRS/ECHOS™ Overview
Planning for Observations
Get organized to record your observations
Matrix (FLKRS Class Record Form)
Note cards
Sticky notes/Mailing labels
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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.
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FLKRS/ECHOS™ Overview
Recording Observations
Teachers should first record their observations,
filling in only the Indicator Demonstrated
column.
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FLKRS/ECHOS™ Overview
Recording Observations
Only after all observations have been made,
will the teacher fill in the Rating.
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FLKRS/ECHOS™ Overview
ECHOS™ Scoring Accommodations
If a Potentially Limiting Physical Condition
student is bubbled 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
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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).
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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.
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Reviewing the
FLKRS/ECHOS™
Forms & Ratings
Class Record Form
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FLKRS 2010 Student Response
Teacher Record
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FLKRS 2010 Student Response Folder
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FLKRS 2010 Student Response Folder
Reminders
• DO NOT create your own Pre-ID labels!
• Only scannable Student Response Folders from
the current (2010) administration can be scored.
• Fill out the folder using #2 pencil only.
• Do not use correction fluid, paper clips, tape,
or rubber bands with the Student Response
Folders.
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Understanding the Ratings
No Opportunity to Observe Any Indicator
This should ONLY be bubbled 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.
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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.
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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.
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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.
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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.
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Understanding the Ratings
Grid the Highest Rating
If multiple indicators are observed
and more than one rating applies,
grid the highest rating.
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Reviewing the
FLKRS/ECHOS™
Domains/Benchmarks
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.
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FLKRS/ECHOS™ Domains/Benchmarks
Item 1: Concepts of Print
Knows how to use a book
A. Shows curiosity about all aspects of print
B. Identifies front and back of book and where
story begins
C. Recognizes that the purpose of print is to tell
the story
Rating
Emerging/Progressing  A or B or C
Demonstrating  B and C
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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
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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
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FLKRS/ECHOS™ Domains/Benchmarks
Item 4: Comprehension
Demonstrates understanding of story elements.
A. Answers literal questions about story elements
including character, setting, and plot
B. Makes predictions based on illustrations or
portions of stories
C. Answers questions (e.g., inferential, cause
and effect) about stories read by teacher
Rating
Emerging/Progressing  A
Demonstrating  B or C
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FLKRS/ECHOS™ Domains/Benchmarks
Item 5: Writing
Demonstrates awareness of distinction between
“kids writing” and conventional writing.
A. Rereads own scribble writing
B. Recognizes difference between scribbling/drawing
pictures and conventional writing
C. Uses phonetic spellings mixed with conventional
spellings when writing
Rating
Emerging/Progressing  A
Demonstrating  B or C
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FLKRS/ECHOS™ Domains/Benchmarks
Item 6: Number Sense and Operations
Counts objects in a collection by creating
one-to-one 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
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FLKRS/ECHOS™ Domains/Benchmarks
Item 7: Geometry
Identifies two-dimensional shapes and their uses.
A. Recognizes and names circle, square, triangle,
rectangle, in size or orientation
B. Identifies, builds, and draws various types of
triangles and rectangles
C. Describes two-dimensional shapes
(e.g., by identifying and counting sides)
Rating
Emerging/Progressing  A
Demonstrating  B or C
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FLKRS/ECHOS™ Domains/Benchmarks
Item 8: Algebraic Thinking
Recognizes, creates, and analyzes patterns.
A. Recognizes and creates repeating pattern
(e.g., red, blue, red, blue)
B. Copies patterns with blocks, cubes, colors,
and shapes
C. Recognizes and iterates the unit or core of
a pattern
Rating
Emerging/Progressing  A or B
Demonstrating  C
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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
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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
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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
B. 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
Rating
Emerging/Progressing  A or B
Demonstrating  C
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FLKRS/ECHOS™ Domains/Benchmarks
Item 12: Approaches to Learning
Shows eagerness and curiosity about
new topics and ideas.
A. Observes and comments on new topics and
ideas
B. Asks questions (e.g., “How can the caterpillar
live in the cocoon with no food or water?”)
C. Willingly discusses a new idea with teacher or
another student
Rating
Emerging/Progressing  A or B
Demonstrating  C
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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
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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. Identifies different jobs that people
(community helpers) do
B. Role plays different jobs with costumes/hats
C. Draws picture of, or writes about, people
who provide services
Rating
Emerging/Progressing  A or B
Demonstrating  C
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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. Identifies classroom rules
B. Takes turns and shares responsibility for
classroom chores
C. 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
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FLKRS/ECHOS™ Domains/Benchmarks
Item 16: Fitness
Engages voluntarily in large-muscle activity.
A. Runs while on playground
B. Plays on climber for long periods with
repetition of motor movements
C. Incorporates jumping, skipping, and throwing
in play
Rating
Emerging/Progressing  A or B
Demonstrating  C
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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
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FLKRS/ECHOS™ Domains/Benchmarks
Item 18: Dance
Creates movements that correspond to
different types of music.
A. Claps or marches to beat of music
B. Moves body to indicate different musical beats,
tempos, and dynamics (e.g., loudness and softness)
C. Responds through purposeful movement
(e.g., swaying, skipping, dramatic play) to different
types of music
Rating
Emerging/Progressing  A or B
Demonstrating  C
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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
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Using the FLKRS/ECHOS™
Screening Results
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
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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
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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
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Completing the FLKRS2010
Student Response Folder
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.
• Fill out the folder using #2 pencil only.
• Do not use correction fluid, paper clips, tape,
or rubber bands with the Student Response
Folders.
• VERIFY that you have bubbled in the ECHOS™
ratings on the Student Response Folders.
FLKRS 2010 Student Response Folder
Completing the ECHOS™ Information
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FLKRS 2010 Student Response Folder
Completing the Demographic Information
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2
6
3
3
5
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4
4
5
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Wrap Up
Contact Information: