Florida Assessments for Instruction in Reading aligned to the Language Arts Florida Standards

Florida Assessments for Instruction in Reading

aligned to the

Language Arts Florida Standards

Grades K – 2 PMRNFLKRS

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Session Topics

• Introduction to Grades K-2 FAIR-FS• Grades K-2 Screening Tasks• Florida Kindergarten Readiness Screener (FLKRS) Overview• Grades K-2 Diagnostic Tasks• Scoring and Reports

Grades K-2 FAIR-FS

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What’s New?FAIR 2009 FAIR-FSFormat

1-on-1 with EST or AIR Requires paper test kit

1-on-1 with AIR Computer-administered and adaptive

Tasks

Limited number of items and tasks Items targeted to student’s ability More oral language tasks

Comprehension

6 grade level passages per grade 26 passages available, spanning a wider difficulty range

Score Types

Provides probability of reading success Also measures growth in important skills

Diagnostics

17 tasks to target instruction 17 tasks administered on computer, eliminates need for paper test kit

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When is FAIR-FS Administered?

• FAIR-FS was designed to be administered 3 times per year

FLKRS – Kindergarten Administration Days 1-30

– Fall – Assessment Period 1 (AP1) Days 1-60– Winter – Assessment Period 2 (AP2) Days 61-120– Spring – Assessment Period 3 (AP3) Days 121-180

Access to K-2 FAIR-FS & FLKRS

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K-2 System Specifications

• Recommended Bandwidth Specifications – External Connection to Internet • 100 kbps per student or faster

– Internal School Network • 1000 kbps per student or faster

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• Desktop, Laptop, Netbook and Thin Client / Virtual Desktop Infrastructure– Operating System

• Windows – XP, 7, or newer• Mac OS 10.7 or newer• Linux – Linux: Ubuntu 11.10, Fedora 16 or newer• Memory – 1gb RAM or greater• Connectivity - Computers must be able to connect to the Internet

via wired or wireless networks.• Screen Size – 9.5 inch screen or larger• Screen Resolution - 1024 x 768 resolution or higher

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• Desktop, Laptop, Netbook and Thin Client / Virtual Desktop Infrastructure

– Input Device Requirements• Keyboard, Mouse

– Headphones/Earphones• Y-Jack for two sets of headphones (teacher/student)

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• Browser Specifications – Internet Explorer (IE)

• Version 9, 10

– Chrome• Version 32

– Firefox• Version 26

– Safari• Version 5.1.7

– Flash Player• Version 10.3

– Adobe AIR (for offline administration)• Version 13.0

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K-2 AIRAccess and Download

• For offline administration– Sign In via SSO Portal– Click K-2 button

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Non-Public Schools

• https://pmrn.fldoe.org

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• K-2 AIR Installation Instructions

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• K-2 AIR Downloads– Windows SSO– Windows Non-SSO

• Click link to install

– Mac SSO– Mac Non-SSO

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• Computer Administrative Privileges• Adobe AIR Software Installation• K-2 AIR Installation

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Flow of Tasks

AlphabeticsPhonological Awareness

Letter Sounds Word Reading

Spelling

Oral LanguageVocabulary Pairs

Following Directions

ComprehensionReading

ORListening Comp and Sentence Comp

Probability of Literacy Success

(PLS)Computed

PLS<.85?

NO

YES

Grade Level Diagnostic

Tasks

STOP

STOP

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Session Topics

Introduction to Grades K-2 FAIR-FS• Grades K-2 Screening Tasks• Florida Kindergarten Readiness Screener (FLKRS) Overview• Grades K-2 Diagnostic Tasks• Scoring and Reports

Grades K-2 Screening Tasks

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Screening Tasks• Screening tasks are administered 1-on-1 and fall into 3 types:

1. Student and Teacher Task: Both the assessor and student see the screen, but only the teacher uses the mouse (e.g. LS)

or2. Student Task: Both see the screen, but the student

uses the mouse (e.g. FD)

3. Teacher Task: Only the assessor sees the screen and uses the mouse (e.g. PA)

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Screening Tasks

• All directions, practice items, and items delivered via audio• Each task computer-adaptive

– Reduces administration time and frustration by only administering items targeted to individual student’s ability level

– Total administration time for the screening will be approximately 30 minutes, depending on grade level

• Screening can be administered over several sessions if needed – If a task is started, ensure that task is completed before ending

the session

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Screen Elements: Submit Button

1. For Letter Sounds and Word Reading, the teacher will mark correct/incorrect responses by clicking the arrow at bottom right-hand corner of the screen– To indicate a correct response, the teacher will click the top half of

the arrow– To indicate an incorrect response, the teacher will click the bottom

half of the arrow

2. Clicking a second time on the same part of the arrow will confirm/submit the response and advance to the next item– To change the response, click the opposite side of the area– Click again to confirm the response

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Screen Elements: Submit Button

• For all tasks other than Letter Sounds and Word Reading, it does not matter where the arrow is clicked. Since the computer records the response, either based on the tester’s input (i.e. Phonological Awareness) or the student’s input (Following Directions, Vocabulary Pairs, Sentence Comprehension, etc.), the split arrow functionality is not activated. – The arrow looks the same, so that students are minimally aware of the tasks

when their performance is being scored in front of them by the teacher.

• Answers for these tasks are submitted after only one click.

• There is no back button. Ensure that the student’s final answer is chosen before clicking the arrow.

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Screen Elements: Repeat Button

• To repeat, click on the replay button in the lower left hand corner

• Type the word code PLAY (or play) into the replay prompt box

• Audio for each item may only be repeated once.– If the student asks for the audio to be repeated again, ask them to try

and give their best answer and then move on.

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Screen Elements: Reset Button

• For some tasks, students may want to change their answer before submitting (e.g. Following Directions or Vocabulary Pairs)

• To reset the page to the original screen, the students can click on the x button in the lower left hand corner and it will reset the screen elements

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AlphabeticsSection 1

Kindergarten First Grade Second Grade

Fall Winter Spring Fall Winter Spring Fall Winter SpringLetter Sounds

Phonological Awareness

Word Reading

Spelling

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Letter Sounds

• Letter Sounds and Phonological Awareness most predictive in Kindergarten

• Student sees both uppercase and lowercase letters and pronounces sound (consonant, short vowel sound, common consonant digraph)

• Each student will respond to between 5 and 29 sounds• Teacher marks correct/incorrect

Time estimate 1 minuteDirections “You will see some letters on the screen. “Tell me the sound the letter makes.”

Practice item None

Prompt If student provides the long vowel sound, say to the student “That’s one sound that letter can make, tell me a different one.” If the student produces the correct short vowel sound, mark it as correct.

Report output Letter Sounds Ability Score and Percentile Rank

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Letter Sounds

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• Letter Sounds and Phonological Awareness most predictive in Kindergarten

• Student hears an audio file pronounce a word that has been broken into parts/phonemes

• Teacher marks correct/incorrectTime estimate 1 minute

Directions Listen as I say some words. If I say pig…tail, I know the word is pigtail.

Practice item “What would the word be if I say cup… cake?” If correct, say: “Yes, the word is cupcake.”

Report output Phonemic Awareness Ability Score and Percentile Rank

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Word Reading• Single word decoding for grades 1 and 2; also available for

Kindergarten students at AP3• One at a time, words appear on the screen for the student to

pronounce; teacher indicates if the student correctly read the word (not timed)

• Computer-adaptive format allows for a wide variety of difficulty for words

Time estimate Less than 1 minuteDirections “Let’s see if you can read some words one at a time. Try to read each word and do the

best you can.”

Practice item None. If the student misses the first 8 words, the computer will automatically move to the next task.

Prompt Encourage the student to take a guess if he/she is spending too much time on one word.

Report output Word Reading Ability Score and Percentile Rank

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Word Reading

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Spelling(Grade 2 only)

• Students will hear a word and will type to spell/sound out the ‐word

• To reduce frustration, this task will be computer adaptive, limiting the number of words that are too easy or too difficult

• Students will be administered a minimum of 8 words and a maximum of 30 words

• Score report will include student’s misspellings and a guide for analyzing errors will be available in the administration manual

Time estimate 3 minutesDirections “I want you to spell some words. Listen carefully as each word and sentence are played aloud.

Some of the words will be easy and some may be hard. Do your best to spell each word correctly.”

Practice item None; Test will discontinue if the first 8 words are misspelled.Report output Spelling Ability Score and Percentile Rank; Student’s misspellings

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Spelling

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Oral LanguageSection 2


Fall Winter Spring Fall Winter Spring Fall Winter SpringVocabulary Pairs


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Vocabulary Pairs

• Requires students to match words that are semantically related (more reliable than expressive measures at this age)

• Student hears words pronounced and clicks the two words that go together

Time estimate 2 minutesDirections “Look at the boxes with words on the screen. Two of these go together. I

will name each one and you will click on the two that go together best.”

Practice item “Listen carefully as I name each one: book, toothbrush, toothpaste. Which two go together best?”

Report output Vocabulary Pairs Ability Score and Percentile Rank

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Vocabulary Pairs

Audio: “Listen carefully as I name each one: blue, triangle, yellow. Which two go together best?”

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• Student hears a sentence with directions (may be single or multi-step) and responds by selecting or moving objects on the screen

• This type of attentional task has been found to be predictive of oral language abilities*

Time estimate 2 minutesDirections “Look at the pictures on the screen. You will hear a sentence and I want you to click the

item named.”

Practice item Let’s try one. Click the book.

This time I want you to click the pictures in the order you hear them. Click the heart, then click the plane.

For this item, you will have to move a picture. Let’s try one. Put the cat on the line.”

Report output Following Directions Ability Score and Percentile Rank

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Audio: “Click on the book, then click on the plane.”

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ComprehensionSection 3

• This set of tasks is used to help develop a full student profile beyond measures in the screening to guide instruction aligned to LAFS.

• Tasks include Listening, Reading, and Sentence Comprehension.


Fall Winter Spring Fall Winter Spring Fall Winter SpringListening Comprehension

Avail-able

Avail-able

Avail-able

Avail-able

Avail-able

Avail-able

Avail-able

SentenceComprehension

Avail-Able

Avail-able

Avail-able

Avail-able

Avail-able

Avail-able

Avail-able

Reading Comprehension

Avail-able

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Listening Comprehension

• Passages are informational and narrative• Five comprehension questions per passage

(three explicit and two inferential)

Time estimate 5 minutesDirections (Listening Comprehension) “Listen while I read __(title)__. When I’m

finished, I will ask you a few questions. Ready? Listen carefully.”

Practice item NoneReport output Raw score

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Listening Comprehension

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Reading Comprehension• Screening task scores (i.e. Word Reading ability score) will be used to

identify a passage the student is likely to decode• Passages are informational and narrative• The teacher will start a timer (on the computer) and mark miscues in

order to capture fluency• Five comprehension questions per passage (three explicit and two

inferential)Time estimate 5 minutesDirections (Reading Comprehension) “I would like you to read out loud for me. When you’re

done, I’ll ask you some questions about what you read. Read carefully and I will use my stopwatch to tell how long it takes. The title of the story is__(title)___.”

Practice item None

Report output Percentage of words read correctly (accuracy), Number of words read correctly per minute (fluency), List of miscued words, & Reading Comprehension Raw Score (RCRS)

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Reading Comprehension(Teacher Passage Screen)

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Reading Comprehension(Teacher Passage Screen)

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Sentence Comprehension

• Student hears a sentence and clicks the one picture (out of four) that best fits the sentence

• Syntactic abilities and listening comprehension at the sentence level are found to be important predictors of reading comprehension*

Time estimate 2 minutesDirections “Look at the pictures on the screen. You will hear a sentence and I want

you to click the picture that best goes with the sentence.”

Practice item “Click on The baby is crying.”Report output Sentence Comprehension Ability Score and Percentile Rank

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Audio: “Click on: The bird is flying toward the nest.”

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Grades K-2 Screening TasksSummary

• Screen Features– Icons– Submit Button– Repeat Button– Reset Button

• Task Sections– Alphabetics– Oral Language– Comprehension

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Session Topics

Introduction to Grades K-2 FAIR-FSGrades K-2 Screening Tasks• Florida Kindergarten Readiness Screener (FLKRS) Overview• Grades K-2 Diagnostic Tasks• Scoring and Reports

Florida Kindergarten Readiness Screener (FLKRS) Overview

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Topics

• FLKRS Components• Accessing FLKRS• FLKRS Demographic Information• Work Sampling System• Teacher Administration Manual• Frequently Asked Questions

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Florida Kindergarten Readiness Screener (FLKRS)

• In compliance with Section 1002.69, F.S.– All kindergarten students in each public school must be screened – Each child who was enrolled in the VPK education program

during the previous school year must be submitted for the statewide kindergarten screening (FLKRS), regardless of whether the child is admitted to Kindergarten in a public or non-public school

• Consists of two parts: – the Work Sampling System™ (WSS™) – the screening portion of the Florida Assessments for Instruction

in Reading (FAIR-FS)

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FLKRS Components

FAIR-FS Work Sampling System


Letter Sounds



ComprehensionListening Comprehension Sentence Comprehension


(PLS)Computed

FLKRS Demographics

Complete Work Sampling System observation sheet (paper/pencil)

Enter observationsVia electronic scoring tool in PMRN

RatingComputed

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Accessing FLKRS

• Accessing FLKRS Administration– Accessed by Reading Level Users– Teacher must have Kindergarten class assigned

• FLKRS administration is completed via – Reading Level FLKRS Data Entry page– Work Sampling System (WSS) printable materials• WSS data entry currently being developed

– K-2 AIR for FAIR-FS Screening tasks

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Accessing FLKRS - Sign In

• Non-public schools access via https://pmrn.fldoe.org

• To access the PMRN via SSO– SSO Portal Home Page

http://www.fldoe.org/SSO– Click Log In button

https://pmrn.fldoe.org/

https://pmrn.fldoe.org/

http://www.fldoe.org/SSO

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• Organization Selection page

• Hosted Users– From drop-down menu, Select “SSO Hosted Users”

• Federated Users– From drop-down menu, select User District

• Click Continue to Sign In button

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Accessing FLKRS - Sign InHosted User

• Via the FLDOE SSO Sign In Page– Enter User Name– Enter Password– Click Sign In

• Forgot Password?

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Accessing FLKRS - Sign InFederated User

• Via the District SSO Sign In Page– Enter User Name– Enter Password– Click Sign In or Login

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Accessing FLKRS – Sign In

• Upon Sign In, the Reading Teacher will – access the PMRN or K-2 through the PMRN SSO portal– Click the PMRN Admin Panel or K-2 button

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New Observation Tool Work Sampling System (WSS)

• Similar format to ECHOS• Per FDOE, Pearson will provide training to

complete WSS• Store data in a secure location• When data entry screens become available,

enter data into PMRN– Just Read, Florida! office will provide availability

dates

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Accessing WSS Teacher Administration Manual (TAM)

• WSS TAM and Student Score Booklet (SSB)– Printable downloads in PMRN

• Access Materials– Sign In– Click K-2 button via SSO Portal– Download materials via links

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Frequently Asked Questions

For questions regarding Contact

Questions regarding the WSS or use and administration of FLKRS

Just Read, Florida! 850-245-0503

Case by case student exemption considerations

Your district office

Assistance accessing FLKRS components

FLDOE Integrated Education Network Service Center [email protected] 705-814-2876

mailto:[email protected]

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Florida Kindergarten Readiness Screener (FLKRS) Summary

FLKRS ComponentsAccessing FLKRSFLKRS Demographic InformationWork Sampling SystemTeacher Administration ManualFrequently Asked Questions

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Session Topics

Introduction to Grades K-2 FAIR-FSGrades K-2 Screening TasksFlorida Kindergarten Readiness Screener

(FLKRS) Overview• Grades K-2 Diagnostic Tasks• Scoring and Reports

Grades K-2 Diagnostic Tasks

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Flow of Tasks


Letter Sounds Word Reading

Spelling



ComprehensionReading

ORListening Comp and Sentence Comp


(PLS)Computed

PLS<.85?

NO

YES

Grade Level Diagnostic

Tasks

STOP

STOP

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Grade Level Diagnostic Tasks

• Computer administered to students whose PLS was below .85

• Assists teachers in targeting instruction• If the student masters skill, that subtest is not

administered at subsequent APs • Computer-administered, but not computer-

adaptive

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Grade Level Diagnostic Tasks

Kindergarten Grade 1 Grade 2Print Awareness Letter Sound Knowledge Phonological Deletion – Initial

Letter Name and Sound Knowledge Phonological Blending Phonological Deletion – Final

Phonological Deletion – Word Parts/Initial

Phonological Deletion – Initial Word Building – Consonants

Letter Sound Connection – Initial Phonological Deletion – Final

Word Building – CVC/CVCe

Letter Sound Connection – Final Word Building – Consonants Word Building – Blends/Vowels

Word Building – Initial Consonants Word Building – Vowels Multisyllabic Word Reading

Word Building – Final Consonants Word Building – CVC/CVCe

Word Building – Medial Vowels Word Building – Blends

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Print Awareness(Grade K)

• Five items that measure a student’s basic familiarity with the features of print

• This task maps onto the Reading Foundational Skills for Kindergarten

• Optional due to the subjectivity in scoring and lack of predictive power for reading outcomes in Kindergarten

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Print Awareness(Grade K)

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Letter Name and Sound Knowledge

Letter Name Knowledge (Grade K)• All 26 letters displayed (upper and lower case)• Incorrectly named letters included on score report

Letter Sound Knowledge (Grades K and 1)• 29 letter sounds (and three digraphs) administered• Incorrectly pronounced sounds included on score

report

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Phonological Deletion

Word Parts/Initial Sound (Grade K)

• Examines the student’s ability to manipulate words and phonemes (prerequisite for the Word Building tasks)

• A recorded voice will say a word aloud and ask students to pronounce the word without a part of the word (e.g., backpack without saying back) or the initial sound of a word (e.g., cat without /k/)

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Phonological Deletion

Phonological Deletion Initial (Grades 1 and 2)• Examines the student’s ability to manipulate word sounds

(prerequisite for the Word Building tasks)• A recorded voice will say a word aloud and ask students to

pronounce the word without the initial sound (e.g., cat without /k/)

Phonological Deletion Final (Grades 1 and 2)• Task is the same as Phoneme Deletion Initial except

students are asked to pronounce the word without the final sound (e.g., kneel without /l/)

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Phonological Blending

(Grade 1)• Student listens to recorded segmented word

(e.g., cup-cake; /d/-og)• Student blends parts to form the word• Teacher clicks to indicate if student’s response

is correct/incorrect

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Letter Sound Connection

Letter Sound Connection: Initial (Grade K)• Measures student’s ability to identify initial phonemes and

graphemes in words.• A recorded voice says a word. Student identifies the first

sound of the word, and then points to the correct letter.

Letter Sound Connection: Final (Grade K)• Measures student’s ability to identify final phonemes and

graphemes in words.• Task is the same as the Letter Sound Connection Initial task,

but targets the last sound of a word instead of the first sound.

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Letter Sound Connections: (Grade K only)

Part one Audio (no picture): “What is the first sound in ‘pan?’”Part two Audio (this screen): “Point to the letter that makes the /p/ sound?”

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Word Building

Word Building: Initial Consonants (Grade K)• The computer will display an array of letters across the top of the

screen and a word at the bottom of the screen (e.g., hop). The student will make a new word pronounced by the computer (e.g., top).

Word Building: Final Consonants (Grade K)• The student will manipulate the final sound in a word (e.g., top

changed to tot).

Word Building: Medial Vowels (Grade K)• The student will manipulate the medial/middle sound in a word (e.g.,

top changed to tap).

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Word Building

Word Building: CVC/CVCe (Grades 1-2)• Assesses students’ understanding of long and short vowels• Student starts with a word with a short vowel (e.g., nap) and is

asked to make a word with a long vowel sound (e.g., nape)• Students may also be asked to transform a word with a long

vowel into a word with a short vowel (e.g., nape to nap)

Word Building: Blends (Grades 1-2)• Assesses students’ ability to manipulate letters and sounds in

words that are part of a consonant blend (e.g., make the word spit into split)

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Word Building

Audio: “The word is ‘cat.’ Make the word ‘hat.’”

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Multisyllabic Word Reading

(Grade 2)

• Evaluates the student’s ability to decode words with various combinations of the six syllable types

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Grades K-2 Diagnostic Tasks Summary

• Tasks are computer administered but not computer adaptive• Tasks based on grade level • Tasks are administered in developmental

sequence• 80% accuracy is needed to continue• Tasks mastered in previous APs are not

administered at next AP

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Session Topics

Grades K-2 FAIR-FS



Grades K-2 Diagnostic Tasks

• Scoring and Reports

Scoring and Reports

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K-2Accessing Reports

• PMRN v4 Reports available– School Reports (School Level)

• School Report• School Missing Score Report• Assessment Calendar• Edit School Registration function

– Teacher Report (School, Reading, Resource Level)

– Class Report (School, Reading, Resource Level)

– Student Report (School, Reading, Resource Level)

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Scoring and Reports

Important note:

Scores from FAIR-FS were designed to facilitate instructional decision making including problem-

solving and data-based decision making.

FAIR-FS scores are not intended to be the sole data point in determining

retention or special education determination

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Score Reports

• Detailed reports for teachers and parents– Includes profile of student scores

• Graphs to show ability scores in relation to grade level performance

• Screening tasks:– Ability scores – Percentile ranks– Probability of Literacy Success (PLS)

• Diagnostic Tasks– Percentage of items correct– Mastery

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Probability of Literacy Success (PLS)

• Score represents the likelihood that a student will receive a passing score on the end-of-year outcome measure (i.e., SAT-10, SESAT)

• PLS is based on an aggregate of Alphabetics and Oral Language scores

PLS of .50 predicts that student has 50/50 chance of achieving the passing score on the outcome

measure

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Ability Scores

• Scores represent an estimate of ability in a specific skill and reflects true change over time as ability increases or decreases– Covers a range of ability from Kindergarten to grade 2– Scores range from 200 – 800

– Indicates degree of growth for each student

A student with an ability score of 500 demonstrates the level of

reading skill expected at the middle of first grade

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Percentile Ranks

• Score is used to rank one student’s performance in relation to a particular group of other students– Ranges from 1 – 99 (25th through 75th percentile represents

the expected scoring range)– Based on a representative sample of Florida students

2nd grade student with a percentile rank of 55

performed better than 55% of other 2nd graders in

Florida

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Score Types for Computer-Adaptive Tasks

Score type What it reflects What it does NOT reflect

Ability score Quantifies a student’s level of skill and reflects changes

Scale ranges from a minimal amount of skill to expert

• Performance compared to other students

• Grade-level performance

Percentile rank Student’s ability compared to other students in the same grade

• Percentage of correct responses

• Growth• Level of expected

performance


Likelihood the student will score at the 40th percentile or above on the SAT-10

• Growth• Grade-level

performance

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Examples

• Probability of Literacy Success: A PLS of .50 predicts that the student has a 50/50 chance of reaching grade level reading expectations

• Ability Score: If a student receives a score of 400 at AP1 and 520 at AP2, s/he demonstrated growth in that skill

• Percentile Rank: A first grade student with a percentile rank of 55 performed better than 55% of other first grade students in Florida.

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Considerations for Growth

• Ability scores are on an equal interval scale whereas percentile rank is not

• Percentile rank is relative to other students’ performance and PLS is relative to another assessment.

• Ability score does not involve a comparison

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Kindergarten Grade 1 Grade 2100

200

300

400

500

600

700

800

310

442

544

421507

602536

572

660

Word Reading

25th 50th 75th

98


200

300

400

500

600

700

800

350

452535

401

512587

453

571638

Vocabulary Pairs

25th 50th 75th

99


200

300

400

500

600

700

800

355

455

543

436513

606

517572

667


25th 50th 75th

100


200

300

400

500

600

700

800

442500564

Letter Sounds

25th 50th 75th

101


200

300

400

500

600

700

800

449501560


25th 50th 75th

102


200

300

400

500

600

700

800

453503565


25th 50th 75th

103


200

300

400

500

600

700

800

442502571

Spelling

25th 50th 75th

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Screening Report ExamplePLS = 0.65

WR VP FD SC5

15

25

35

45

55

65

75

85

95

Screening Task

Perc

entil

e Ra

nk

WR = Word ReadingVP = Vocabulary PairsFD = Following Directions SC = Sentence Comprehension

• Generally, a skill should be targeted for instruction when scoring below the 30th percentile

• The lower bars represent skills that are relative weaknesses for a student and higher bar indicate relative strengths

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Diagnostic Report ExampleDiagnostic Tasks ScoreLetter Sound Knowledge 22/29 BE

Phonological Blending 10/10 ME

Phonological Deletion: Initial 8/10 ME

Phonological Deletion: Final 2/10 BE

Word Building: Consonants 5/5 ME

Word Building: Vowels 3/5 BE

Word Building: CVC/CVCe 1/5 BE

Word Building: Blends 2/5 BE

ME: Meets ExpectationsBE: Below Expectations

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Communicating with Parents

• Computer-generated parent resource letters will be available after each assessment period

• Letters will contain information on strength and weaknesses, progress over the school year, and skills targeted for instruction

• Letter will also include resources on strengthening reading skills assessed in FAIR-FS

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Scoring and ReportsSummary

• Score Types– Ability scores– Percentile ranks– Probability of literacy success

• Student Score Reports

• Parent Communication

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Session Topics

Grades K-2 FAIR-FS



Scoring and Reports

Parent Communication

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Next Steps

• With whom do I need to share this information?– District staff– School staff

• How will I share this information?– Printed material– Face-to-face

• What is the training schedule?

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Coming Soon

• Train the trainer sessions held in the fall– Score reports– Instructional implications

Questions

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For Assistance

• Curriculum questions: Contact your district reading office

• Content and policy questions: Contact Just Read, Florida! at 700-245-0503 http://www.justreadflorida.com/

• Technical questions: Call or email FLDOE Integrated Education Network Service Center [email protected] or 705-814-2876

Documents

Florida Assessments for Instruction in Reading aligned to the Language Arts Florida Standards