Florida Assessments for Instruction in Reading aligned to the Language Arts Florida Standards Grades K – 2 PMRN FLKRS

Session Topics Introduction to Grades K-2 FAIR-FS Grades K-2 Screening Tasks Florida Kindergarten Readiness Screener (FLKRS) Overview Grades K-2 Diagnostic Tasks Scoring and Reports 2

What’s New? FAIR 2009FAIR-FS Format 1-on-1 with EST or AIR Requires paper test kit 1-on-1 with AIR Computer-administered and adaptive Tasks Limited number of items and tasks Items targeted to student’s ability More oral language tasks Comprehension 6 grade level passages per grade 26 passages available, spanning a wider difficulty range Score Types Provides probability of reading success Also measures growth in important skills Diagnostics 17 tasks to target instruction 17 tasks administered on computer, eliminates need for paper test kit 3

When is FAIR-FS Administered? FAIR-FS was designed to be administered 3 times per year FLKRS – Kindergarten Administration Days 1-30 – Fall – Assessment Period 1 (AP1) Days 1-60 – Winter – Assessment Period 2 (AP2) Days – Spring – Assessment Period 3 (AP3) Days

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Grades K-2 Screening Tasks 6

Flow of Tasks Alphabetics Phonological Awareness Letter Sounds Word Reading Spelling Alphabetics Phonological Awareness Letter Sounds Word Reading Spelling Oral Language Vocabulary Pairs Following Directions Oral Language Vocabulary Pairs Following Directions Comprehension Reading OR Listening Comp and Sentence Comp Comprehension Reading OR Listening Comp and Sentence Comp Probability of Literacy Success (PLS) Computed Probability of Literacy Success (PLS) Computed PLS <.85? PLS <.85? NO YES Grade Level Diagnostic Tasks Grade Level Diagnostic Tasks STOP 7

Screening Tasks Screening tasks are administered 1-on-1 and fall into 3 types: 1.Student and Teacher Task: Both the assessor and student see the screen, but only the teacher uses the mouse (e.g. LS) or 2.Student Task: Both see the screen, but the student uses the mouse (e.g. FD) 3.Teacher Task: Only the assessor sees the screen and uses the mouse (e.g. PA) 8

Screening Tasks All directions, practice items, and items delivered via audio Each task computer-adaptive – Reduces administration time and frustration by only administering items targeted to individual student’s ability level – Total administration time for the screening will be approximately 30 minutes, depending on grade level Screening can be administered over several sessions if needed – If a task is started, ensure that task is completed before ending the session 9

Screen Elements: Submit Button 1.For Letter Sounds and Word Reading, the teacher will mark correct/incorrect responses by clicking the arrow at bottom right-hand corner of the screen – To indicate a correct response, the teacher will click the top half of the arrow – To indicate an incorrect response, the teacher will click the bottom half of the arrow 2.Clicking a second time on the same part of the arrow will confirm/submit the response and advance to the next item – To change the response, click the opposite side of the area – Click again to confirm the response 10

Screen Elements: Submit Button For all tasks other than Letter Sounds and Word Reading, it does not matter where the arrow is clicked. Since the computer records the response, either based on the tester’s input (i.e. Phonological Awareness) or the student’s input (Following Directions, Vocabulary Pairs, Sentence Comprehension, etc.), the split arrow functionality is not activated. – The arrow looks the same, so that students are minimally aware of the tasks when their performance is being scored in front of them by the teacher. Answers for these tasks are submitted after only one click. There is no back button. Ensure that the student’s final answer is chosen before clicking the arrow. 11

Screen Elements: Repeat Button To repeat, click on the replay button in the lower left hand corner Type the word code PLAY (or play) into the replay prompt box Audio for each item may only be repeated once. – If the student asks for the audio to be repeated again, ask them to try and give their best answer and then move on. 12

Screen Elements: Reset Button For some tasks, students may want to change their answer before submitting (e.g. Following Directions or Vocabulary Pairs) To reset the page to the original screen, the students can click on the x button in the lower left hand corner and it will reset the screen elements 13

Alphabetics Section 1 KindergartenFirst GradeSecond Grade FallWinterSpringFallWinterSpringFallWinterSpring Letter Sounds Phonological Awareness Word Reading Spelling 14

Letter Sounds Letter Sounds and Phonological Awareness most predictive in Kindergarten Student sees both uppercase and lowercase letters and pronounces sound (consonant, short vowel sound, common consonant digraph) Each student will respond to between 5 and 29 sounds Teacher marks correct/incorrect Time estimate1 minute Directions “ You will see some letters on the screen. “Tell me the sound the letter makes.” Practice item None Prompt If student provides the long vowel sound, say to the student “That’s one sound that letter can make, tell me a different one.” If the student produces the correct short vowel sound, mark it as correct. Report output Letter Sounds Ability Score and Percentile Rank 15

Letter Sounds 16

Phonological Awareness Letter Sounds and Phonological Awareness most predictive in Kindergarten Student hears an audio file pronounce a word that has been broken into parts/phonemes Teacher marks correct/incorrect Time estimate1 minute DirectionsListen as I say some words. If I say pig…tail, I know the word is pigtail. Practice item “What would the word be if I say cup… cake?” If correct, say: “Yes, the word is cupcake.” Report outputPhonemic Awareness Ability Score and Percentile Rank 17

Phonological Awareness 18

Word Reading Single word decoding for grades 1 and 2; also available for Kindergarten students at AP3 One at a time, words appear on the screen for the student to pronounce; teacher indicates if the student correctly read the word (not timed) Computer-adaptive format allows for a wide variety of difficulty for words Time estimateLess than 1 minute Directions “Let’s see if you can read some words one at a time. Try to read each word and do the best you can.” Practice item None. If the student misses the first 8 words, the computer will automatically move to the next task. Prompt Encourage the student to take a guess if he/she is spending too much time on one word. Report outputWord Reading Ability Score and Percentile Rank 19

Word Reading 20

Spelling (Grade 2 only) Students will hear a word and will type to spell/sound‐out the word To reduce frustration, this task will be computer adaptive, limiting the number of words that are too easy or too difficult Students will be administered a minimum of 8 words and a maximum of 30 words Score report will include student’s misspellings and a guide for analyzing errors will be available in the administration manual Time estimate3 minutes Directions “I want you to spell some words. Listen carefully as each word and sentence are played aloud. Some of the words will be easy and some may be hard. Do your best to spell each word correctly.” Practice itemNone; Test will discontinue if the first 8 words are misspelled. Report outputSpelling Ability Score and Percentile Rank; Student’s misspellings 21

Spelling 22

Oral Language Section 2 KindergartenFirst GradeSecond Grade FallWinterSpringFallWinterSpringFallWinterSpring Vocabulary Pairs Following Directions 23

Vocabulary Pairs Requires students to match words that are semantically related (more reliable than expressive measures at this age) Student hears words pronounced and clicks the two words that go together Time estimate2 minutes Directions “Look at the boxes with words on the screen. Two of these go together. I will name each one and you will click on the two that go together best.” Practice item “Listen carefully as I name each one: book, toothbrush, toothpaste. Which two go together best?” Report outputVocabulary Pairs Ability Score and Percentile Rank 24

Vocabulary Pairs Audio: “Listen carefully as I name each one: blue, triangle, yellow. Which two go together best?” 25

Following Directions Student hears a sentence with directions (may be single or multi-step) and responds by selecting or moving objects on the screen This type of attentional task has been found to be predictive of oral language abilities* Time estimate2 minutes Directions “Look at the pictures on the screen. You will hear a sentence and I want you to click the item named.” Practice item Let’s try one. Click the book. This time I want you to click the pictures in the order you hear them. Click the heart, then click the plane. For this item, you will have to move a picture. Let’s try one. Put the cat on the line.” Report outputFollowing Directions Ability Score and Percentile Rank 26

Following Directions Audio: “Click on the book, then click on the plane.” 27

Comprehension Section 3 This set of tasks is used to help develop a full student profile beyond measures in the screening to guide instruction aligned to LAFS. Tasks include Listening, Reading, and Sentence Comprehension. KindergartenFirst GradeSecond Grade FallWinterSpringFallWinterSpringFallWinterSpring Listening Comprehension Avail- able Avail- able Sentence Comprehension Avail- Able Avail- able Avail- able Avail- able Avail- able Avail- able Avail- able Reading Comprehension Avail- able 28

Listening Comprehension Passages are informational and narrative Five comprehension questions per passage (three explicit and two inferential) Time estimate5 minutes Directions (Listening Comprehension)“Listen while I read __(title)__. When I’m finished, I will ask you a few questions. Ready? Listen carefully.” Practice itemNone Report outputListening Comprehension Ability Score and Percentile Rank 29

Listening Comprehension 30

Reading Comprehension Screening task scores (i.e. Word Reading ability score) will be used to identify a passage the student is likely to decode Passages are informational and narrative The teacher will start a timer (on the computer) and mark miscues in order to capture fluency Five comprehension questions per passage (three explicit and two inferential) Time estimate5 minutes Directions (Reading Comprehension) “I would like you to read out loud for me. When you’re done, I’ll ask you some questions about what you read. Read carefully and I will use my stopwatch to tell how long it takes. The title of the story is__(title)___.” Practice itemNone Report outputReading Comprehension Ability Score and Percentile Rank 31

Reading Comprehension (Teacher Passage Screen) 32

Reading Comprehension (Teacher Passage Screen) 33

Sentence Comprehension Student hears a sentence and clicks the one picture (out of four) that best fits the sentence Syntactic abilities and listening comprehension at the sentence level is found to be an important predictor of reading comprehension* Time estimate2 minutes Directions “Look at the pictures on the screen. You will hear a sentence and I want you to click the picture that best goes with the sentence.” Practice item“Click on The baby is crying.” Report outputSentence Comprehension Ability Score and Percentile Rank 34

Sentence Comprehension Audio: “Click on: The bird is flying toward the nest.” 35

Session Topics Introduction to Grades K-2 FAIR-FS Grades K-2 Screening Tasks Florida Kindergarten Readiness Screener (FLKRS) Overview Grades K-2 Diagnostic Tasks Scoring and Reports 36

Florida Kindergarten Readiness Screener (FLKRS) Overview 37

Florida Kindergarten Readiness Screener (FLKRS) In compliance with Section , F.S. – All kindergarten students in each public school must be screened – Each child who was enrolled in the VPK education program during the previous school year must be submitted for the statewide kindergarten screening (FLKRS), regardless of whether the child is admitted to Kindergarten in a public or non-public school Consists of two parts: – the Work Sampling System™ (WSS™) – the screening portion of the Florida Assessments for Instruction in Reading (FAIR-FS) 38

FLKRS Components FAIR-FSWork Sampling System Alphabetics Phonological Awareness Letter Sounds Alphabetics Phonological Awareness Letter Sounds Oral Language Vocabulary Pairs Following Directions Oral Language Vocabulary Pairs Following Directions Comprehension Listening Comprehension Sentence Comprehension Comprehension Listening Comprehension Sentence Comprehension Probability of Literacy Success (PLS) Computed Probability of Literacy Success (PLS) Computed FLKRS Demographics Complete Work Sampling System observation sheet (paper/pencil) Enter observations Via electronic scoring tool in PMRN Enter observations Via electronic scoring tool in PMRN Rating Computed Rating Computed 39

Accessing FLKRS Accessing FLKRS Administration – Accessed by Reading Level Users – Teacher must have Kindergarten class assigned FLKRS administration is completed via – Reading Level FLKRS Data Entry page – Work Sampling System (WSS) printable materials WSS data entry currently being developed – K-2 AIR for FAIR-FS Screening tasks 40

Accessing FLKRS - Sign In Non-public schools access via To access the PMRN via SSO – SSO Portal Home Page – Click Log In button 41

Accessing FLKRS – Sign In Upon Sign In, the Reading Teacher will – access the PMRN or K-2 through the PMRN SSO portal – Click the PMRN Admin Panel or K-2 button 42

New Observation Tool Work Sampling System (WSS) Complete student data form on the 45 indicators via pencil/paper Per FDOE, Pearson will provide training in administration of WSS Store data in a secure location When electronic scoring tool becomes available, enter data into PMRN – Just Read, Florida! office will provide availability dates 43

Accessing WSS Teacher Administration Manual (TAM) WSS TAM and Student Score Booklet (SSB) – Printable downloads in PMRN Access Materials – Sign In – Click K-2 button via SSO Portal – Download materials via links 44

Frequently Asked Questions For questions regardingContact Student exemption from FLKRSJust Read, Florida! Case by case considerationsYour district office Assistance accessing FLKRS components FLDOE Integrated Education Network Service Center

Grades K-2 Diagnostic Tasks 46

Flow of Tasks Alphabetics Phonological Awareness Letter Sounds Word Reading Spelling Alphabetics Phonological Awareness Letter Sounds Word Reading Spelling Oral Language Vocabulary Pairs Following Directions Oral Language Vocabulary Pairs Following Directions Comprehension Reading OR Listening Comp and Sentence Comp Comprehension Reading OR Listening Comp and Sentence Comp Probability of Literacy Success (PLS) Computed Probability of Literacy Success (PLS) Computed PLS <.85? NO YES Grade Level Diagnostic Tasks STOP 47

Grade Level Diagnostic Tasks Computer administered to students whose PLS was below.85 Assists teachers in targeting instruction Subtests administered depend on student’s skill If the student masters skill, that subtest is not administered at subsequent APs Computer-administered, but not computer- adaptive 48

Grade Level Diagnostic Tasks KindergartenGrade 1Grade 2 Print AwarenessLetter Sound KnowledgePhonological Deletion – Initial Letter Name and Sound KnowledgePhonological BlendingPhonological Deletion – Final Phonological Deletion – Word Parts/Initial Phonological Deletion – InitialWord Building – Consonants Letter Sound Connection – InitialPhonological Deletion – Final Word Building – CVC/CVCe Letter Sound Connection – FinalWord Building – ConsonantsWord Building – Blends/Vowels Word Building – Initial ConsonantsWord Building – VowelsMultisyllabic Word Reading Word Building – Final ConsonantsWord Building – CVC/CVCe Word Building – Medial VowelsWord Building – Blends 49

Print Awareness (Grade K) Five items that measure a student’s basic familiarity with the features of print This task maps onto the Reading Foundational Skills for Kindergarten Optional due to the subjectivity in scoring and lack of predictive power for reading outcomes in Kindergarten 50

Print Awareness (Grade K) 51

Letter Name and Sound Knowledge Letter Name Knowledge (Grade K) All 26 letters displayed (upper and lower case) Incorrectly named letters included on score report Letter Sound Knowledge (Grades K and 1) 29 letter sounds (and three digraphs) administered Incorrectly pronounced sounds included on score report 52

Phonological Deletion Word Parts/Initial Sound (Grade K) Examines the student’s ability to manipulate words and phonemes (prerequisite for the Word Building tasks) A recorded voice will say a word aloud and ask students to pronounce the word without a part of the word (e.g., backpack without saying back) or the initial sound of a word (e.g., cat without /k/) 53

Phonological Deletion Phonological Deletion Initial (Grades 1 and 2) Examines the student’s ability to manipulate word sounds (prerequisite for the Word Building tasks) A recorded voice will say a word aloud and ask students to pronounce the word without the initial sound (e.g., cat without /k/) Phonological Deletion Final (Grades 1 and 2) Task is the same as Phoneme Deletion Initial except students are asked to pronounce the word without the final sound (e.g., kneel without /l/) 54

Phonological Blending (Grade 1) Student listens to recorded segmented word (e.g., cup-cake; /d/-og) Student blends parts to form the word Teacher clicks to indicate if student’s response is correct/incorrect 55

Letter Sound Connection Letter Sound Connection: Initial (Grade K) Measures student’s ability to identify initial phonemes and graphemes in words. A recorded voice says a word. Student identifies the first sound of the word, and then points to the correct letter. Letter Sound Connection: Final (Grade K) Measures student’s ability to identify final phonemes and graphemes in words. Task is the same as the Letter Sound Connection Initial task, but targets the last sound of a word instead of the first sound. 56

Letter Sound Connections: (Grade K only) Part one Audio (no picture): “What is the first sound in ‘pan?’” Part two Audio (this screen): “Point to the letter that makes the /p/ sound?” 57

Word Building Word Building: Initial Consonants (Grade K) The computer will display an array of letters across the top of the screen and a word at the bottom of the screen (e.g., hop). The student will make a new word pronounced by the computer (e.g., top). Word Building: Final Consonants (Grade K) The student will manipulate the final sound in a word (e.g., top changed to tot). Word Building: Medial Vowels (Grade K) The student will manipulate the medial/middle sound in a word (e.g., top changed to tap). 58

Word Building Word Building: CVC/CVCe (Grades 1-2) Assesses students’ understanding of long and short vowels Student starts with a word with a short vowel (e.g., nap) and is asked to make a word with a long vowel sound (e.g., nape) Students may also be asked to transform a word with a long vowel into a word with a short vowel (e.g., nape to nap) Word Building: Blends (Grades 1-2) Assesses students’ ability to manipulate letters and sounds in words that are part of a consonant blend (e.g., make the word spit into split) 59

Word Building Audio: “The word is ‘cat.’ Make the word ‘hat.’” 60

Multisyllabic Word Reading (Grade 2) Evaluates the student’s ability to decode words with various combinations of the six syllable types 61

Scoring and Reports 62

K-2 Accessing Reports PMRN v4 Reports available – School Reports (School Level) School Report School Missing Score Report Assessment Calendar Edit School Registration function – Teacher Report (School, Reading, Resource Level) – Class Report (School, Reading, Resource Level) – Student Report (School, Reading, Resource Level) 63

K-2 Accessing Reports Reading, Resource Level Reading and Resource Level Users – Sign In – Click the tab of the Report Level you wish to view Student Reports Class Reports Teacher Reports – Click the linked name of the Report 64

Scoring and Reports Important note: Scores from FAIR-FS were designed to facilitate instructional decision making including problem- solving and data-based decision making. FAIR-FS scores are not intended to be the sole data point in determining retention or special education determination 65

Score Reports Detailed reports for teachers and parents – Includes profile of student scores Graphs to show ability scores in relation to grade level performance Screening tasks: – Ability scores – Percentile ranks – Probability of Literacy Success (PLS) Diagnostic Tasks – Percentage of items correct – Mastery 66

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Probability of Literacy Success (PLS) Score represents the likelihood that a student will receive a passing score on the end-of-year outcome measure (i.e., SAT-10, SESAT) PLS is based on an aggregate of Alphabetics and Oral Language scores PLS of.50 predicts that student has 50/50 chance of achieving the passing score on the outcome measure 68

Ability Scores Scores represent an estimate of ability in a specific skill and reflects true change over time as ability increases or decreases – Covers a range of ability from Kindergarten to grade 2 – Scores range from 200 – 800 (standard deviation of 100) Indicates degree of growth for each student A student with an ability score of 500 demonstrates the level of reading skill expected at the middle of first grade 69

Percentile Ranks Score is used to rank one student’s performance in relation to a particular group of other students – Ranges from 1 – 99 (25 th through 75 th percentile represents the expected scoring range) – Based on a representative sample of Florida students 2 nd grade student with a percentile rank of 55 performed better than 55% of other 2 nd graders in Florida 70

Score Types for Computer-Adaptive Tasks Score typeWhat it reflects What it does NOT reflect Ability scoreQuantifies a student’s level of skill and reflects changes Scale ranges from a minimal amount of skill to expert Performance compared to other students Grade-level performance Percentile rankStudent’s ability compared to other students in the same grade Percentage of correct responses Growth Level of expected performance Probability of Literacy Success Likelihood the student will score at the 40 th percentile or above on the SAT-10 Growth Likelihood of obtaining a passing score on end- of-year test 71

Examples Probability of Literacy Success: A PLS of.50 predicts that the student has a 50/50 chance of reaching grade level reading expectations Ability Score: If a student receives a score of 400 at AP1 and 520 at AP2, s/he made significant growth (i.e., grown more than 1 standard deviation) Percentile Rank: A first grade student with a percentile rank of 55 performed better than 55% of other first grade students in Florida. 72

Considerations for Growth Ability scores are on an equal interval scale whereas percentile rank is not Percentile rank is relative to other students’ performance and PLS is relative to another assessment. Ability score does not involve a comparison 73

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Screening Report Example PLS = 0.65 WR = Word Reading VP = Vocabulary Pairs FD = Following Directions SC = Sentence Comprehension Generally, a skill should be targeted for instruction when scoring below the 30th percentile The lower bars represent skills that are relative weaknesses for a student and higher bar indicate relative strengths 81

Diagnostic Report Example Diagnostic TasksScore Letter Sound Knowledge22/29 BE Phonological Blending10/10 ME Phonological Deletion: Initial8/10 ME Phonological Deletion: Final2/10 BE Word Building: Consonants5/5 ME Word Building: Vowels3/5 BE Word Building: CVC/CVCe1/5 BE Word Building: Blends2/5 BE ME: Meets Expectations BE: Below Expectations 82

Communicating with Parents Computer-generated parent resource letters will be available after each assessment period Letters will contain information on strength and weaknesses, progress over the school year, and skills targeted for instruction Letter will also include resources on strengthening reading skills assessed in FAIR- FS 83

Training Documentation Sign the attestation page for your grade level. Return to your principal when all teachers on the grade level have signed. In order to gain in-service points for this training, complete a district follow-up form. Return the follow- up form to Stephanie Willenbrecht in the reading department at the District Office. Attach to the follow- up form a copy of your class status report for AP1, along with a one paragraph summary stating what instructional implications your data has for you as a teacher. Follow-up is due by October 30,