2.  have a working knowledge of all available data reports;  have a working knowledge of how to interpret data available from the PMRN; and  be able to assist classroom teachers in making informed decisions regarding reading instruction based on PMRN/FAIR data. 2

3. Name of TestSpecific Subtests Broad Screen/Progress Monitoring Tool (BS/PMT) “All Students” Letter Naming Fluency Phonemic Awareness Word Reading Broad Diagnostic Inventory (BDI) “All” Students “Some” Students for Vocabulary Listening Comprehension -or- Reading Comprehension Vocabulary (not every AP) Spelling (2 nd grade only) Targeted Diagnostic Inventory (TDI) “Some” Students K = 9 tasks ( one optional) 1 st = 8 tasks 2 nd = 6 tasks 3

4. KINDERGARTEN  Print Awareness*  Letter Naming (UC)  Letter Naming (LC)  Phoneme Blending  Phoneme Deletion  Letter /Sound Completion – Initial  Letter /Sound Completion – Final  Word Building – Initial  Word Building- Final  Word Building – Medial Vowel GRADE 1  Letter Sound Knowledge  Phoneme Blending  Phoneme Deletion – Initial  Phoneme Deletion – Final  Word Building – Consonant  Word Building - Vowel  Word Building CVC / CVCe  Word Building - Blends GRADE 2  Word Building (4)  Multisyllabic Word Reading (2) 4

5. ©2009 Florida Department of Education Type of AssessmentName of Assessment Broad Screen/Progress Monitoring Tool (BS/PMT) – Appropriate for ‘All’ students Reading Comprehension (RC) Targeted Diagnostic Inventory (TDI) – “Some” students Maze Word Analysis (WA) 5

6. K-2  Vocabulary  Spelling (grade 2 only)  Target Passage  Reading or Listening Comprehension Questions correct 3-12  RC = Reading Comprehension  Maze  Word Analysis 6

7.  Median percentile ranking for vocabulary & spelling with ‘n’ tested based on entire FL population  % of students reading at or above the ‘target’ (i.e. grade-level) passage with ‘n’ tested based on school  Total Question Correct = raw number of questions answered correctly given there are five comprehension questions (mixed literal & inferential) per passage 7

8.  RC = Reading Comprehension  Maze  Word Analysis  RC – For AP1, the receives a passage based on one of the following  Grade-level & prior FCAT (if available)  Mean FCAT score for school  No less than 1 or more than 4 passages given  For AP 2 & 3 - based on FSP  MAZE – Non-adaptive – based solely on grade level  WA – adaptive – Starts with predetermined set of 5 words based on grade level. Performance here determined next set of words – 5-30 words given at each assessment 8

9.  One to four passages timed with reporting categories for FCAT 2.0 and other information  Percentile Rank (PR)  Ability Score (RCAS)  Ability Range (AR)  Percentile Ranks - derived scores that are used to rank one student’s performance in relation to a specific group (i.e. students in the same grade level)… the specified group = ‘a representative sample of Florida students at the same grade level as the student’ -- NOT a percentage score identifying how many items were answered correctly. 9

10.  Two 3-minute (grade level) passages  Administered 3 times a year  Students respond to embedded cloze items within a piece of (grade- level) text  Assess text reading efficiency (i.e. accuracy and speed, ‘gist-level’ comprehension  When & Who Gets MAZE Tasks? AP 1 – Students with FSP 84% or lower AP2- FSP lower than 85% or took the MAZE on AP 1 AP3- Same as above AND all students grades 6-12 rostered in PMRN for FAIR 10

11.  Percentile Rank  Adjusted Maze  PR- A derived score allowing comparison of raw scores by putting them on a 100 pt scales – Norming population = all FL students taking test  AM – Adjusted for the amount of time and the differences in difficulty of individual passages (to allow for comparison across time) This can be used to compare a student’s performance across assessment periods 11

12.  A 5-15 minute computer adaptive spelling task that assesses ability to understand letter/sound correspondence  Percentile Rank  Word Analysis Ability Score (WAAS) 12

13. Moving ahead… 13

14. Instructional Implications with a 100 ft view… PRS (grades K-2) = Probability of reading success … What are the chances, that given adequate and complete instruction, the student will become successful as a reader and therefore eventually, a success at, specifically - FAIR (and FCAT 2.0)? FSP (grades 3-12) = Probability of FCAT success… What are the chances, that given adequate and complete instruction, the students will reach a level 3 (proficient) on FCAT 2.0? 14

15.  How can we increase the number of K students who move from low listening levels of comprehension to higher numbers?  In first grade, why are students still at the listening level when in fact, we know kindergarten instruction should have them reading?  What students are showing LC and should be RC?  What can be done to increase the rigor so that more students are in RC than LC as the year progresses? 15

16.  How can we increase the number of students that score at the cut-points between ‘yellow’ & ‘green’?  Are students spending sufficient time in the MAZE to account for the score? Are they being closely monitored as they take the assessments?  What other information is necessary that isn’t available from the BSD & TDI?  What can be done to increase the rigor so that more students are successful as the year progresses? What are the gaps and how do we fill them? 16

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18. Elementary 18

19.  KG to Class By clicking on the “+” Clicking on a teacher name then brings up only that group 19

20.  Entire grade-level broken down by each student in the grade level with a student centered lens… You can look alpha, high to low, low to high by selecting each field  Magnifying Glass allows you to see detailed report for a student… This allows you to see what kinds of questions were asked and answered correctly, percent of words read correctly, WCPM 20

21. 3-8 & High School 21

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23. ??? 23

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25.  What can you get (as a teacher) from this report?  What task(s) have been mastered as second graders? What has been taught? What hasn’t been taught? In what order should it be taught? 25

26.  Please log on to your school’s site at the PMRN login screen located at https://pmrn.fcrr.org 26 Please take a few minutes to examine all the available options for your viewing as a building administrator. Remember that you can click on a reporting category and rank from high to low score or click on the “name” and use alphabetic ordering…

27.  Thanks for your attention!  Let your reading coach or me know if you need/want further information regarding the FAIR test or the PMRN.  Great source of information regarding the test: http://www.fcrr.org/pmrn/fair.asp http://www.fcrr.org/pmrn/fair.asp regarding PMRN: http://www.fcrr.org/pmrn/pmrn.asp http://www.fcrr.org/pmrn/pmrn.asp 27