JRF! Leadership Conference June 29 & 30th, 2008 Barbara Foorman, Ph.D

Florida Assessments for Florida Assessments for Instruction in ReadingInstruction in Reading

Developed in partnership with Florida Department of Education

JRF! Leadership ConferenceJune 29 & 30th, 2008

Barbara Foorman, Ph.D.Leilani Sáez, Ph.D., Anne Bishop, Ph.D., & Denver Raney, M.Ed.

Florida Center for Reading Research

Cultivating Success for Reading: Our Plan for Today

• Share an overview of the Florida Assessments for Instruction in Reading

• Discuss:– Who will take it– What are the key components– When it is administered– How it supports students and teachers

Why – The Florida Assessments for Instruction in Reading

The FL Assessments for Instruction in Reading provide:

– A balance of assessment of learning with assessment for learning

– Early identification of students most likely to be successful with well-planned instruction

– Uniform set of measures across 3-12 for teachers to guide instruction

– Comprehensive set of measures in K-2 focusing on all inter-related elements of learning to read

Comprehensive assessment is key to providing effective reading instruction

5 Inter-related Elements of Reading

1. Phonemic Awareness- understanding that words are made up of particular sounds

2. Phonics- knowing how to apply sound rules to written word parts

3. Fluency- reading text accurately and with a natural speed

4. Vocabulary- knowing the meaning of words and related concepts

5. Text Comprehension- understanding text that is read

The 5 Elements of Reading: Critical to The 5 Elements of Reading: Critical to Assessment Assessment ANDAND Instruction Instruction

Identifying Words Accurately and Fluently

Constructing Meaning Once Words are

Identified

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

How Well is Florida Reading in

K-12? A National Comparison

Source: U.S Department of Education, 2007, NAEP

How Well is Florida Reading in

Grades 3-10? FCAT State Results

% of students

Source: FL DOE, 2008

How Can We Link How Can We Link Assessment & Instruction Assessment & Instruction

in Reading?in Reading?

The Florida Assessments for Instruction in Reading

A new K-12 assessment system that incorporates 4 types of

assessments to support instructional

decision-makingA. Broad Screen/Progress Monitoring Tool

B. Broad Diagnostic Inventory

C. Targeted Diagnostic Inventory

D. Ongoing Progress Monitoring Tasks

The Florida Assessments for Instruction in Reading

Broad Screen Broad Diagnostic Inventory

Targeted Diagnostic Inventory

Probability of Success

Students who take the TDI are recommended to take:

Ongoing Progress Monitoring tasks (K-12)

&

Diagnostic Toolkit tasks (3-12)

WHO will take the Florida Assessments for Instruction in

Reading?AssessmentPeriod

1

OPM AssessmentPeriod

2


3

Screen AllAll AllAll AllAllBDI All* All* All*

TDI Some Some Some

* Available to All, but may not required

WHAT are the Florida Assessments for Instruction in

Reading?

Broad Screen/Progress Monitoring Tool (K-2)Broad Screen/Progress Monitoring Tool (K-2)• 3-5 minute set of tasks designed to

indicate the probability of success on the SESAT (K) or SAT-10 (1, 2)


Reading?

Broad Screen/Progress Monitoring Tool (3-12)Broad Screen/Progress Monitoring Tool (3-12)• Computer-based, adaptive reading

comprehension assessment designed to indicate the probability of success on the FCAT


Reading?Broad Screen/Progress Monitoring Tool (K-2)Broad Screen/Progress Monitoring Tool (K-2)• Kindergarten

– Letter Naming and Sounds – Phonemic Awareness– Word Reading (at End of Year)

• Grades 1 & 2– Word Reading

Broad Screen/Progress Monitoring Tool (3-12)Broad Screen/Progress Monitoring Tool (3-12)• Reading Comprehension Screen


Reading?

Broad Diagnostic InventoryBroad Diagnostic Inventory (K-2) (K-2)• Set of tasks designed to indicate other key

areas of instructional needrelated to reading success

VOCABULARYVOCABULARY

COMPREHENSIONCOMPREHENSION

SPELLINGSPELLING


Reading?

Broad Diagnostic InventoryBroad Diagnostic Inventory (K-2) (K-2)• Listening Comprehension• Reading Comprehension• Vocabulary• Spelling (Grade 2 only)


Reading?

Targeted Diagnostic Inventory (K-Targeted Diagnostic Inventory (K-12)12)

• Set of tasks designed to more precisely indicate the areas of instructional need based upon Screen performance


Reading?

Targeted Diagnostic Inventory (K-2)Targeted Diagnostic Inventory (K-2) • Print Awareness (optional)• Letter Name Knowledge• Letter Sound Knowledge• Phonemic Awareness (Blending & Deletion)• Letter Sound Connections (Initial & Final)• Word Building• Multisyllabic Words


Reading?

Targeted Diagnostic Inventory (3-Targeted Diagnostic Inventory (3-12)12)

• Computer-based Mazes• Computer-based Word Spelling


Reading?

Ongoing Progress MonitoringOngoing Progress Monitoring (K- (K-12)12)

• Set of tasks designed to monitor student progress in acquiringcritical reading-related skills


Reading?

Ongoing Progress MonitoringOngoing Progress Monitoring (K-2) (K-2)• Letter Name Knowledge (K)• Letter Sound Knowledge (K)• Phonemic Awareness (K & 1)• Word Building (K & 1)• Oral Reading Fluency (1 & 2)


Reading?

Ongoing Progress MonitoringOngoing Progress Monitoring (3- (3-12)12)

• Oral Reading Fluency (3-5)• Mazes (3-12)

Coming Soon…

The Informal Diagnostic Toolkit (3-The Informal Diagnostic Toolkit (3-12)12)

• Instructional Level RC Passages• Phonics and Word Analysis Inventory• Sight Word Inventory• Passage-specific Teacher Q & R Templates

WHAT are the Florida Assessments for Instruction in Reading?

WHEN are the Florida Assessments for Instruction in

Reading Taken?AssessmentPeriod

1 (Sept)


2(Jan)


3(Apr)

Screen 3-5 min per student

3-5 min per student

3-5 min per student

BDI 10-15 min per task

10-15 min per task

10-15 min per task

TDI Time variesby student

Time variesby student

Time variesby student

Same assessment windows as in previous years

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

*

* embedded in text comprehension

HOW is Using the Florida Assessments for Instruction in

Reading Beneficial?• Precise ability placement for Reading

Comprehension tasks

K-2: Word List placement into RC passages

3-12: Adaptive placement into RC passages

• Internet-based options

K-2: PDA device may be used for task administration 3-12: Screen and Targeted Diagnostic Inventory tasks

on computer


Reading Beneficial?• Access to the PMRN system for recording student

scores

K-2: Scores can be entered by hand or via PDA 3-12: Scores are automatically sent to the PMRN via the

computerized task administration

• Teacher website for guiding instruction will be available

Ideas for grouping students by instructional need will be available

Links to appropriate instructional routines, based upon student score results, will be available


Reading Beneficial?• Screen tasks are directly related to Florida

Sunshine State Standards and predict end of year performance on the Stanford Achievement Test (K-2) or FCAT (3-12)

• Strong psychometric test properties form the basis of all of the assessments

All reading comprehension and oral reading fluency tasks use equating methods to put passages on the same scale so that fluency scores are meaningful.

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

K-2 Assessment Sample PDA Administration

<<Reading Comprehension>> Passage

Name: <<John MacKinnon>>

User is navigated to the Item pages and timer is stopped.

LOCK

Chores are the jobs I do for my mom and dad at home. I have chores

that I must do every weekday.

My first chore is to make my bed. It is not hard. I try not to

mess up my bed when I get in it at night. Then all I have to do is pull the

covers over the top of the sheets.

After I eat my meal at night, my next chore is to feed the dog. I

take the dog on a run too. I like to be with the dog, so this chore is fun!

The one chore that can be hard is the one on Saturday. I do

not know what it will be. Last week, I had to rake and bag the leaves in

the yard. One time I had to wash the dog. This Saturday Dad and I will

User will click on words read incorrectly.

DONE

EXITRemains on screen after teacher overrides 10% stop rule. Navigates the user to the administrative stop page.

If student reads incorrectly an as yet determined number of words in the first line of text, navigate to the Administrative Stop page.

If student reads incorrectly 10% of the total number of words in the passage, pause the timer and display text and navigation below the scrollable region of the page.

CONTINUE

This student has read 10% of the words in this passage incorrectly. Would you like to continue with the passage or exit?

0:03

<<Reading Comprehension>> SummaryName: <<John MacKinnon>>

NEXT

User may only navigate back to last item in the Task.

Navigates the User to the Fluency page

Item Name Implicit/ C I Explicit

1 What is the author’s first chore Expliciteach day?

2 Why does the author think taking Implicitthe dog on a run is a fun chore?

3 What job will the author and his Implicitdad do this Saturday?

BACK

LOCK

The student demonstrated the following:

K-2 Assessment Sample PDA Administration

• Teacher is guided through assessment

• Easy to use

• When synced, scores are sent directly to PMRN

• Immediate display of raw score performance

<<Reading Comprehension>> Results

Name: <<John MacKinnon>>

EXIT NEXT

Navigates User to the Student Selection page.

If available, navigates User to the Vocabulary Confirmation page.

Number of implicit correct: out of

Number or explicit correct: out of

Total items correct: out of

Fluency CWPM:

Accuracy: %

<<Next Task: Vocabulary>>

LOCK

Calculated as words correct / total words in the passage. Expressed as a percentage.

If available.

3-12 Sample Task Administration

• Reading Comprehension Broad Screen/ Progress Monitoring Tool


• MazesTargeted Diagnostic Inventory


• SpellingTargeted Diagnostic Inventory

Sample Task Administration

• All but one K-2 tasks are individually administered either through PDA or paper/pencil.

• Most 3-12 tasks are individually administered on the computer. The Informal Diagnostic Toolkit will be paper and pencil administration only.

The Florida Assessments for Instruction in Reading (A Review)

Broad Screen Broad Diagnostic Inventory

Targeted Diagnostic Inventory

Probability of Success

Students who require the TDI are recommended to take:

Ongoing Progress Monitoring tasks (K-12)

&

Diagnostic Toolkit tasks (3-12)

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

Looking AheadLooking Ahead

Looking Ahead: 2009-2010

• The Florida Assessments for Instruction in Reading will be available to all public schools free of charge

• Scores from these assessments can be used to meet Reading First reporting requirements

What Can Be Gained From the Florida Assessments for Instruction in Reading?

• Use of a quick, 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!

Documents

JRF! Leadership Conference June 29 & 30th, 2008 Barbara Foorman, Ph.D