Assessments for Assessments for Secondary StudentsSecondary Students

Principal’s Leadership ConferencePrincipal’s Leadership ConferenceRandee WinterbottomRandee Winterbottom

Pat HowardPat Howard

Florida Center for Reading ResearchFlorida Center for Reading ResearchJune 2005June 2005

ObjectivesObjectives

To assist principals to…To assist principals to… Understand purposes for reading Understand purposes for reading

assessmentassessment Know the four types of assessmentKnow the four types of assessment Know what skills may need to be Know what skills may need to be

assessedassessed Have an overview of the secondary Have an overview of the secondary

study on progress monitoring toolsstudy on progress monitoring tools Learn about oral reading passages Learn about oral reading passages

for next yearfor next year Become familiar with commonly Become familiar with commonly

used secondary assessmentsused secondary assessments

Why Assess?Why Assess? Collect data to determine problems Collect data to determine problems

and make decisions about studentsand make decisions about students May be formal or informal and May be formal or informal and

conducted through a variety of conducted through a variety of methods:methods: RRecord reviews ecord reviews IInterviews nterviews OObservationsbservations TTestingesting

Four Types of Assessments Four Types of Assessments ScreeningScreening

First Alert – which students may need extraFirst Alert – which students may need extra

assistanceassistance

Progress MonitoringProgress MonitoringIs the child making adequate progress towards Is the child making adequate progress towards

reading goals?reading goals?

DiagnosticDiagnosticUsed only if progress monitoring is not answering Used only if progress monitoring is not answering

Questions concerning a student’s weaknesses Questions concerning a student’s weaknesses

and strengths in reading skillsand strengths in reading skills

OutcomeOutcomeDid the student make progress toward reading Did the student make progress toward reading

standardsstandards

Upper Grades Study - Spring 2005Upper Grades Study - Spring 2005

Purpose: Purpose: To establishTo establish the reliability of the reliability of several measures and their relationship several measures and their relationship to performance on the FCAT and to to performance on the FCAT and to determine if one of the measures would determine if one of the measures would be suited for use as a state-wide be suited for use as a state-wide progress monitoring measure.progress monitoring measure.

• Leon and Dade – 300 randomly assigned Leon and Dade – 300 randomly assigned students in grades 4, 6, 7, 8, 9, 10.students in grades 4, 6, 7, 8, 9, 10.

• Measures to be used:Measures to be used: FCAT passages for ORF – grades 6, 7, 8, 9 - FCAT passages for ORF – grades 6, 7, 8, 9 -

IndividualIndividual FCAT maze passages – grades 4, 6, 8, 10 - FCAT maze passages – grades 4, 6, 8, 10 -

GroupGroup Espin Mazes – grades 8 and 10 - Espin Mazes – grades 8 and 10 - GroupGroup Test of Silent Word Reading FluencyTest of Silent Word Reading Fluency

(TOSWRF) - (TOSWRF) - IndividualIndividual Test of Sentence Reading EfficiencyTest of Sentence Reading Efficiency (TOSRE) (TOSRE)

- - GroupGroup WASI – Vocabulary and Similarities - WASI – Vocabulary and Similarities - IndividualIndividual

Upper Grades Study - Fall 2005Upper Grades Study - Fall 2005 cont.cont.

If one of the group administered measures If one of the group administered measures shows promise as a valid and reliable predictor shows promise as a valid and reliable predictor of FCAT performance, a progress monitoring of FCAT performance, a progress monitoring tryout study will be conducted.tryout study will be conducted.

• School districts representative of the overall School districts representative of the overall demographics of the state will participatedemographics of the state will participate

• The same students who are receiving progress The same students who are receiving progress monitoring with ORF probes will be administered monitoring with ORF probes will be administered the group measure to determine any meaningful the group measure to determine any meaningful differences - group vs. individually administered differences - group vs. individually administered and sensitivity to individual growth and sensitivity to individual growth

Oral Reading Fluency Passages Oral Reading Fluency Passages for 2005-2006for 2005-2006

FCRR working with JRF! Office to FCRR working with JRF! Office to make passages available for ORF make passages available for ORF for progress monitoringfor progress monitoring OptionalOptional FCAT released passages or FCAT released passages or

FCAT- like passages developed FCAT- like passages developed for this purposefor this purpose

Plan to make them downloadable Plan to make them downloadable from a JRF! web sitefrom a JRF! web site

Will be able to enter data into the Will be able to enter data into the PMRNPMRN

Video Clip

Student Practice Student Practice #1#1

139- 8131

Florida’s Hummingbirds (Student #1)

Hummingbirds live only in the Americas. Of the 338 species 10 known, 16 are found in the United States and 3 occur in Florida. 23 mispronunciation Black-chinned and rufous hummingbirds occasionally can be 31 seen in Florida during the winter, but the ruby-throated hummingbird 42 is by far the most common hummer in the state. This feathered jewel 55 (only) is about 3 inches long and weighs as little as a penny. Its name 69 mispronunciation omission describes the most brilliant part of the mature male’s plumage. The 80 mispronunciation throat feathers contain air bubbles that give off an iridescent red 91 tone in full light. Both sexes, young and mature birds, have metallic 103 green backs and white-tipped tail feathers. 110 mispronunciations The ruby-throat’s breeding range extends from central Kansas to 120 omission 3 second rule the east coast and from Saskatchewan to central Florida. Although 130

some birds may stay in south Florida year-round], most spend the 142

winter in Mexico and South America, where the weather is warmer. 153

What Skills Should be Assessed?What Skills Should be Assessed? Testing older students Testing older students

specifically on phonological specifically on phonological awareness measures does not awareness measures does not add power to the identification add power to the identification of reading and spelling of reading and spelling difficulties (Hogan, Catts & difficulties (Hogan, Catts & Little, in press)Little, in press)

Direct measures of academic Direct measures of academic skills will provide the most skills will provide the most accurate data for planning accurate data for planning instructioninstruction

What Skills Should be What Skills Should be Assessed? (cont.)Assessed? (cont.)

Some of the types of assessments to Some of the types of assessments to consider are…consider are… Passage Reading ComprehensionPassage Reading Comprehension Oral Reading FluencyOral Reading Fluency Vocabulary KnowledgeVocabulary Knowledge Word Recognition Speed and AccuracyWord Recognition Speed and Accuracy Knowledge of Phoneme-Grapheme (sound-Knowledge of Phoneme-Grapheme (sound-

symbol), Syllables, Morphology (units of symbol), Syllables, Morphology (units of meaning) and Correspondences in meaning) and Correspondences in Ortholography (writing) Ortholography (writing)

DARFlorence Roswell and Jeanne Chall

Diagnostic

Assessments of

Reading

DAR: DAR: CharacteristicsCharacteristics Six individually administered tests Six individually administered tests

of essential areas of reading and of essential areas of reading and languagelanguage

Suitable for students of all ages Suitable for students of all ages functioning on pre-reading levels functioning on pre-reading levels through end of high schoolthrough end of high school

Easy to administerEasy to administer

Brief administration timeBrief administration time

DAR: DAR: Characteristics Characteristics (cont.)(cont.) Easy to scoreEasy to score Separate scores for each subtestSeparate scores for each subtest Meaningful, easy to interpret Meaningful, easy to interpret

scoresscores Based on extensive research & Based on extensive research &

experienceexperience Meets the State DOE content Meets the State DOE content

requirementsrequirements Quality, sturdy materialsQuality, sturdy materials

The DAR Will Help You...The DAR Will Help You... Develop a constructive student-teacher Develop a constructive student-teacher

relationshiprelationship

Identify a student’s strengths and Identify a student’s strengths and weaknesses in reading – provides weaknesses in reading – provides opportunities for quantitative and opportunities for quantitative and qualitative diagnostic informationqualitative diagnostic information

Assess the reading Assess the reading development/growth of a given studentdevelopment/growth of a given student

Prescribe meaningful individualized Prescribe meaningful individualized instructioninstruction

Based on years of actual practice Based on years of actual practice and proven reliability and validity.and proven reliability and validity.

DAR TestsDAR Tests

Word Recognition Word Recognition

Word Analysis Word Analysis

Oral Reading Oral Reading

Silent Reading Comprehension Silent Reading Comprehension

Spelling Spelling

Word Meaning Word Meaning

GRADE Group Reading Assessment and Diagnostic Evaluation

•Provides data for older students to assist with instructional decision - making

Group Reading Assessment and Group Reading Assessment and Diagnostic Evaluation (GRADE)Diagnostic Evaluation (GRADE)

Can be group administeredCan be group administered Out-of-level testing is availableOut-of-level testing is available

Students who are in need of Students who are in need of intensive interventions may intensive interventions may need to be assessed below need to be assessed below their grade enrollmentstheir grade enrollments

Level 5 is for very low 6Level 5 is for very low 6thth – – 1212thth graders graders

GRADE cont.GRADE cont.

Level 6 is for very low 7Level 6 is for very low 7th th - 12- 12thth gradersgraders

Level M is for very low 10Level M is for very low 10thth – 12 – 12thth gradersgraders

Vocabulary – measures decoding Vocabulary – measures decoding and vocabulary knowledge and vocabulary knowledge

Sentence Comprehension – Sentence Comprehension – measures ability to comprehend a measures ability to comprehend a sentence as a complete thoughtsentence as a complete thought

GRADE cont.GRADE cont. Listening Comprehension – measures Listening Comprehension – measures

understanding of spoken languageunderstanding of spoken language

Passage Comprehension – measures Passage Comprehension – measures ability to comprehend extended text as ability to comprehend extended text as a wholea whole

Test is not timed but recommendation Test is not timed but recommendation is for two 30 – minute sessions is for two 30 – minute sessions

Has 2 forms making progress Has 2 forms making progress monitoring an optionmonitoring an option

GRADE cont.GRADE cont.

Norm-referenced – with a Norm-referenced – with a variety of score types: stanines, variety of score types: stanines, percentiles, normal curve percentiles, normal curve equivalencies, standard scores, equivalencies, standard scores, grade equivalents grade equivalents

Provides Diagnostic Analyses Provides Diagnostic Analyses Summary for each subtestSummary for each subtest

Passages include narrative and Passages include narrative and expository and vary in lengthexpository and vary in length

Sample Spelling Inventory Error AnalysisFeatures Short

VowelDigraph

Trigraph

Blend Complex consonant

VCE Vowel Teams

Root Morphograph

Vowel +R

Total Points

phone ph o-e 2 + 1 (correct)

smudge u sm -dge 1

squirt squ ir 1

throat thr oa 1

fraction frac 1

(correct)

dream dr ea 1

(correct)

fright fr igh 1

Blue circles indicate incorrect spellings

+ 1 indicates that the whole word was spelled correctly

Adapted from Lousia Moats’ Spellography Spelling Inventory

Skill Assessed Measure ResultsReading Comprehension

FCAT Reading from previous spring

Level 2

Oral Reading Fluency State - Provided Passages on 8th grade reading level

112 wcpm

30th percentile (Hasbrouck and Tindal)

Oral Word Reading Efficiency

TOWRE – real and nonsense words

Real Words 48th percentile

Nonwords 35th percentile

Silent Reading Comprehension

Core Reading Program Placement Test

38% correct on silent reading

Comprehension - beginning 6th grade

Case Study #1: Tatiana, Grade 8 (September)

TatianaTatiana Where does her instructional Where does her instructional

level appear to be? level appear to be?

Does she need instruction in Does she need instruction in decoding?decoding?

Would she benefit from fluency Would she benefit from fluency practice?practice?

Are there other measures that Are there other measures that should be administered? Which should be administered? Which ones? Why?ones? Why?

TatianaTatiana Where does her instructional Where does her instructional

level appear to be? level appear to be? Based on data Based on data provided – about 6provided – about 6thth grade grade

Does she need instruction in Does she need instruction in decoding?decoding?

Would she benefit from fluency Would she benefit from fluency practice?practice?

Are there other measures that Are there other measures that should be administered? Which should be administered? Which ones? Why?ones? Why?

TatianaTatiana Where does her instructional Where does her instructional

level appear to be? level appear to be? Based on data Based on data provided – about 6provided – about 6thth grade grade

Does she need instruction in Does she need instruction in decoding?decoding?Probably, since she scored in the 35%ile on the Probably, since she scored in the 35%ile on the

TOWRE nonword TOWRE nonword

Would she benefit from fluency Would she benefit from fluency practice?practice?

Are there other measures that Are there other measures that should be administered? Which should be administered? Which ones? Why?ones? Why?

TatianaTatiana Where does her instructional level appear to Where does her instructional level appear to

be? be? Based on data provided – about 6Based on data provided – about 6thth grade grade Does she need instruction in decoding?Does she need instruction in decoding?

Probably, since she scored in the 35%ile Probably, since she scored in the 35%ile on the TOWRE nonwordon the TOWRE nonword

Would she benefit from fluency practice?Would she benefit from fluency practice?Yes, she only read 112 wcpm and scored Yes, she only read 112 wcpm and scored in the 30in the 30thth percentile on the ORF percentile on the ORF measure. Increasing her ORF fluency measure. Increasing her ORF fluency would likely improve her comprehension would likely improve her comprehension as well as well

Are there other measures that should be Are there other measures that should be administered? Which ones? Why?administered? Which ones? Why?

TatianaTatiana Where does her instructional level appear Where does her instructional level appear

to be? to be? Based on data provided – about 6Based on data provided – about 6thth grade grade Does she need instruction in decoding?Does she need instruction in decoding?

Probably, since she scoredProbably, since she scored in the 35%ile on in the 35%ile on the TOWRE nonwordthe TOWRE nonword

Would she benefit from fluency practice?Would she benefit from fluency practice?Yes, she only read 112 wcpm and scored in the Yes, she only read 112 wcpm and scored in the 3030thth percentile on the ORF percentile on the ORF measure. Increasing her ORF fluency would likely measure. Increasing her ORF fluency would likely improve her improve her comprehension as well comprehension as well

Are there other measures that should be Are there other measures that should be administered? Which ones? Why?administered? Which ones? Why?Yes. A developmental spelling test. Conducting an Yes. A developmental spelling test. Conducting an error analysis on the spelling test would provide error analysis on the spelling test would provide valuable information to the teacher about any gaps valuable information to the teacher about any gaps

Tatiana may have with her decoding skillsTatiana may have with her decoding skills. .

SummarySummary

Understand purposes for Understand purposes for reading assessment reading assessment

Overview of the secondary Overview of the secondary progress monitoring studyprogress monitoring study

Be familiar with the ORF Be familiar with the ORF measure for 05-06measure for 05-06

Identify assessments that will Identify assessments that will meet the needs at your schoolmeet the needs at your school

Contact InformationContact Information

Randee Winterbottom Randee Winterbottom

rwinterbottom@fcrr.orgrwinterbottom@fcrr.org

Pat HowardPat Howard

phoward@fcrr.orgphoward@fcrr.org

850-644-9352850-644-9352

Thank You