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Florida Assessments for Instruction in Reading

Just Read, Florida!&

Florida Center for Reading Research

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New Florida Assessments for Instruction in Reading

Instructionally useful Computer administered in grades 3-12Automatic reporting to the Progress Monitoring and

Reporting Network (PMRN) in grades 3-12K-2 will be able to be administered via an internet-based

application that will be linked to the PMRNFunding from FLDOE for item development in 07-08 and

Implementation study in 08-09 in Manatee, Broward, Leon, and Alachua counties

Available free of charge to all schools in Fall 2009Only mandatory in Reading First and Kindergarten

Screening

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Why New Reading Assessments?Primary-grade assessment improved to include:

1. PreK; 2. Vocabulary; 3. ComprehensionAssesses standards in K-12; monitors progressResults predict end of year performance on

standardized test (K-2) & FCATDiagnostic inventories are linked to Florida standards

and provide information for guiding instructionReading 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

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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 inventoriesLinked to current measure for K screeningIdentifies risk of reading difficulties

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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-2 3-12

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* embedded in text comprehension

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WHO will take the Florida Assessments for Instruction in Reading and When?

Assessment

Period

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OPM Assessment

Period

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OPM Assessment

Period

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Screen All*All* All*All* All*All*BDI All* All* All*

TDI Some Some Some

* Available to All, but may not be required

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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)

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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.

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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

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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)

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K-2 Assessments

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The K-2 “Big Picture” MapBroad 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 (2nd grade only)

Targeted Diagnostic Inventory

(TDI)

“Some” children

• K = 9 tasks

• 1st = 8 tasks

• 2nd = 2 tasks

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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 )

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Broad Screen Task Examples

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Letter Naming and SoundsKindergarten

Teacher Directions:

I’m going to show

you some lettersof the alphabet.Tell me the nameof the letter andthe sound itmakes. Ready?

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Broad Diagnostic Task Examples

G1 Vocabulary – AP 3

Unacceptable Responses (0)

Question

Acceptable

Responses (1) Responses to

Prompt Other

Responses

Score (0, 1)

A What is this? DP kite B Tell me another word

for muddy. dirty messy filthy nasty

slimy

C What is he doing? biting chewing

eat (ing) bite chew

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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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Phoneme Blending Administer items using the key phrase “What would the word be if I say

/n/ /ew/ ?”

Targeted Diagnostic Task Example

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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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Ongoing Progress Monitoring (K-2)

• Letter Name and Sound Knowledge (K)

• Phonemic Awareness (K & 1)

• Word Building (K & 1)

• Oral Reading Fluency (1& 2)

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3-12 Assessments

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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

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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

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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. 

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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.

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Ongoing Progress Monitoring (3-12)

• Oral Reading Fluency (3-5) on paper

• Computer-based Mazes (3-12)

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• 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)

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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:

https://flassessments.fcrr.org

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3-12 Assessment SampleLogin

• Student logs into the computer application using:

District Name

School Name

Grade

Student Name

Birth Date

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3-12 Assessment SampleLogin

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 SampleLogin

Completed tasks Are noted

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The Broad Screen/Progress Monitoring Tool

• 20-40 minute computer-adaptive task of reading comprehension

• Predicts student’s “probability of success in reading” on the FCAT

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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

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3-12 SampleRC 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

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Reading ComprehensionTask Demonstration

Click here to start

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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.

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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

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Maze Task Demonstration

Click here to start

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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.

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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.

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Word Analysis Task Demonstration

Click here to start

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The TDI Logic

Moderate or Low Success

Probability on FCAT=

Administer TDI

Word Analysis TDI

Intervention withword recognition skills?

Intervention with reasoning skills, prior knowledge,

and/or vocabulary?

Maze TDI

Interventionwith text reading efficiency/

comprehension skills?

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The 3-12 “Score” MapBS/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)

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Connecting Assessment

to InstructionPMRN Reports

Instructional Resources

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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)

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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

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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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http://www.fcrr.org/SCASearch/

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

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Matching Reader to Text

• Scaffold discussion.• Verify that

comprehension is at least at 75% correct.

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Other resources available online:• Florida Department of Education

– http://www.fldoe.org

• Just Read! Florida– http://www.justreadflorida.com/

• LEaRN (Literacy Essentials and Reading Network)– http://www.justreadflorida.com/LEaRN/

• Partnership for Reading (National Institute for Literacy)– http://www.nifl.gov/partnershipforreading/

• Reading Rockets– http://www.readingrockets.org

• Colorin’ Colorado– http://www.colorincolorado.org/

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The Florida Assessments for The Florida Assessments for Instruction in Reading:Instruction in Reading:

Current StepsCurrent Steps

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Implementation Study - 080921 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

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Psychometric Work - 0809Testers 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

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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!