Instructional Implications Grades 6-12 Florida Assessments for Instruction in Reading

© 2009 Florida Department of Education 22 “Big Picture” Map/Score

© 2009 Florida Department of Education 33 Purpose of Each Assessment Reading Comprehension 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. Maze Helps us determine whether a student has more fundamental reading problems in the area of fluency 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.

© 2009 Florida Department of Education 44 Ongoing Progress Monitoring (OPM) Purpose: If intervention teachers would like to monitor the progress of their students more frequently than at the three major assessment points For grades , teachers can use the Maze task. For grades 3 - 5, teachers can chose to use either oral reading fluency probes or the Maze task. OPM of Reading Comprehension (RC) will also be available for grades 3-12, most likely by Fall The OPM-RC would be appropriate for a broader range of students including some students in the high success zones.

© 2009 Florida Department of Education 55 FCAT Success Probability – FSP Score calculated based on performance on the BS/PMT and prior year’s FCAT score.. Probability is…the relative possibility that an event will occur or is likely to occur. A.70 means that we expect this student to have a 70% chance of scoring at or above Level 3 at the end of the year on the FCAT. The PMRN Reports have already converted the probability score into a percentage so you will see.70 reported as 70%

© 2009 Florida Department of Education 66 Success Zones - Probability Scores 85% or better probability of scoring at or above Level 3 at the end of the year on the FCAT 16-84% probability of scoring at or above Level 3 at the end of the year on the FCAT 15% or less probability of scoring at or above Level 3 at the end of the year on the FCAT GREEN YELLOW RED

© 2009 Florida Department of Education 77 Percentile Rank Percentile ranks are derived scores that are used to rank one student’s performance in relation to a specific group. On the Florida Assessment for Instruction in Reading, the specified group was a representative sample of Florida students, not a national sample. Percentile rank is NOT a percentage score identifying how many items were answered correctly.

© 2009 Florida Department of Education 8 The difference between FSP and RC Percentile Rank  The FSP is based on student performance on both the Broad Screen/Progress Monitoring Tool (BS/PMT) and the prior year’s FCAT.  As we collect more empirical evidence, the balance of the weight of the prior year’s FCAT in the calculation of FSP may change.  The RC percentile rank is based on student performance on the BS/PMT.

© 2009 Florida Department of Education 99 Standard Score Standard Scores are derived scores that allows comparison of raw scores by putting them on the same distribution. It indicates how far a particular score is from an assessment's average. It is used to compare one student’s performance to the performance of other students his/her age. On the Florida Assessment for Instruction in Reading, the comparison group was a representative sample of Florida students.

© 2009 Florida Department of Education 10 Lexile Measure Two types of Lexile measures Lexile reader measure Represents a person’s reading ability on the Lexile scale** (this is what you will see on your reports) Lexile text measure Indicates the reading demand of the text in terms of vocabulary difficulty and sentence length. Used together they can help predict how well a reader should comprehend a text at a specific Lexile level Range of Lexiles: BR-2000L (BR = Beginning Reader)

© 2009 Florida Department of Education 11 FCAT Cluster Areas Each question on the Reading Comprehension passages is categorized into one of the four cluster areas: 1. Words and Phrases in Contexts 2. Main idea, Plot and Purpose 3. Comparisons and Cause/Effect 4. Reference and Research Based on the student’s performance on the Reading Comprehension, he/she will receive a score of: High – Medium – Low – Not enough information in each of the four areas High = 80 th – 99 th percentile Medium = 30th – 79 th percentile Low = Below 30 th percentile Not enough information = less than 3 questions in the area

© 2009 Florida Department of Education 12

© 2009 Florida Department of Education 13 Developmental Ability Score You will receive a developmental ability score on Reading Comprehension and Word Analysis (WAAS) A developmental ability score is an estimate of the absolute level of a student’s ability on the test, and will increase as students move up the grades. It is an estimate of ability that can range from about 3 rd grade level to 10 th grade level, and the ability score identifies where, along that interval of ability (3 rd to 10 th ) the student falls.

© 2009 Florida Department of Education 14 Developmental Ability score The best use of the ability score is to track a student’s development on the Word Analysis or Reading Comprehension task. Theoretically, this score should increase each time the student takes the test, if the student is growing at an acceptable rate (Note: In the coming years as we gather comprehensive data from around the state, we will begin to learn what to expect in the way of changes in these scores from Fall, to Winter, to Spring, or even across grades.) As we gain more experience with these ability scores, we will be able to better use them to chart individual student growth.

© 2009 Florida Department of Education 15 Adjusted Maze Score The score reported is measured in items correct per three minutes. This score represents the student’s average performance across the two grade level passages. [Please note: this is not the same thing as a fluency score reported in words correct per minute (WCPM)] Adjusted Maze Scores are adjusted in two ways: for the amount of time it took the student to take the measure for differences in difficulty of individual passages to allow for comparison across passages. We can use this score to compare a student’s performance across assessment periods.

© 2009 Florida Department of Education 16 Adjusted Maze Score

PMRN Reports Teacher Status Report Class Status Report Student Score Detail Box (SSDB) Class Summary Error Analysis Report Student Ongoing Progress Monitoring (OPM) Report

Active Header Menu (AHM) Each report in the PMRN has an Active Header Menu (AHM). Depending on the report type and level of the user, various drop down menus will be available. New drop down menus on the AHM are Teacher, Assessment Type, Task (replaced Measure), and Score Type. This is a sample from a 7th grade Class Status Report. The reports used in this training will not have the active header menu displayed.

19 Teacher Status Report- Handout1

Class Status Report- Handout 2 ©2009 Florida Department of Education

Class Status Report

Student Score Detail Box- Handout 3

Class Summary Error Analysis Report- Handout 4

Student Ongoing Progress Monitoring Report- Handout 5

© 2009 Florida Department of Education 25 Instructional Changes-Pop up

Instructional Ideas Using the Data to Inform Instruction

© 2009 Florida Department of Education 27 Examples of Strategies to Increase Engagement and Motivation Engaging content goals for instruction Choice and autonomy Interesting texts Opportunities to collaborate with other students in discussion and assignment groups Encourage a variety of responses by having students say or write the answer: As a group To a partner To cooperative team As an individual (Guthrie et al., 2004)

Some Common Profiles or Patterns in Data What instructional strategies are most appropriate for each profile/pattern?

© 2009 Florida Department of Education 30 Class Status Report-Handout 2

Assessment/Curriculum Decision Tree for Reading Improvement for the Florida Assessments for Instruction in Reading Handout 6

32 Common Profiles/Patterns of Performance **Note: The 30th percentile cut point used in this document is given as a guide to estimate the level of instructional support necessary for student success. This cut point may need to be refined within each school and district depending on local circumstances such as available resources and student performance. The 30 th percentile cut point will be reevaluated after the third assessment window in spring 2009.

© 2009 Florida Department of Education 33 Common Profiles/Patterns of Performance Box 1 Box Box Box Box 3 + 5

© 2009 Florida Department of Education 34 Sample Box 1 Student FSP

© 2009 Florida Department of Education 35 What strategies exist to help with instruction for students in Box 1? Two column note taking Activating background knowledge KWL charts and other graphic organizers Think-Pair-Share Text features Metacognitive strategies Rereading to fix areas of confusion Clarifying unfamiliar vocabulary words Selecting the appropriate reading strategy for the text

© 2009 Florida Department of Education 36 Sample Box 2+4 student RC Maze WAFSP

© 2009 Florida Department of Education 37 What strategies exist to help with instruction for students in Box 2 + 4? Two column note taking Activating background knowledge KWL charts and other graphic organizers Think-Pair-Share Text features Metacognitive strategies Rereading to fix areas of confusion Clarifying unfamiliar vocabulary words Direct and explicit comprehension strategy instruction. Opportunities for extended discussion of text meaning and interpretation. Increase student motivation and engagement in literacy learning.

Effective Instruction (Foorman et al., 2003; Foorman & Torgesen, 2001; Arrasmith, 2003; & Rosenshine, 1986) CharacteristicGuiding QuestionsWell MetSomewhat Met Not Met Goals and ObjectivesAre the purpose and outcomes of instruction clearly evident in the lesson plans? Does the student understand the purpose for learning the skills and strategies taught? SystematicAre skills introduced in a specific and logical order, easier to more complex? Do the lesson activities support the sequence of instruction? Is there frequent and cumulative review? ExplicitAre directions clear, straightforward, unequivocal without vagueness, need for implication, or ambiguity? ScaffoldingIs there explicit use of prompts, cues, examples and encouragements to support the student? Are skills broken down into manageable steps when necessary? Corrective FeedbackDoes the teacher provide students with corrective instruction offered during instruction and practice as necessary? ModelingAre the skills and strategies included in instruction clearly demonstrated for the student? Guided PracticeDo students have sufficient opportunities to practice new skills and strategies with teacher present to provide support? PacingIs the teacher familiar enough with the lesson to present it in an engaging manner? Does the pace allow for frequent student response? Does the pace maximize instructional time, leaving no down-time? Instructional RoutineAre the instructional formats consistent from lesson to lesson? Handout 7

© 2009 Florida Department of Education 39 Sample Box 2+5 student RC Maze WA FSP

© 2009 Florida Department of Education 40 What strategies exist to help with instruction for students in Box 2 + 5? Letter-sound correspondence Spelling generalizations or patterns E.g., ‘i before e except after c and in words like neighbor and weigh’ Affixes/roots to help with reading for meaning (vocabulary) and accuracy in writing E.g., using graphic organizers or shades of meaning continuums

© 2009 Florida Department of Education 41 Sample Box 3+4 Student RC Maze WAFSP

© 2009 Florida Department of Education 42 What strategies exist to help with instruction for students in Box 3 + 4? Affixes/roots to help with reading for meaning (vocabulary) and accuracy in writing E.g., using graphic organizers or shades of meaning continuums Sentence or paragraph level comprehension instruction Text features Repeated readings with variety of genres Reciprocal Teaching Strategies SQ3R-Survey, Question, Read, Recite, and Review

© 2009 Florida Department of Education 43 Sample Box 3+5 Student RC Maze WAFSP

© 2009 Florida Department of Education 44 What strategies exist to help with instruction for students in Box 3 + 5? Syllable types for pronunciation of multisyllabic words Affixes/roots to help with reading for meaning (vocabulary) and accuracy in reading and writing Direct and explicit comprehension strategy instruction. Building a repertoire of word knowledge to assist students when encountering unfamiliar words Increase student motivation and engagement in literacy learning Opportunities for extended discussion of text meaning and interpretation.

© 2009 Florida Department of Education 45 Now what about my whole class…. How to plan instruction for your whole class or small groups using individual student data to guide instructional decisions. Refer to: Class Status Report (Handout 2), Decision Tree Handout (Handout 6) Decision Tree Worksheet Handout (Handout 8).

© 2009 Florida Department of Education 46 Assessment/Curriculum Decision Tree for Reading Improvement Grades 3-12 for the Florida Assessments for Instruction in Reading Worksheet - Handout 8

© 2009 Florida Department of Education 47 Putting it all together What profiles most frequently occurred in your student data? For which profiles do you have resources currently in place? In which areas do you need more professional development/support/resources to meet student needs?

© 2009 Florida Department of Education 48 Linking to Resources through PMRN Teachers will have the option of clicking on column headers for: RC Maze WA These links will take them to a search page which will in turn bring them to a list of resources designed to assist instruction in the chosen area. Resources include 3 – 12: LEaRN videos and other LEaRN resources You can also get to some of these same resources through a search tool located on FCRR home page (

© 2009 Florida Department of Education 49

Shades of Meaning