florida assessments for instruction in reading- overview of the k-2 system barbara r. foorman, ph.d....
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Florida Assessments for Instruction in Reading-Overview of the K-2 System
Barbara R. Foorman, Ph.D.
Florida Center for Reading Research
Florida State University
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FAIR Facts Florida Center for Reading Research (FCRR) began
development in 2007 at request of FL Dept. of Ed FCRR conducted item tryouts in 2007-08 and
implementation study in 25 FL schools in 2008-09 Launched statewide in fall 2009: voluntary except for
FLKRS; over 1.6 million students assessed Administered three times a year with additional ongoing
measures available Assists Florida in its efforts to provide additional
computer-based assessment in the future Offered free of charge to Florida school districts
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K-2 Teacher Survey Results70%+ of 150 teachers in implementation study responded• 67% completed K-2 FAIR in 5 days or less• 89% found instructions clear and EST easy to use• 90% agreed or strongly agreed that FAIR results helpful
in identifying strengths and weaknesses of students• 78% said useful in forming instructional groups• 80% would recommend FAIR to another teacher• 86% found FAIR had comprehensive approach to reading• 75% agreed results inform parents about child’s reading
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Benefits of using FAIR Valid and reliable tool for monitoring student
progress Strong psychometric test properties form the
basis for all assessments Broad Screen tasks are directly related to
Florida standards and predict to end of year outcome measures (SESAT, SAT-10, and FCAT)
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Benefits of using FAIR Access to the Progress Monitoring and Reporting Network
(PMRN) for recording student scores (by hand or scoring tool in K-2, automatically in 3-12)
Access to the PMRN reports that assist teachers in analyzing student data to better inform instruction
Links to instructional resources for teachers (PMRN reports, search tool, program specific professional development)
Passages equated for difficulty to allow for accurate progress monitoring and comparison of student performance
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FAIR Administration Internet-based options
Teacher Administered in K-2 Electronic Scoring Tool – paper and pencil
scoring also available Computer-administered in grades 3-12
Adaptive assessment provides precise ability placement for reading comprehension tasks to monitor students at their instructional level
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Reading Priorities in Florida
Six Components 4 Types of Assessment
High-Quality Initial Instruction
Immediate Intensive Intervention
Oral Language Screening Background Knowledge
Extended Time
Phonological Awareness
Progress Monitoring
Motivation Flexible Grouping
Phonics Diagnosis Explicit, Systematic Accommodations
Fluency Outcome Differentiated, Scaffolded
More frequent Progress Monitoring
Vocabulary Reading/Writing Connection
Comprehension Print-rich
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Converging Evidence
Valid and reliable predictors of risk for reading difficulty are:
Print concepts (preK; early K) Letter name knowledge (early K) Phonological awareness and letter sounds (K-1) Rapid naming of letters (end of K to early G1) Word recognition (G1 and beyond) Vocabulary
(Fletcher et al., 2002; NELP, 2009; Scarsborough, 1998; Torgesen, 2002)
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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
The K-2 “Big Picture” Map
Broad Screen/Progress Monitoring Tool (BS/PMT) “All” students
• Letter Naming & Sounds• Phonemic Awareness • Word Reading
Broad Diagnostic Inventory (BDI) “All” students“Some” students for vocabulary
• Listening Comprehension• Reading Comprehension• Vocabulary • Spelling (2nd grade only)
Targeted Diagnostic Inventory(TDI) “Some” students
• K = 9 tasks• 1st = 8 tasks• 2nd = 6 tasks
Ongoing Progress Monitoring(OPM)“Some” students
•K – 2 = TDI tasks•1 – 2 = ORF
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Predictive Validity of Broad Screen
Reliability of Broad Screen
Table 9: IRT Precision Estimates for Kindergarten and Grade 1 Broad Screen Tasks by Time of Assessment
Grade Task AP 1 AP 2 AP 3
Kindergarten Letter Names 0.51* - -
Letter Sounds 0.87 0.86 -
Phonological Awareness - 0.86 0.87
Word Reading - - 0.86
Grade 1 Word Reading 0.86 0.86 0.86
*The Letter Sounds task was more reliable than Letter Names at AP 1; however, due to the restricted range for high risk, a policy decision was made to use the Letter Name task in order to better capture the floor of the distribution. Because the Broad Screen in G2 is a timed task, precision estimates are not reported; however,
test-retest reliability was strong (.79-.84).
The K – 2 “Score” MapBS/PMT PRS = Probability of Reading Success
BDI LC = Listening Comprehension Total questions correct (implicit/explicit)
RC = Reading Comprehension Total questions correct (implicit/explicit), Fluency, Percent Accuracy Target Passage
VOC = Vocabulary Percentile Rank
SPL = Spelling Percentile Rank
TDI ME = Meets Expectations
BE = Below Expectations
OPM ORF = Adjusted Fluency
OPM TDI Tasks = ME or BE and Raw Score 13
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Probability Score – Probability of Reading Success (PRS) Score calculated based on the BS/PMT
Probability is…the relative possibility that an event will occur or is likely to occur.
A .70 means that we expect this student to have a 70% chance of scoring at or above the 40th percentile at the end of the year on the SESAT or SAT-10. The PMRN Reports have already converted the probability
score into a percentage so you will see .70 reported as 70%
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A Teacher’s View of the Class Data - Class Status Report (K-2)-
©2009 Florida Center for Reading Research
Student Score Detail Box (K-2)
©2009 Florida Center for Reading Research
Excellent report to include in a student’s cumulative folder
K-2: School Status Report
Success Zones - Probability Scores
GREEN 85% or better chance of scoring at or above the 40th percentile at the end of the year on the SESAT or SAT-10
16-84% chance of scoring at or above the 40th percentile at the end of the year on the SESAT or SAT-10
15% or less chance of scoring at or above the 40th percentile at the end of the year on the SESAT or SAT-10
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YELLOW
RED
Probability of Reading Success What percentage of students are in each success zone at the
various grade levels? High Success (Green Zone) Moderate Success (Yellow Zone)
It is very important to look at the grade summary report to see the distribution within the yellow zone
Are most of the students in the yellow zone towards the 84% chance end of the zone or closer to the 16% chance
Low Success (Red Zone) What percentage of students are in each success zone within
specific teachers’ classrooms? Is there a specific class that does not seem consistent with the rest of
the grade? Click on the + sign next to the grade level summary to extend and see
the data on individual teachers at that grade level
Probability of Reading Success Look for trends within
grade levels, within teachers, and across grades.
Let’s look across grades in our sample data.
What do you notice when you compare across grades?
85% & above
(Green)
16%-84%
(Yellow)
15% & below
(Red)
K 28% 61% 11%
1st 36% 56% 8%
2nd 25% 70% 5%
Median Score The median score = the middle score
The value which 50 percent of the scores fall above and 50 percent fall below
The median score will be used throughout the PMRN on percentiles and PRS to show the middle score for your group of students. On the School Status Report the Median Percentile Score is given for
Vocabulary and Spelling (2nd only)
On bar graph form it is represented by the T and in table form it is represented as a gray shaded box.
Percentile Rank
Percentile ranks are derived scores that are used to rank one student’s performance in relation to a specific group.
On the Florida Assessments for Instruction in Reading, the specified group was a representative sample of Florida students.
Percentile rank is NOT a percentage score identifying how many items were answered correctly.
Percentile Rank is the score given on Vocabulary and Spelling (in 2nd grade only)
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K-2: School Status Report
Target RC Passages for Grades 1 and 2 (BDI)
©2009 Florida Center for Reading Research
K-2: School Status Report
Target Passage – What does it tell me? At the School Level, the Target Passage column tells you
how many students were able to read at or above the Target Passage with 90% accuracy.
The calculation includes all students – even those who ended up in Listening Comprehension so you can answer the question… How many of my students are accurately decoding at the
level expected of this grade level at this assessment period (AP). To help remember this, write (Accuracy) in parentheses under or next
to the column header Target Passage.
Target Passage In first and second grade, this percentage can provide you
with one piece of information that will help you determine if your Core Reading Program is addressing the decoding strategies required for accurate grade-level reading.
Let’s look at the sample data 1st grade – 33.6% of my 143 first graders were able to read at or
above the Target Passage which is Passage 1 (66.4% were placed in Listening Comprehension)
2nd grade – 57.5% of my 122 second graders were able to read at or above the Target Passage which is Passage 1 (42.5% were placed in a lower 2nd grade passage, a 1st grade passage or 9 were placed into Listening Comprehension)
Total Questions Correct How many total questions correct (out of 5) did the student
answer in either a reading passage or listening comprehension. At the student level, you can get a break down of explicit (out of 3)
and implicit (out of 2) questions.
The reading comprehension (RC) graph represents all students who took a RC passage not only those who were at or above the target passage, so…what does this tell you? When they read a passage with at least 90% accuracy (their
instructional level), how many comprehension questions can they answer correctly. To help remember this, write (Comprehension) in parentheses under or
next to the column header Total Questions Correct.
K-2: School Status Report
Total Questions Correct - RC Let’s look at the First Grade Sample Data:
33.6% of 143 were at or above Target Passage (Passage 1) = 48 students 4 students = Answered 0 questions correct 7 students = Answered 1 question correct 13 students = Answered 2 questions correct 8 students = Answered 3 questions correct 12 students = Answered 4 questions correct 4 students = Answered 5 questions correct
Total Questions Correct - LC Let’s look at the First Grade Sample Data:
66.4% of 143 were below Target Passage (Passage 1) = 95 students 9 students = Answered 0 questions correct 13 students = Answered 1 question correct 26 students = Answered 2 questions correct 19 students = Answered 3 questions correct 14 students = Answered 4 questions correct 14 students = Answered 5 questions correct
Questions to Answer Using the School Status Report Where should my resources be allocated (which
grades and classes are struggling in certain areas)? Where should professional development efforts be
focused? What percentage of students is at each success zone
in each class and grade? How many students need additional support?
Are these students clustered in one grade/one teacher? What types of intervention do the students need?
Where should I focus my PD? Are there any Programs that I need to purchase?
School Grade Summary Report (K-2)
School Grade Summary Report (K-2)
Questions to answer using the School Grade Summary Report What is the distribution of scores in a particular
grade level? The School Status told us the Median Score for
Vocabulary was the 24th percentile, but now I see the full distribution and can see that the majority of my students fell within the 11th – 30th percentile range.
This tells me that overall, the First Grade group is below average in their general vocabulary knowledge
I would want to see if this is true in Kindergarten and Second Grade as well (on the School Status Report) Kindergarten Median Vocabulary = 29th percentile Second Grade Median Vocabulary = 41st
I might look to see how the Core Reading Program addresses vocabulary and if we have any additional programs addressing vocabulary (maybe we are using something different or additional at second grade?)
Questions to answer using the School Grade Summary Report What is the median score in the particular grade
level on particular score types? Median PRS in First Grade = 65% chance of success
What is the distribution of the ‘yellow’ zone (16-84%)? Of my 56% of First Graders who fall in the yellow zone,
are more of them at the high end or the low end of the zone? It is a relatively even distribution across the zone until we reach
65% and then we see that 26 students out of the 80 students in the yellow zone have a PRS of 65-74% chance of success
Resources & Conclusions
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Web Resources FCRR (Florida Center for Reading Research), www.fcrr.org
Just Read, Florida!, www.justreadflorida.com
LEaRN (Literacy Essentials and Reading Network), www.justreadflorida.com/LEaRN
FOR-PD (Florida Online Reading Professional Development) http://forpd.ucf.edu/strategies/archive.html
Florida Response to intervention (RtI), www.florida-rti.org
Adolescent Literacy, www.adlit.org
Center on Instruction, www.centeroninstruction.org
LD Online, www.ldonline.org
Colorin’ Colorado, www.colorincolorado.org/
For questions regarding the FAIR system:
Visit the resources found on the FAIR website:
http://www.fcrr.org/fair/index.htm
Access the FAIR FAQ document found at the link below or accessed from the above website:
http://www.fldoe.org/faq/Default.asp?Dept=4&submit=GO
Contact: [email protected] Please note the email address is not case sensitive
For more detailed information regarding the PMRN: The PMRN User’s Guides located at:
www.fcrr.org/pmrn/userguides.htm There is a section that provides an Overview of Reports and a section that
provides an Explanation of Score Types
Complete PowerPoints can be found on the PMRN website: www.fcrr.org/pmrn.htm Topics include:
K-2 Data Entry K-2 Electronic Scoring Tool 3-12 Web-based Assessment Module (WAM) School Level Users 1, 2, 3
Phone: (850) 644-0931 or 866-471-5019 Email: [email protected]
Here is what you see if you click on Kindergarten, Phonemic
Awareness, Broad Screen/Progress Monitoring Tool
In summary, remember… FAIR was designed to inform instruction. FAIR data are just one part of the puzzle. Teachers
bring information from daily instruction that provides additional, important information.
As FCRR gains more experience with the data and collects data statewide, we will be able to provide guidelines on what are ‘typical’ scores at each grade level or what is a ‘good’ percentage to have in the high success zone (green zone).
We will make comparisons at the close of each assessment period to the State Median scores and percentages
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Thank you for your time and attention!
Any Questions?