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What is ? earlyReading is Curriculum Based Measurement and skills- based assessments that help evaluate risk and measure growth of critical skills needed to become good readers. Screen/Benchmark 3 times a year (all students) Timed and un-timed measures Frequent progress monitoring for groups of students 2

What is the rationale for earlyReading? –Assess foundational skills for pre-reading and early reading. –Priorities for development: Efficiency 5 min for screening 1-2 min for progress monitoring Instructional Utility Technical Adequacy (reliability and validity) Keep in mind the “Why”…the tools are part of a larger instructional process 3

Common Core State Standards 4

Untimed: Concepts of Print Onset Sounds Word Segmenting 5 Introduction to the measures TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading

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TIMED ASSESSMENTS 7

Letter Names 8 Untimed: Concepts of Print Onset Sounds Word Segmenting TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading

Letter Names (LN) SAMPLE Timed and assesses students' ability and automaticity naming uppercase and lowercase letters in isolation First 6 rows contain all letters (26 upper case, 26 lower case). 9

Letter Sounds 10 Untimed: Concepts of Print Onset Sounds Word Segmenting TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading

11 Letter Sounds (LS) SAMPLE Unique Letter Sounds The first four rows contain all unique letter sounds. Extra (repeated) Letters To ensure ample material for 1 minute, students may continue to Section 2, which contains repeated letter sounds, until the 1-minute administration is complete. Supplemental, Dual Sound row: If interested

Nonsense Words 12 Untimed: Concepts of Print Onset Sounds Word Segmenting TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading

13 Nonsense Words (NW) The Nonsense Words subtest is timed and assesses students' ability to read phonetically regular words (e.g., "vit"). This subtest assesses whether students can decode strings of letters and read them fluently, but unlike the Decodable Word Reading subtest, it controls for words that students may just "know" without decoding.

Sight Words 14 Untimed: Concepts of Print Onset Sounds Word Segmenting TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading

15 The Sight Words subtest is timed and assesses a student's ability to recognize 50 (Kindergarten) or 150 (1st Grade) of the most "high- frequency" words. Many sight words are not decodable (e.g., "your") and students must recognize them with automaticity rather than using decoding strategies. The Sight Words subtest is used with Kindergarten students (50 words) and First Grade students (150 words). Sight Words

Sentence Reading 16 Untimed: Concepts of Print Onset Sounds Word Segmenting TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading

17 (Sentences shown are similar to actual test items) Jan and her dog woke up from a nap. Her dog began to run around the house. Jan ran fast after the dog. She could not keep up! A timed assessment measuring students' reading rate and accuracy. As a precursor to CBMReading, the Sentence Reading subtest is distinct in two important ways: 1.Students read from text that is simple in structure 2.Paragraphs are short, separated by page, and accompanied by pictures Sentence Reading

Administration & Scoring 18 Letter Sounds (note: administration and scoring very similar across 1 min measures)

Letter Sounds (LS) is measure within the suite of Curriculum Based Measurement assessments –Use to Screen/Benchmark 3 times a year (all students) –Student provides sounds to randomized letters printed on a page for one minute –Sounds Correct per minute are computed –Errors are recorded –Use for frequent progress monitoring for groups of students needing instructional support 19 SAMPLE

20 Similar to CBMR, browser-based administration and scoring Teacher gives standardized directions. Teacher provides student with materials to view/read. Student responds Teacher scores “in real time” on computer. Teacher scores on computer device. Paper copy for student

Administration Review (aka: “Quicksheet”) Letter Sound videovideo Find the Letter Sounds Administration Review Follow along as we review the directions for administration of Letter Sounds 21

Administration & Scoring 22 Gather Materials Teacher: Browser-based Iowa TIER/FAST application. Student: Paper copy of student materials. Prepare to assess Navigate to Letter Sounds assessment (contained within CompK) Find student name and select pencil ico.

Administration & Scoring: Preparation 23 Click to review “Preparation” Click to review “Student Practice” and provide the student with the Practice Form.

Administration & Scoring: Preparation 24 Read the directions to the student and complete the Practice Item together.

Administration & Scoring: Preparation 25 Begin Test Letter Sounds

Administration & Scoring: Test Items 26 Read directions verbatim. Be ready to start timer. Start timer at moment student says first sound. (Wait up to 3 seconds.) If the student starts with a different task: Prompt (only once during test) to “Just say the letter sound.” End of 1-minute: Mark last word. Prep for next passage.

Administration & Scoring: Test Items 27 Stop when timer sounds. Mark last letter. Long

Administration & Scoring: Scoring 28 Review “Scoring, Timing & Discontinue” rules: 3-second pauses or struggles: Read the word to the student and mark the word incorrect. (Only when pause is 3 seconds.) When to discontinue early: If student gets first 10 LS incorrect Incorrect Sound? Mark as incorrect. Finished early? Stop timer and click “Mark Last Response.” Software will pro-rate scores.

Administration & Scoring: Errors 29 Review “Scoring Details” rules:

Administration & Scoring: Not Errors 30 Review “Scoring Details” rules:

Administration & Scoring: Pronunciation 31 Reference: FAST On-line Training, Quick Reference Sheet for Letter Sounds

Administration & Scoring: Summary of Errors ERRORS Incorrect task Incorrect letter sound Omission 3-second pauses or struggles Skipped lines (each letter is incorrect) Speech / Dialect differences Self-corrections (within 3 seconds) NOT ERRORS

Letter Sound Administration & Scoring 33 Click last letter/word Start Timer After you read directions verbatim and student says first sound. Submit Test After errors and last word identified Click to mark errors Click again to de-select. Line errors click box on far left Score computed Score figured and presented on page. Electronically stored Stop Timer

Activity Another look at sample video administration of Letter Sounds (LS) measure.sample video Look at the Administration Reviews for the other 1-min. measures. Sample Videos for each: –Letter Names (link)(link) –Nonsense Word (link)(link) –Sight Words (link)(link) –Sentence Reading (link)(link) What about the rules are similar across all measures? What other questions do you have about scoring 1-min FAST measures? 34

Practice with other 1-minute Measures 35

END OF TIMED (1-minute) ASSESSMENTS 36

OPEN-ENDED ASSESSMENTS 37

Untimed: Concepts of Print Onset Sounds Word Segmenting Concepts of Print 38 TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading

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Concepts of Print (CP) Requires a general understanding of how print is used so other reading skills can emerge Students who have mastered them should be able to complete basic tasks such as proper page orientation, accurate print tracking, and locating the beginning and ending of sentences Although Concepts of Print skills continue to develop throughout kindergarten and first grade, these skills are most useful for incoming kindergarten students who have yet to receive formal instruction B The dog has brown ears. SAMPLE (Example shown is similar to actual test items, but not identical.) 40

Untimed: Concepts of Print Onset Sounds Word Segmenting Onset Sounds 41 TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading

Onset Sounds (OS) Assesses a student's phonemic awareness Phonemic awareness is a critical component of blending (combining) and segmenting (breaking apart) word During the Onset Sound subtest, examiners ask the student to identify the first sound in a pictured word SAMPLE 42 "Bat.” The first sound in the word ‘bat’ is /b/.” “Now you try. What is the first sound in the word ’water?’” (Point to the picture of "water") "Bat.” The first sound in the word ‘bat’ is /b/.” “Now you try. What is the first sound in the word ’water?’” (Point to the picture of "water")

Untimed: Concepts of Print Onset Sounds Word Segmenting 43 TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading

Word Segmenting Assesses students' ability to separate a spoken word into individual sounds, or phonemes-- the smallest units of sound in spoken language The examiner says a word and asks the student to say any sounds in the word Students receive credit for each correct sound. Each word represents multiple "items" 44

Administration & Scoring 45 Word Segmenting

What is the Word Segmenting measure? Word Segmenting (WS) is measure within the suite of Curriculum Based Measurement assessments WS assesses students' ability to separate a spoken word into individual sounds, or phonemes. –Use to Screen/Benchmark 3 times a year (all students) –The examiner says a word and asks the student to say any sounds in the word. WS is an untimed measure. –Credit for each correct sound is computed –Errors are recorded –Use for frequent progress monitoring for groups of students needing instructional support 46

47 Browser-Based Scoring for CBMReading and earlyReading assessments: Teacher gives standardized directions. There are NO materials for student to view/read. Student responds Teacher scores “in real time” on computer

View a Sample Word Segmenting Assessment: Sample videovideo 48

Quicksheet Find the Word Segmenting Quicksheet earlyReading open ended in your binder Follow along as we review the directions for administration of Word Segmenting 49

Administration & Scoring 50 Gather Materials Teacher: Browser-based Iowa TIER/FAST application. Student: No student materials need for Word Segmenting Prepare to assess Navigate to Word Segmenting assessment (contained within CompK) Find student name and select pencil icon.

Administration & Scoring: Preparation 51 Click to review “Preparation” for Word Segmenting Click to review “Student Practice”

Administration & Scoring: Preparation 52 Extra student practice

Administration & Scoring: Test Items 53 Read directions verbatim. Be ready to start timer. Start timer, Pause, then clearly say the first word on the page. If the student pauses for 5 SECONDS without responding to an item count the entire item incorrect (0 points) and continue through the remaining items until all 10 are administered. Discontinue Rule: Student gets first 4 consecutive items (words) incorrect Stop Timer after Item 10: Mark last word. Prep for next passage.

Administration & Scoring: Scoring 54 Review “Types of Errors” rules: Correct Sound segments: 1 point Incorrect Words or Sounds: 0 points Omission: 0 points 5 second hesitation: 0 points

Administration & Scoring: Scoring 55 Review “Types of Errors” rules: Saying word first: Non-error Self-correction within 5 seconds: Non-error Repeated sound: Non-error

Administration & Scoring: Scoring 56 Review “Types of Errors” rules:

Administration & Scoring: Summary of Errors ERRORS Incorrect sound segment Incorrect vowel sound Omission No response / hesitation of 5 seconds Saying the word before segmenting it Self-correction within 5 seconds Repeated words / sounds NOT ERRORS

Complete all items 58 Administering Word Segmenting Expand any section to obtain administration and scoring directions Click “Start Timer” As student provides sounds for the words, click the number of points earned. Click “Submit Test” Software Automatically Scores

Open-Ended (i.e., untimed) Measures Activity Look at the Administration Review (a.k.a. Quicksheets) for the other open ended measures—located in google link. Videos for each: Concepts of Print (link)(link) Onset Sounds (link)(link) What about the rules are similar across all measures? What other questions do you have about scoring open-ended FAST measures? 59

Practice with two other untimed measures 60

Discussion What are key differences in the administration and scoring of one minute and open-ended FAST measures? What questions remain about the differences between the one-minute and open-ended FAST measures? 61

Methods of Practice Ways to practice administration and scoring: –Watch administration videos while using the ORRA to check for standardized administration –Watch you use the online modules while using the ORRA to check your standardized administration –Practice with each other –Practice using the online training practice modules 62

Practice Independent Activity & Practice: 1.Log in to Iowa TIER practice site 2.Navigate to Certification page 3.Complete 3 practice items (earbuds, if possible) 4.Reflect on your accuracy

Alternate Practice (Paper-Pencil) 64 1.Get into a group of 4 individuals 2.Nominate: a)Examiner 1: One person to read directions to “student” and score. b)Examiner 2: One person to serve as 2 nd examiner (score only). c)Student: One person will pretend to be the student. d)ORAA Observer:One person will complete the Observing and Rating Administrator Accuracy (ORAA) form Examiner 1 Examiner 2 “Student”ORAA Observer

Alternate Practice 65 Examiner 1: Administer directions and score student. Wait for trainer to start timer unless otherwise directed. Mark a slash through errors. Student: Respond in a way that simulates a low, average, or high-performing student’s reading abilities. Examiner 2: Also score the student. ORAA Observer: Observe Examiner 1 while completing the ORAA form.

24/7 On-demand Training & Practice 66

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Supplemental Resource Information: Frequently Asked Questions 68

Frequently Asked Questions Why use composite benchmarks? Answer: –Composites combine scores from an optimal set of measures. This provides a more complete score that better represents broad reading –Benchmarks are designed to predict student performance at or about the 40 th percentile on nationally normed assessments and state tests. Gates-MacGinitie Reading Test Group Reading Assessment and Diagnostic Evaluation (GRADE) Minnesota Comprehensive Assessment III Pending: Georgia, Iowa, Massachusetts 69

Frequently Asked Questions How are the benchmark / cut scores determined? Answer: – Benchmarks are selected to optimize correct classification. We try to predict whether students are likely to performance above the 40 th percentile on nationally normed assessments in the spring (end of year). –earlyReading benchmarks include composites, which improves classification (prediction) accuracy. 70

Frequently Asked Questions Benchmarks and Composites 71 Letter Sounds Composite GRADE

Frequently Asked Questions Benchmarks and Composites 72 Letter Sounds Composite GRADE

Frequently Asked Questions Benchmarks and Composites: Winter 73 Letter Sounds Composite GRADE

Frequently Asked Questions What makes-up a composite? Answer: –A weighted combination of the required subtests High Moderate Low –The weights change each season 74

Frequently Asked Questions Should I interpret sub-test scores? Answer: –Yes, consider performance on both the individual tests and the composite. –LS are often used as the general indicator in Kindergarten –CBM-Reading is often used as the general indicator in 1 st –The other scores “round out” our estimate of generalized reading achievement. 75

Frequently Asked Questions Why are some scores not timed? Answer: –Careful analysis help the developers determine the skills for which automaticity was important. –It seemed easier to eliminate timing from the administration if it was not important. –Automaticity did not seem important for some skills. 76