Florida Assessments for Instruction in Reading

1. Florida Assessments for Instruction in Reading Just Read, Florida! & Florida Center for Reading Research

2. New Florida Assessments for Instruction in Reading Instructionally useful Computer administered in grades 3-12 Automatic reporting to the Progress Monitoring and Reporting Network (PMRN) in grades 3-12 K-2 will be able to be administered via an internet-based application that will be linked to the PMRN Funding from FLDOE for item development in 07-08 and Implementation study in 08-09 in Manatee, Broward, Leon, and Alachua counties Available free of charge to all schools in Fall 2009 Only mandatory in Reading First and Kindergarten Screening

3. Why New Reading Assessments? Primary-grade assessment improved to include: 1. PreK; 2. Vocabulary; 3. Comprehension Assesses standards in K-12; monitors progress Results predict end of year performance on standardized test (K-2) & FCAT Diagnostic inventories are linked to Florida standards and provide information for guiding instruction Reading comprehension & oral reading fluency passages are equated for difficulty to allow for accurate progress monitoring and comparison of student performance from one passage to another Comprehension assessed in instructional level passages

4. New Florida Assessments for Instruction in Reading PreK: print knowledge, phonological awareness, vocabulary, math K-2: phonemic awareness, letter knowledge, decoding, encoding, fluency, vocabulary, listening or reading comprehension 3-12: adaptive complex reading comprehension, text reading efficiency, word analysis K-12: Informal reading inventories Linked to current measure for K screening Identifies risk of reading difficulties

5. HOW does using the Florida Assessments for Instruction in Reading Support Students & Teachers? • Comprehensive assessment system • Phonemic Awareness • Phonics • Fluency • Vocabulary • Text Comprehension • Orthographic Skills (Spelling) * embedded in text comprehension

6. WHO will take the Florida Assessments for Instruction in Reading and When? * Available to All, but may not be required

7. The Various Components of the Florida Assessments for Instruction in Reading • Broad Screen/Progress Monitoring Tool (K-12) • Broad Diagnostic Inventory (K-2) • Targeted Diagnostic Inventory (K-12) • Ongoing Progress Monitoring (K-12) • Informal Diagnostic Toolkit (3-12)

8. Broad Screen/Progress Monitoring Tool(K-12) • K-2: 3-5 minute set of tasks designed to indicate the probability of success on the SESAT (K) or SAT-10 (1, 2) • 3-12: • Computer-based, adaptive reading comprehension assessment designed to indicate the probability of success on the FCAT. • This will meet the requirement for reporting progress monitoring scores for students scoring at Level 1 and 2 on FCAT Reading at grades 4-12 and students with reading deficiencies at grade 3.

9. Success Zones - Probability Scores GREEN 85% or better probability of grade-level or above performance on the SESAT/SAT-10/FCAT 16-84% probability of grade-level or above performance on the SESAT/SAT-10/FCAT 15% or less probability of grade-level or above performance on the SESAT/SAT-10/FCAT YELLOW RED

10. Professional Development on the New Florida Reading Assessments Three main components of PD: How to Administer Assessments What do the Results mean for Instruction? The new PMRN reports December and January: FCRR trains RFPD coordinators and FLaRE trainers Winter, 2009: RFPD and FLaRE Coordinators train reading coaches and developers in all districts choosing to use new assessments Spring, 2009: RFPD and FLaRE Coordinators provide Regional trainings to develop district Master Trainers Summer Academies: All attendees trained (teachers, leadership) 10

11. K-2 Assessments

12. The K-2 “Big Picture” Map

13. Targeted Diagnostic Inventory (K-2) (Meets expectations if 80% of items correct )

14. Broad Screen Task Examples

15. Letter Naming and SoundsKindergarten Teacher Directions: I’m going to show you some letters of the alphabet. Tell me the name of the letter and the sound it makes. Ready?

16. Broad Diagnostic Task Examples

17. K-2 Assessment Sample Paper Administration • Clear, easy to use student score form • Scores can be entered into the PMRN • Immediate display of raw score performance

19. Targeted Diagnostic Task Example Phoneme Blending Administer items using the key phrase “What would the word be if I say /n/ /ew/ ?”

20. TDI: Word Building, G1 Vowels “Let’s build some words. This word is dog. If I take away the letter o and put i in its place, I make the word dig. What is the word? Now you move the letters. Make the word dug.” [items move from dug to pug; pug to pig; pig to pit; pit to pat; pat to pet; pet to pot.

22. Ongoing Progress Monitoring (K-2) • Letter Name and Sound Knowledge (K) • Phonemic Awareness (K & 1) • Word Building (K & 1) • Oral Reading Fluency (1& 2)

23. 3-12 Assessments

24. The 3-12 “Big Picture” Map

25. The 3-12 “Big Picture” Map

26. Purpose of Each 3-12 Assessment • RC Screen • Helps us identify students who may not be able to meet the grade level literacy standards at the end of the year as assessed by the FCAT without additional targeted literacy instruction.  • Mazes • Helps us determine whether a student has more fundamental problems in the area of text reading efficiency and low level reading comprehension.  • Word Analysis • Helps us learn more about a student's fundamental literacy skills--particularly those required to decode unfamiliar words and read accurately. 

27. Information Given from Results • RC Screen • If a student has a relatively low probability of success, it means they will need a substantial amount of extra support for reading growth during the year, and the TDI tests are given as a follow up to get more information about the type of help that may be needed. • Maze • If a student does well on this test, but has a low probability of success from the RC screen, this means that they are likely to need particular support in the comprehension strategies, vocabulary, and thinking skills required by the FCAT, but likely do not need intensive work to increase their basic reading abilities. • Word Analysis • Students who are low on both mazes and word analysis may be in need of  intensive interventions to improve their basic reading skills.

28. Ongoing Progress Monitoring (3-12) • Oral Reading Fluency (3-5) on paper • Computer-based Mazes (3-12)

29. Informal Diagnostic Toolkit (3-12) • Instructional Level RC passages & passage-specific Q & R templates; may also be used for oral reading fluency • Phonics and Sight Word Inventory • Instructional Implications of Word Analysis Task

30. Accessing the 3-12 Florida Assessments for Instruction in Reading • Make sure the computers meet the minimum technology requirements for use: • - Internet Explorer 6.0 or later, Safari 2.0 or later, or Firefox 1.5 or later web browser enabled (tasks can be taken on both PC and Mac) • -Screen resolution of 1024 x 768 pixels in use • -Headphones for administration in use (the task instructions have audio) • -Placement in a well-lit, non-distracting, quiet area • 2. Assessments can be accessed at the following URL: • https://flassessments.fcrr.org

31. 3-12 Assessment SampleLogin Student logs into the computer application using: District Name School Name Grade Student Name Birth Date

32. 3-12 Assessment SampleLogin Using the drop-down menu options, the student completes the login process. • A confirmation page is displayed prior to the start of the task. Florida Assessments for Instruction in Reading 32

33. 3-12 Assessment SampleLogin Completed tasks Are noted

34. The Broad Screen/Progress Monitoring Tool • 20-40 minute computer-adaptive task of reading comprehension • Predicts student’s “probability of success in reading” on the FCAT

35. FCAT Test Design • Cognitive Complexity (Webb’s Depth of Knowledge) • Content Categories for Reading - Words & phrases in context - Main idea, plot, & author’s purpose - Comparison; cause/effect - Reference & Research – locate, organize, interpret, synthesize, & evaluate information

36. 3-12 SampleRC Screen Task Item The student reads a passage and answers 7-9 questions to assess reading comprehension. Once all questions are completed, the student clicks the “Submit Answers” button. Submit Answers Switch between full-and split- screen views

37. Reading ComprehensionTask DemonstrationClick here to start

38. RC Screen Feedback • After the answers are submitted for a passage, the student receives performance feedback. • Depending upon his/her score, the student will either be administered an additional (easier or harder) passage or be finished with the task.

39. TDI: The Maze Task • Two computer-administered, grade-level, 3-minute passages • Combines the assessment of reading accuracy and speed and gist–level comprehension; results indicate whether probability of success in reading is hampered by difficulties with text reading efficiency

40. Maze Task DemonstrationClick here to start

41. Maze Feedback • After the answers are submitted for a passage, the student receives performance feedback. • Students are administered 2 passages and then proceed to Word Analysis.

42. TDI: The Word Analysis Task • A 5-15 minute computer-adaptive spelling task that assesses a student’s understanding of letter/sound correspondence • Results indicate whether probability of success in reading is hampered by difficulties with word-level skills.

43. Word Analysis Task DemonstrationClick here to start

44. The TDI Logic

45. The 3-12 “Score” Map

46. Connecting Assessment to Instruction PMRN Reports Instructional Resources

47. PMRN Reports • FCRR reports (e.g., school or student change • State & Region reports (state status; success zone; historical) • School report (status; success zone; historical; student 3+ progress) • Teacher reports (status; grade; historical; year-end outcome; success zone; progress) • Class reports (also TDI report and error analysis) • Student report (OPM; cumulative; historical; score detail; parent letter)

48. K – 2 PMRN Reports Reviewed • Class Status Report • Student Score Detail Box • Class Targeted Diagnostic Inventory Report • Class Detail Targeted Diagnostic Inventory Report • Class Summary Error Analysis Report • Class Detail Error Analysis Report

49. 3 – 12 Reports Reviewed • Class Status Report • Student Score Detail Box • Class Summary Error Analysis Report • Student Ongoing Progress Monitoring Report • Class Year-End Outcome Test Report