Interpreting Assessment & Intervention Data in Reading North Area Profession al Seminar:...

Interpreting Assessment

&Intervention

Data in Reading

North Area Profession al Seminar: January 27, 2012

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School Humor

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Expected Take-Aways from the Presentation

5 Essential Reading Components• Understanding of

components.

District & State Assessments• Knowledge of which of

the 5 Reading Components are measured by each.

Intervention Programs• Knowledge of which of

the 5 Reading Components are targeted.

The Five Essential Components of Reading:

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Phonological Awareness

Phonics

FluencyVocabulary

Comprehension

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Phonological Awareness

• Phonological Awareness involves the ability to hear, identify, and manipulate the individual sounds in words.– Ability to identify the difference between the rhyming

words of “cat” and “bat”.

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Phonics

• Phonics involves understanding how letters are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns.– Knowledge that the letter “B” makes a “buh” sound.

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Vocabulary

• Vocabulary focuses on words and their meaning. Includes knowledge of sight words and understanding the meaning of the words.

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Fluency

• Fluency is the ability to read accurately and quickly.– Timing reader as they

read a passage while indicating the number of mistakes and the amount of time it takes them to read the passage.

Fluency Equation:

Number of Words – Student Errors

÷Number of Minutes for Reader to

Read the Passage

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Comprehension

• Reading Comprehension is the ability to understand and take away meaning from the text.– After reading a passage, the student responds to explicit

and implicit questions regarding elements of the passage.

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With an understanding of the 5 Essential Reading Components …

• Reviewing what the District and State assessments measure will enable school psychologists to identify a student’s strengths and weaknesses.

5 Reading Components• Understanding of concepts.

District & State Assessments• Knowledge of which of the 5

Reading Components are measured by each.

Intervention Programs• Knowledge of which of the 5

Reading Components are targeted.

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State & District Assessments

FCAT

PASI

SRI

FAIRRunning Records

DRLA

PSI

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District Required Literacy Assessment (DRLA)

• District created (2008) assessments to match Treasure of Literacy series to meet student needs.– Will soon be updated.

• Administered four times throughout the year. (Placement, Fall, Winter, and Spring). – K-2: Phonological Awareness, Phonics, Vocabulary, and

Comprehension.– 3-6: Phonics, Vocabulary, and Comprehension

• Scores available through A3 for (overall) Reading Proficiency (percentage correct) scores and individual reading area scores to make comparisons between the performance of grade and class level peers.

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Florida Assessment for Instruction in Reading (FAIR)

• Administered three times a year.– K-2: phonological awareness, phonics, fluency, vocabulary, and

comprehension. • Administered individually (except for spelling)

– 3-12: (Computer based) phonics, fluency, and comprehension.

• Scores are available through A3 & Progress Monitoring Reporting Network (PMRN)– The (overall) score is reported as the Probability of Reading Success

(probability percentage). – When reporting the FAIR- Reading Comprehension score utilize the

Ability score to indicate growth over time (Foorman, 2011).

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FAIR (continued)

• Maze: Reading fluency and comprehension– Example: Maze

• Word Analysis: Spelling.

• Reading Comprehension:– Example: Reading Comp

rehension

Green

•85% or better probability of grade-level or above performance on FCAT

Yellow

•16-84% probability of grade-level or above performance on FCAT

Red

•15% or less probability of grade-level or above performance on FCAT

Success ZonesProbability Scores

Florida’s Comprehensive Assessment Test (FCAT)

• Testing begins in 3rd -10th grade.

• Areas assessed include the following:– Vocabulary

• Context Clues• Base Words• Roots• Word Relationships• Synonym/Antonyms• Analyze Words in

Text

– Reading Application

• Author’s Purpose & Perspective

• Main Idea• Relevant Details• Conclusions• Chronological Order• Cause and Effect• Text Structures• Organization

Patterns• Themes/Topics• Compare/Contrast

– Literary Analysis• Character

Development• Character Point of

View• Setting• Text Features

• Problem/Resolution• Plot Development• Descriptive

Language• Figurative Language• Theme• Conflict/Resolution

– Informational Text/Research

• Locate, Interpret, Organize Information

• Text Features• Determine Validity

and Reliability of Information

• Synthesize Information

• Analyze and Evaluate Information 15

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Florida’s Comprehensive Assessment Test (FCAT) (continued)

• To measure growth across time utilize the Developmental Scale Score (DSS) (Foorman, 2011).– Utilize the same metric across time.

• This link provides a chart that lists the DSS related to Achievement Levels (1-5) on the FCAT.

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Running Records

• Administered throughout the year to determine student’s instructional reading level. – Suggested Schedule– Administered individually

• Provides information regarding a student’s reading fluency, knowledge of vocabulary, and comprehension of the passage.– Taken from a “cold” read (student has never read the

passage before).– Student reads passage while adult indicates student’s errors.

Student is then asked to retell the story and respond to comprehension questions.

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Running Records (continued)

• Based on current (2011) Assessment Decision Trees…

Beginning of Year Middle of Year End of Year

Kindergarten -- -- Level 2

First Grade Level 2-3 Level 8-10 Level 16

Second Grade Level 16-18 Level 20 Level 28

Third Grade Level 30 Level 34 Level 38

Fourth Grade -- Level 40+ --

Fifth Grade -- Level 50+ --

Sixth Grade -- Level 60+ --

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Phonological Awareness Screener for Intervention (PASI) 3.1

• Administered individually, (K-1st+) the PASI includes a short form (10 minutes) to determine students’ success with syllables, rhyming, or phoneme skills to determine which lesson to begin instruction.

• At completion, PASI indicates skills to target during intervention.

• This assessment assists with identifying groups of students that have similar difficulties.

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PASI 3.1 (continued)

• Based on current (2011) Assessment Decision Trees the expected skill level is indicated in the chart below.

• The skills targeted by the PASI 3.1 are expected to be met by first grade.

Beginning of Year Middle of Year End of Year

Kindergarten 2 4 5

First Grade 5-5.3 -- --

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Phonics Screener for Intervention (PSI)

• Administered individually to K-2nd+.• Designed to identify mastery and deficits in Basic

Phonics, Advanced Phonics, and Multisyllable Words, and Dolch Sight Words

• PSI is effective for the following students:– Students in first grade and beyond who have poor reading

accuracy/fluency issues, vocabulary deficits, or a combination of these problems.

– Scoring below the 40th percentile on Word Analysis of FAIR.

• Provides direction for Tier II and III interventions.

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PSI

• Based on current (2011) Assessment Decision Trees the skill level is indicated in the chart below.

• The skills targeted by the PSI are expected to be met by the end of third grade.

Beginning of Year Middle of Year End of Year

First Grade 1 2 5

Second Grade 6 7 9

Third Grade -- -- 10

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Scholastic Reading Inventory (SRI)

• Computer based program for Grades K–12 assesses reading comprehension.– Utilizes Lexile scores

• Not to be confused with Lexile text measure - the demand of the text in terms of frequency and sentence length

• Informs instruction and provides placement recommendations.

• Assists in the process of identifying whether or not students will meet their achievement goals.

• Student Experience Activity

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With all of this information…

• This will assist in making data based decisions for student interventions.

5 Reading Components• Understanding of

concepts.

District & State Assessments• Knowledge of which of

the 5 Reading Components are measured by each.

Intervention Programs• Knowledge of which of

the 5 Reading Components are targeted.

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Intervention Programs

Earobics

Voyager

Treasures

SuccessMakerRead Naturally

Reading Plus

Lexia Learning

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Earobics

• Interactive computer program for Pre-K through Third grade students.– Also provides instructions in 10 languages

besides English for English Language Learners.

• Skill building activities including:– Phonemic Awareness– Auditory Processing– Phonics– Reading comprehension

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Lexia Learning

• Computer based program for the five components of reading (phonological awareness, phonics, fluency, vocabulary, and comprehension).– Also provides teachers skill building worksheet to print out

to encourage student growth.

• Provides activities for students in Pre-K through 4th grade, and for at-risk students up to 12th grade.

• Lexia Learning Video

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Read Naturally

• 1st -12th: Structured intervention program combines teacher modeling, repeated reading, and progress monitoring.– Measures fluency and comprehension.

• Features nonfiction stories. (Also includes cassette tapes of the stories.)– Goal is to tap into students’ natural curiosity about the

world• Nonfiction Story Subjects: Hippopotamuses, Helen Keller, and Joe

Louis.

• Steps of Read Naturally

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Reading Plus

• Computer based program.• 3-12: To improve reading fluency, vocabulary, and

comprehension.• Designed to adjust the difficulty of the content and

duration of reading activities so that students proceed at a pace that is related to their skill level.

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SuccessMaker

• Computer-based program for students in K-8th grade.• Placement: identifies the starting point for instruction

in phonological awareness, phonics, and vocabulary skills.

• Reading lessons will take learners through focused instruction and guided practice and then more independent activities.

• Provides additional support when threshold scores are not met and reviews previous material to ensure retention and to maintain proficiency.

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Treasures

• The Treasures program includes materials to support the district adopted K-6 Reading and Language Arts textbook series. – Features the 5 essential components of reading.

• Triumphs program provides additional support for skill mastery.

• Activities

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Voyager Passport

• K-5: The five essential components of reading are addressed within 30 to 40-minute daily lessons.

• Two Components to each lesson: – Providing grade-appropriate instruction. – Gives struggling readers daily opportunities to apply learned skills.

• Includes Ticket to Read a computer based intervention.– As the student reads, they earn tickets for hundreds of virtual prizes.

• Example: After learn mastering skills, able to earn tokens which they can trade for

virtual toys in their personal Toy Shop.

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Phonological Awareness

Phonics Vocabulary Fluency Comprehension

FCAT *

FAIR (K-2) * * * * *

FAIR (3-6) * * * *

DRLA (K-2) * * * *

DRLA (3-6) * * *

Running Records * * *

SRI *

PASI *

PSI *

Earobics * * * * *

Lexia Reading * * * * *

Voyager * * * * *

Triumphs * * * * *

Successmaker * * * *

Read Naturally * * * *

Reading Plus * * *

Assessment and Intervention Programs (See Handout)

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Reading Areas related to a Specific Learning Disability (SLD)

Specific Learning Disability

Basic Reading Skills

Phonological

Awareness

Phonics

Vocabulary

Reading Fluency Skills

Reading Comprehension

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References

• Florida Assessments for Instruction in Reading (FAIR) - Using scores for growth and instruction. http://www.fcrr.org/FETC_Orlando_Feb_2_2011.ppt

• Florida Assessments for Instruction in Reading (includes examples of Maze & Word Analysis) http://www.justreadflorida.com/pdf/FloridaAssessmentsReading-RegMeet.pdf 

• Florida Comprehensive Assessment Test (FCAT) - Achievement Level Definitions http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf

• Running Records (suggested schedule) http://www.readinga-z.com/guided/runrecord.html• Phonics Screener for Intervention (PSI) http://store.95percentgroup.com/psischoolsitelicense.aspx• Scholastic Reading Inventory (SRI)

http://teacher.scholastic.com/products/sri_reading_assessment/programoverview.htm (SRI Student Experience) http://teacher.scholastic.com/products/sri_reading_assessment/Student_Experience.htm

• Earobics http://www.earobics.com/index.php• Lexia Learning http://www.lexialearning.com/index.html (Informational Video)

http://www.lexialearning.com/demos/tour/tourUS.html• Read Naturally http://www.readnaturally.com/• Reading Plus (includes Virtual Tour) http://www.readingplus.com/• SuccessMaker http://www.pearsonschool.com/index.cfm?locator=PSZk99• Treasures http://activities.macmillanmh.com/reading/treasures/html/main_teacher.html. (Activities)

http://activities.macmillanmh.com/reading/treasures/html/teacher_index.html• Voyager http://www.iamvoyager.com/passport/curriculum.jsp (Ticket to Talk)

http://www.iamvoyager.com/passport/videos/technology.jsp