Interpreting Assessment & Intervention Data in Reading

1. Interpreting Assessment &Intervention Data in Reading North Area Profession​al Seminar: January 27, 2012

2. School Humor

3. Expected Take-Aways from the Presentation

4. The Five Essential Components of Reading:

5. Phonological Awareness • Phonological Awareness involves the ability to hear, identify, and manipulate the individual sounds in words. • Ability to identify the difference between the rhyming words of “cat” and “bat”.

6. Phonics • Phonics involves understanding how letters are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns. • Knowledge that the letter “B” makes a “buh” sound.

7. Vocabulary • Vocabulary focuses on words and their meaning. Includes knowledge of sight words and understanding the meaning of the words.

8. Fluency • Fluency is the ability to read accurately and quickly. • Timing reader as they read a passage while indicating the number of mistakes and the amount of time it takes them to read the passage. Fluency Equation: Number of Words – Student Errors ÷ Number of Minutes for Reader to Read the Passage

9. Comprehension • Reading Comprehension is the ability to understand and take away meaning from the text. • After reading a passage, the student responds to explicit and implicit questions regarding elements of the passage.

10. With an understanding of the 5 Essential Reading Components … • Reviewing what the District and State assessments measure will enable school psychologists to identify a student’s strengths and weaknesses.

11. State & District Assessments

12. District Required Literacy Assessment (DRLA) • District created (2008) assessments to match Treasure of Literacy series to meet student needs. • Will soon be updated. • Administered four times throughout the year. (Placement, Fall, Winter, and Spring). • K-2: Phonological Awareness, Phonics, Vocabulary, and Comprehension. • 3-6: Phonics, Vocabulary, and Comprehension • Scores available through A3 for (overall) Reading Proficiency (percentage correct) scores and individual reading area scores to make comparisons between the performance of grade and class level peers.

13. Florida Assessment for Instruction in Reading (FAIR) • Administered three times a year. • K-2: phonological awareness, phonics, fluency, vocabulary, and comprehension. • Administered individually (except for spelling) • 3-12: (Computer based) phonics, fluency, and comprehension. • Scores are available through A3 & Progress Monitoring Reporting Network (PMRN) • The (overall) score is reported as the Probability of Reading Success (probability percentage). • When reporting the FAIR- Reading Comprehension score utilize the Ability score to indicate growth over time (Foorman, 2011).

14. FAIR (continued) • Maze: Reading fluency and comprehension • Example: Maze • Word Analysis: Spelling. • Reading Comprehension: • Example: Reading Comprehension Success Zones Probability Scores

15. Florida’s Comprehensive Assessment Test (FCAT) • Testing begins in 3rd -10th grade. • Areas assessed include the following: • Vocabulary • Context Clues • Base Words • Roots • Word Relationships • Synonym/Antonyms • Analyze Words in Text • Reading Application • Author’s Purpose & Perspective • Main Idea • Relevant Details • Conclusions • Chronological Order • Cause and Effect • Text Structures • Organization Patterns • Themes/Topics • Compare/Contrast • Literary Analysis • Character Development • Character Point of View • Setting • Text Features • Problem/Resolution • Plot Development • Descriptive Language • Figurative Language • Theme • Conflict/Resolution • Informational Text/Research • Locate, Interpret, Organize Information • Text Features • Determine Validity and Reliability of Information • Synthesize Information • Analyze and Evaluate Information

16. Florida’s Comprehensive Assessment Test (FCAT) (continued) • To measure growth across time utilize the Developmental Scale Score (DSS) (Foorman, 2011). • Utilize the same metric across time. • This link provides a chart that lists the DSS related to Achievement Levels (1-5) on the FCAT.

17. Running Records • Administered throughout the year to determine student’s instructional reading level. • Suggested Schedule • Administered individually • Provides information regarding a student’s reading fluency, knowledge of vocabulary, and comprehension of the passage. • Taken from a “cold” read (student has never read the passage before). • Student reads passage while adult indicates student’s errors. Student is then asked to retell the story and respond to comprehension questions.

18. Running Records (continued) • Based on current (2011) Assessment Decision Trees…

19. Phonological Awareness Screener for Intervention (PASI) 3.1 • Administered individually, (K-1st+) the PASI includes a short form (10 minutes) to determine students’ success with syllables, rhyming, or phoneme skills to determine which lesson to begin instruction. • At completion, PASI indicates skills to target during intervention. • This assessment assists with identifying groups of students that have similar difficulties.

20. PASI 3.1 (continued) • Based on current (2011) Assessment Decision Trees the expected skill level is indicated in the chart below. • The skills targeted by the PASI 3.1 are expected to be met by first grade.

21. Phonics Screener for Intervention (PSI) • Administered individually to K-2nd+. • Designed to identify mastery and deficits in Basic Phonics, Advanced Phonics, and Multisyllable Words, and Dolch Sight Words • PSI is effective for the following students: • Students in first grade and beyond who have poor reading accuracy/fluency issues, vocabulary deficits, or a combination of these problems. • Scoring below the 40th percentile on Word Analysis of FAIR. • Provides direction for Tier II and III interventions.

22. PSI • Based on current (2011) Assessment Decision Trees the skill level is indicated in the chart below. • The skills targeted by the PSI are expected to be met by the end of third grade.

23. Scholastic Reading Inventory (SRI) • Computer based program for Grades K–12 assesses reading comprehension. • Utilizes Lexile scores • Not to be confused with Lexile text measure - the demand of the text in terms of frequency and sentence length • Informs instruction and provides placement recommendations. • Assists in the process of identifying whether or not students will meet their achievement goals. • Student Experience Activity

24. With all of this information… • This will assist in making data based decisions for student interventions.

25. Intervention Programs

26. Earobics • Interactive computer program for Pre-K through Third grade students. • Also provides instructions in 10 languages besides English for English Language Learners. • Skill building activities including: • Phonemic Awareness • Auditory Processing • Phonics • Reading comprehension

27. Lexia Learning • Computer based program for the five components of reading (phonological awareness, phonics, fluency, vocabulary, and comprehension). • Also provides teachers skill building worksheet to print out to encourage student growth. • Provides activities for students in Pre-K through 4th grade, and for at-risk students up to 12th grade. • Lexia Learning Video

28. Read Naturally • 1st -12th: Structured intervention program combines teacher modeling, repeated reading, and progress monitoring. • Measures fluency and comprehension. • Features nonfiction stories. (Also includes cassette tapes of the stories.) • Goal is to tap into students’ natural curiosity about the world • Nonfiction Story Subjects: Hippopotamuses, Helen Keller, and Joe Louis. • Steps of Read Naturally

29. Reading Plus • Computer based program. • 3-12: To improve reading fluency, vocabulary, and comprehension. • Designed to adjust the difficulty of the content and duration of reading activities so that students proceed at a pace that is related to their skill level.

30. SuccessMaker • Computer-based program for students in K-8th grade. • Placement: identifies the starting point for instruction in phonological awareness, phonics, and vocabulary skills. • Reading lessons will take learners through focused instruction and guided practice and then more independent activities. • Provides additional support when threshold scores are not met and reviews previous material to ensure retention and to maintain proficiency.

31. Treasures • The Treasures program includes materials to support the district adopted K-6 Reading and Language Arts textbook series. • Features the 5 essential components of reading. • Triumphs program provides additional support for skill mastery. • Activities

32. Voyager Passport • K-5: The five essential components of reading are addressed within 30 to 40-minute daily lessons. • Two Components to each lesson: • Providing grade-appropriate instruction. • Gives struggling readers daily opportunities to apply learned skills. • Includes Ticket to Read a computer based intervention. • As the student reads, they earn tickets for hundreds of virtual prizes. • Example: After learn mastering skills, able to earn tokens which they can trade for virtual toys in their personal Toy Shop.

33. Assessment and Intervention Programs (See Handout)

34. Reading Areas related to a Specific Learning Disability (SLD)

35. References • Florida Assessments for Instruction in Reading (FAIR) - Using scores for growth and instruction. http://www.fcrr.org/FETC_Orlando_Feb_2_2011.ppt • Florida Assessments for Instruction in Reading (includes examples of Maze & Word Analysis) http://www.justreadflorida.com/pdf/FloridaAssessmentsReading-RegMeet.pdf • Florida Comprehensive Assessment Test (FCAT) - Achievement Level Definitions http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf • Running Records (suggested schedule) http://www.readinga-z.com/guided/runrecord.html • Phonics Screener for Intervention (PSI) http://store.95percentgroup.com/psischoolsitelicense.aspx • Scholastic Reading Inventory (SRI) http://teacher.scholastic.com/products/sri_reading_assessment/programoverview.htm (SRI Student Experience) http://teacher.scholastic.com/products/sri_reading_assessment/Student_Experience.htm • Earobicshttp://www.earobics.com/index.php • Lexia Learninghttp://www.lexialearning.com/index.html (Informational Video) http://www.lexialearning.com/demos/tour/tourUS.html • Read Naturallyhttp://www.readnaturally.com/ • Reading Plus (includes Virtual Tour) http://www.readingplus.com/ • SuccessMakerhttp://www.pearsonschool.com/index.cfm?locator=PSZk99 • Treasureshttp://activities.macmillanmh.com/reading/treasures/html/main_teacher.html. (Activities) http://activities.macmillanmh.com/reading/treasures/html/teacher_index.html • Voyagerhttp://www.iamvoyager.com/passport/curriculum.jsp (Ticket to Talk) http://www.iamvoyager.com/passport/videos/technology.jsp