1. Florida Assessments for Instruction in Reading Grades 3-12 Part 1 How to Administer Assessments

2. ©2009 Florida Department of Education 2 Agenda 1. Task Administration Basics 2. Background: The Florida Assessments for Instruction in Reading and the 2008-2009 Implementation Study 3. Rationale for using a computer adaptive assessment

3. ©2009 Florida Department of Education 3 Why use a computer adaptive test? What are the benefits? A computer adaptive test (CAT) provides a more reliable assessment of student ability in a shorter amount of time than a traditional test, because it picks questions at a level of difficulty that are most informative for each student. Computer adaptive tests provide more reliable assessments particularly for students at the extremes of ability (extremely low ability or extremely high ability).

4. ©2009 Florida Department of Education 4 The Florida Assessments for Instruction in Reading Comprehensive assessment is key to providing effective reading instruction The FL Assessments for Instruction in Reading provide : A balance of assessment of learning with assessment for learning Early identification of students who may require extra instructional support to achieve grade level standards in reading Uniform set of measures across 3-12 for teachers to guide instruction

5. ©2009 Florida Department of Education 5 Why Assess for Learning to Read? Learning to read is not natural for many individuals, who remain dependent on the skill, knowledge, and persistence of their teachers to acquire reading proficiency. Drs. Louisa Moats & Barbara Foorman (1997) The need for accurate assessments arises because of the enormous diversity in the rate of learning and level of literacy skills among adolescents. Because of this enormous diversity, a key to meeting our instructional goals is accurate assessment that allows teachers and schools to differentiate instruction according to individual student’s needs. Dr. Joseph Torgesen (2007)

6. ©2009 Florida Department of Education 6 Web-based Assessment Module (WAM) This assessment system incorporates the following types of assessments to support instructional decision-making: 1. Broad Screen/Progress Monitoring Tool 2. Targeted Diagnostic Inventory 3. Informal Diagnostic Tool Kit 4. Ongoing Progress Monitoring Tasks

7. ©2009 Florida Department of Education 7 Broad Screen/Progress Monitoring Tool Reading Comprehension Task ( 3 Times a Year ) Targeted Diagnostic Inventory Maze & Word Analysis Tasks Diagnostic Toolkit ( As Needed ) Ongoing Progress Monitoring ( As Needed ) If necessary Grades 3-12 Assessments Model

8. ©2009 Florida Department of Education 8 Reading Concepts Assessed Reading Comprehension ( Broad Screen ) Text Reading Efficiency – combines low level comprehension and fluency ( Maze task, Targeted Diagnostic Inventory) Orthographic Processing/Spelling Knowledge (Word Analysis task, Targeted Diagnostic Inventory)

9. ©2009 Florida Department of Education 9 Reading Comprehension Defined: The construction of meaning from printed text, using prior knowledge (of words and world experiences), cues from the text, and cognitive strategies (Dole, Duffy, Roehler, & Pearson, 1991). This complex interplay of processes and skills relies on accurate word recognition (Adams, 1990). Key Benefit: Allows students to move from learning to read, to reading to learn.

10. ©2009 Florida Department of Education 10 Skill Base: Reading Comprehension Word Decoding/Recognition Possessing adequate decoding or word identification skills to read words within connected text. (Gough, 1984) VOCABULARY/WORD KNOWLEDGE Knowing words under multiple contexts and with multiple meanings, as well as knowing how words are interrelated to impact meaning. (Beck, McKeown, & Kucan, 2002; Nagy & Scott, 2000) COMPREHENSION STRATEGIES Using cognitive strategies to support reading (e.g., making inferences, predicting, associating ideas, monitoring understandability). (Pressley & Afflerback, 1995) WORLD KNOWLEDGE Possessing prior knowledge about the reading topic in order to construct meaning from the text. (Anderson & Pearson, 1984)

11. ©2009 Florida Department of Education 11 Text Reading Efficiency Combines both fluency and low level comprehension Fluency Defined: “The ability to read text accurately and quickly…effortlessly and with expression.” (Armbruster, Lehr, & Osborn, 2001) Key Benefit: Serves to bridge word reading skills and comprehension. (Osborn, Lehr, & Hiebert, 2003)

12. ©2009 Florida Department of Education 12 Skill Base: Text Reading Efficiency ACCURACY Accurate decoding of words in text. (Gough, 1984) READING AUTOMATICITY Effortless word recognition that allows for attention to be allocated to other aspects of comprehension. (Foorman & Mehta, 2002; La Berge & Samuels, 1974) COMPREHENSION Understanding meaning prepares students to read other words related to that meaning. (Jenkins, Fuchs, van den Broek, Espin, & Deno, 2003 )

13. ©2009 Florida Department of Education 13 Word Analysis Defined: This term is often used interchangeably with Advanced phonics Spelling Structural analysis Key Benefit: Analyzing the spellings of individuals can provide necessary information regarding the understanding and mastery of orthography, phonology, and morphology all in one assessment (Moats, 1995; Treiman, 1998).

14. ©2009 Florida Department of Education 14 Skill Base: Word Analysis ORTHOGRAPHIC KNOWLEDGE Knowledge of the way specific words are represented in print. (Adams, 2001) PHONOLOGICAL KNOWLEDGE Awareness of the sound system of language. (National Reading Panel, 2000; Treiman & Bourassa, 2000) MORPHOLOGICAL KNOWLEDGE Awareness of the units of meaning in language. base words, roots, affixes (Moats, 1995) ©2009 Florida Department of Education

15. 15 Broad Screen/Progress Monitoring Tool Reading Comprehension Task ( 3 Times a Year ) Targeted Diagnostic Inventory Maze & Word Analysis Tasks Diagnostic Toolkit ( As Needed ) Ongoing Progress Monitoring ( As Needed ) If necessary Grades 3-12 Assessments Model

16. ©2009 Florida Department of Education 16 ©2009 Florida Department of Education

17. 17 ©2009 Florida Department of Education

18. 18 ©2009 Florida Department of Education

19. 19 The Broad Screen/Progress Monitoring Tool 10-20 minute computer-adaptive task of reading comprehension Predicts student’s FCAT success probability (FSP) Administered to all students scoring Level 1 or 2 on FCAT Administered to students identified with reading needs by their districts Other students may take the assessment at the discretion of their districts

20. ©2009 Florida Department of Education 20 The Broad Screen/Progress Monitoring Tool In addition to the FCAT Success Probability score (FSP), the following scores may also be obtained from the Broad Screen: Standard Score Percentile Rank Lexile Score Ability Score Cluster Area Scores

21. ©2009 Florida Department of Education 21 A prediction score from the Broad Screen that indicates whether a student needs TDI assessment and additional instructional support in reading The probability score will fall within 1 of 3 Success Zones: GREEN YELLOW RED FCAT Success Probability (FSP) Score

22. ©2009 Florida Department of Education 22 85% or better probability of scoring a level 3 or above on the FCAT 16-84% probability of scoring a level 3 or above on the FCAT 15% or less probability of scoring a level 3 or above on the FCAT GREEN YELLOW RED Success Zone Probabilities

23. ©2009 Florida Department of Education 23 Accessing the Florida Assessments for Instruction in Reading Software Requirements are: Internet Explorer 6.0 or later (Windows platform only) Safari version 2.0 or later (preferred for Mac users) Mozilla Firefox version 1.5 or later (Mac or PC) Flash Player 9.0 or later JavaScript and Cookies enabled Hardware requirements are: Students must have a set of headphones and a well functioning mouse to take the WAM.

24. ©2009 Florida Department of Education 24 How is the student placed into passages/items? TaskPlacement Rules Reading Comprehension - Adaptive For AP 1, the first passage the student receives is based on one of the following general estimates of the student’s ability. Grade level and prior year FCAT (if available) Mean FCAT score for that school and grade level All 3 rd grade students are placed into the same passage For AP 2 and 3 passage one is based on students FSP. Maze – Not adaptive Two predetermined passages based on grade level and assessment period WA - Adaptive AP 1-3 starts with predetermined set of 5 words based on grade level. Performance on the set of 5 determines next set of words. 5-30 words given at each assessment period based on ability.

27. ©2009 Florida Department of Education 27

37. ©2009 Florida Department of Education 37 Broad Screen/Progress Monitoring Tool Reading Comprehension Task ( 3 Times a Year ) Targeted Diagnostic Inventory Maze & Word Analysis Tasks Diagnostic Toolkit ( As Needed ) Ongoing Progress Monitoring ( As Needed ) If necessary Grades 3-12 Assessments Model

38. ©2009 Florida Department of Education 38 TDI: The Maze Task Two 3-minute (grade-level) passages Administered 3 times a year Student responds to embedded cloze items within text Assesses text reading efficiency (i.e., reading accuracy and speed, and gist - level comprehension)

39. When and who gets MAZE task Assessment PeriodMaze AP 1Students with FSP 84% or lower Optional for students with FSP 85% or above AP 2FSP 84 % or lower or if student took Maze in AP1 Optional for students with FSP 85% or above AP 3FSP 84 % or lower or if student took Maze in AP2 Optional for 3-5 students with FSP of 85% or above All students grades 6-12 rostered in the PMRN for FAIR © 2009 Florida Department of Education

40. 40 TDI: The Maze Task The following scores may be obtained from the Maze task: Standard Score Percentile Rank Adjusted Maze Score

45. ©2009 Florida Department of Education 45 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.

46. ©2009 Florida Department of Education 46 TDI: The Word Analysis Task The following scores may be obtained from the Word Analysis task: Standard Score Percentile Rank Word Analysis Ability Score (WAAS)

51. ©2009 Florida Department of Education 51 Broad Screen/Progress Monitoring Tool Reading Comprehension Task ( 3 Times a Year ) Targeted Diagnostic Inventory Maze & Word Analysis Tasks Diagnostic Toolkit ( As Needed ) Ongoing Progress Monitoring ( As Needed ) If necessary Grades 3-12 Assessments Model

52. ©2009 Florida Department of Education 52 OPM Reading Comprehension Reading Comprehension passages for Ongoing Progress Monitoring are currently in development and will be available in the fall Students will receive two passages (one informational and one literary) All students rostered in the PMRN and using the FAIR system will be eligible for ongoing progress monitoring in Reading Comprehension The OPM – RC passages will be available every 20 instructional days

53. ©2009 Florida Department of Education 53 Ongoing Progress Monitoring Maze (Grades 3-12) May be appropriate for students receiving reading intervention with a goal of increased reading efficiency OR for students who scored below 30 th percentile on the Maze task Maze for OPM is available online Progress Monitoring should take place no more frequently than every 20 instructional days

54. OPM Maze TDI Maze – above 30 th percentile No progress monitoring available TDI Maze – 21 st – 30 th percentile Use on grade level mazes (in grades 11-12, use grade 10) TDI Maze 20 th percentile or below G 3 – use on grade level G 4 & 5 – use one grade level below current grade G 6-8 – use two grade levels below current grade G 9-12 use 3 grade levels below current grade ( for G 11 & 12, use current grade as 10 and move to 7 th grade Progress Monitor no more frequently than once every 20 instructional days. © 2009 Florida Department of Education

55. 55 Ongoing Progress Monitoring Oral Reading Fluency (Grades 3-5) Teachers may choose to progress monitor students using ORF passages in grades 3-5 only ORF is only available in a paper/pencil version

56. OPM Oral Reading Fluency TDI Maze – above 40th percentile No progress monitoring available TDI Maze – 31st – 40th percentile Use on grade level passages TDI Maze 21st – 30th percentile Use passages one grade level below student’s current grade level TDI Maze – below 20th percentile Use passages two grade levels below student’s current grade level Progress Monitor no more frequently than once every 20 instructional days. © 2009 Florida Department of Education

57. 57 Broad Screen/Progress Monitoring Tool Reading Comprehension Task ( 3 Times a Year ) Targeted Diagnostic Inventory Maze & Word Analysis Tasks Diagnostic Toolkit ( As Needed ) Ongoing Progress Monitoring ( As Needed ) If necessary Grades 3-12 Assessments Model

58. ©2009 Florida Department of Education 58 Informal Diagnostic/Progress Assessment Toolkit Assist intervention teachers in day-to-day instructional decision making between assessment periods Teachers will make decisions about which tools to use based on students’ previous performance May also be used by content area teachers in some cases Scores cannot be entered into PMRN

59. ©2009 Florida Department of Education 59 Informal Diagnostic/Progress Assessment Toolkit 1. Phonics screening inventory 2. Academic word inventory 3. Lexiled text passages 4. Instructional level passages with Question/Response templates

60. ©2009 Florida Department of Education 60 Phonics Screening Inventory Intermediate elementary and middle/high school versions available (either version may be given at any grade level as determined by teacher administering task) Provides information about students’ word recognition skills including knowledge of letter- sound correspondences, blending ability, and skills with complex syllables or different syllable types

61. ©2009 Florida Department of Education 61 Phonics Screening Inventory Designed for intensive intervention teachers with students who have scored poorly on Word Analysis task May be given to a small group or in a one-to- one setting Students responses may be analyzed by orthographic patterns (e.g., vowels, blends, digraphs) and/or morphological components (e.g., roots, affixes) to guide instructional focus

62. ©2009 Florida Department of Education 62 © 2009 Florida Department of Education

63. 63

65. ©2009 Florida Department of Education 65 Academic word inventory Provides teacher with estimate of student’s context-free word reading ability Includes lists of academic words that occur with increasing frequency at each grade level Used by intensive intervention teachers for students scoring low on Maze and/or Word Analysis tasks

66. ©2009 Florida Department of Education 66 © 2009 Florida Department of Education

67. 67 © 2009 Florida Department of Education

68. 68 Lexiled text passages Students’ Lexile scores obtained from Broad Screen match them to Lexiled passages in Toolkit May be used by content area teachers for instructional purposes, especially when working with students who score above the 30 th percentile on the Maze and Word Analysis Tasks.

69. ©2009 Florida Department of Education 69 Lexiled text passages Text may be read silently or aloud by individual students or groups of students Students may respond to comprehension questions orally or in writing Passages have not been precisely equated for difficulty within grade level and should NOT be used for progress monitoring of oral reading fluency

70. ©2009 Florida Department of Education 70 © 2009 Florida Department of Education

71. 71 Scaffolded Discussion Templates Allow teachers to explore students’ reading comprehension and comprehension strategies with more depth than through a typical reading comprehension test Students with poor word-level skills are placed into a passage at their instructional level by reading a word list linked to accuracy in the passage.

72. ©2009 Florida Department of Education 72 Scaffolded Discussion Templates Passages are equated for difficulty and therefore may be used to monitor progress in fluency. A look up table will be provided to determine an adjusted fluency score.

73. ©2009 Florida Department of Education 73 Scaffolded Discussion Templates Questions following passages are labeled as one of four types identified by Taffy Raphael in her description of Question-Answer relationships (QAR): 1. Right There - answer is in the text 2. Author and Me – answer is not found in text; must rely on background knowledge combined with what author tells you

74. ©2009 Florida Department of Education 74 3. Think and Search – answer is in the text but student must put together different pieces of information to find it 4. On My Own – answer is not in text and may be answered without reading text using background knowledge Scaffolded Discussion Templates

75. ©2009 Florida Department of Education 75 Scaffolded Discussion Templates QAR templates may be used in a variety of instructional formats (e.g., individual students working alone, students working in pairs, and teacher-student pairs.)

76. ©2009 Florida Department of Education 76 © 2009 Florida Department of Education

77. 77 Questions? FAIRhelp@fcrr.org