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 and Implementation study in 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 1.Phonemic Awareness 2.Phonics 3.Fluency 4.Vocabulary 5.Text Comprehension 6.Orthographic Skills (Spelling) K * * embedded in text comprehension

6 WHO will take the Florida Assessments for Instruction in Reading and When? Assessment Period 1 OPM Assessment Period 2 OPM Assessment Period 3 ScreenAll*All*All* BDIAll* TDISome * 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 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 GREEN 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)

11 K-2 Assessments

12 The K-2 “Big Picture” Map Broad Screen/Progress Monitoring Tool (BS/PMT) “All” children Letter Naming & Sounds Phonemic Awareness Word Reading Broad Diagnostic Inventory (BDI) “All” children Listening Comprehension Reading Comprehension Vocabulary Spelling (2 nd grade only) Targeted Diagnostic Inventory (TDI) “Some” children K = 9 tasks 1 st = 8 tasks 2 nd = 2 tasks

13 Targeted Diagnostic Inventory (K-2) Kindergarten Print Awareness (optional) Letter name knowledge Phoneme Blending Phoneme Deletion Word Parts/Initial Letter Sound Connection Initial; LS Connection Final Word Building –Initial Consonants; Final Consonants Word Building –Medial Vowels First Grade Letter Sound Knowledge Phoneme Blending Phoneme Deletion Initial; Phoneme Deletion Final Word Building –Consonants Word Building –Vowels Word Building –CVC /CVCe Word Building –Blends Second Grade Word Building –Blends & Vowels Multisyllabic Word Reading (Meets expectations if 80% of items correct )

14 Broad Screen Task Examples

15 Letter Naming and Sounds Kindergarten 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

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

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. Practice and Task Items u p t a e i dog

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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)

Assessments

24 The 3-12 “Big Picture” Map Type of Assessment Name of Assessment Information Given Broad Screen/Progress Monitoring Tool (BS/PMT) – “All” children Reading Comprehension (RC) Identifies students who may need additional literacy instruction in order to meet grade level standards by the end of the year Targeted Diagnostic Inventory (TDI) – “Some” children Maze Word Analysis (WA) Differentiates between what type of intervention is needed – Comprehension and Text Reading Efficiency – Deeper Word Level Skills

25 The 3-12 “Big Picture” Map Type of Assessment Name of Assessment Information Given Broad Screen/Progress Monitoring Tool (BS/PMT) – “All” children Reading Comprehension (RC) Identifies students who may need additional literacy instruction in order to meet grade level standards by the end of the year Targeted Diagnostic Inventory (TDI) – “Some” children Maze Word Analysis (WA) Differentiates between what type of intervention is needed – Comprehension and Text Reading Efficiency – Deeper Word Level Skills

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 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 Informal Diagnostic Toolkit (3-12)

30 Accessing the 3-12 Florida Assessments for Instruction in Reading 1.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:

Assessment Sample Login Student logs into the computer application using: District Name School Name Grade Student Name Birth Date

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

3-12 Assessment Sample Login Completed tasks Are noted

34 The Broad Screen/Progress Monitoring Tool 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

Sample RC 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 Comprehension Task Demonstration Click here to start Click 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 Demonstration Click here to start Click 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 Demonstration Click here to start Click here to start

44 The TDI Logic Moderate or Low Success Probability on FCAT= Administer TDI Word Analysis TDI Intervention with word recognition skills? Intervention with reasoning skills, prior knowledge, and/or vocabulary? Maze TDI Intervention with text reading efficiency/ comprehension skills?

45 The 3-12 “Score” Map BS/PMT FCAT Success Probability (FSP)* – Color- coded Percentile Standard Score Ability Score Maze - TDI Average words correct in 3 min Percentile (look up table) Standard Score Word Analysis - TDI Percentile Standard Score Ability Score (WAAS)

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

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55 Search Tool for FCRR resources For Student Center Activities (SCAs) for K-5 and for Empowering Teachers (ET) Routines K-3 –Searchable by grade level and then 5 components and then subskills SSS and then enter standard number DIBELS subtest (This will soon replaced with Florida Assessment for Instruction in Reading which will be labeled as FAIR on the tab) –The subskills on your class status worksheet match up with the subskills on the search tools under each component of reading instruction!

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62 Grade 4/5 Student Center Activity for sorting syllables by type

63 Matching Reader to Text Scaffold discussion. Verify that comprehension is at least at 75% correct.

64 Other resources available online: Florida Department of Education – Just Read! Florida – LEaRN (Literacy Essentials and Reading Network) – Partnership for Reading (National Institute for Literacy) – Reading Rockets – Colorin’ Colorado –

65 The Florida Assessments for Instruction in Reading: Current Steps

66 Implementation Study schools in 4 counties (Broward, Manatee, Leon, & Alachua) administer new tests during 3 windows Teachers individually administer the K-2 assessments (except G2 spelling) Reading teachers in G3-G10 take students to computer lab or Internet-connected computers Teachers give feedback on tests, links to instruction, & toolkit 3 high schools in Volusia, Citrus, and Polk Counties piloted FL Assessments for Instruction in Reading as part of CATER

67 Psychometric Work Testers administer (in Manatee, Leon, & Alachua): Additional PA & WR items for Broad Screen: K-1 Additional vocab items in fall; validation in spring Additional passage tryouts at all grades, with links to word placement list. Equating study for OPM Maze & G3-G5 fluency Comparison: DIBELS with Broad Screen in K; FORF with Maze; WA with reading 7 schools in Orange County participated in redesigned linking study of RC screen and TDI mazes

68 What Can Be Gained From the Florida Assessments for Instruction in Reading? Use of an efficient Screen to predict K-12 student success in reading Access to free assessment tools designed to guide instruction Linking of expanded curricular supports to assessment results Successful Readers!