Transcript Reading Assessments & Interventions

Interpreting
Assessment
&
Intervention
Data in
Reading
North Area Profession​al Seminar: January 27, 2012
School Humor
2
Expected Take-Aways from the
Presentation
5 Essential
Reading
Components
• Understanding of
components.
District & State
Assessments
Intervention
Programs
• Knowledge of which
of the 5 Reading
Components are
measured by each.
• Knowledge of which
of the 5 Reading
Components are
targeted.
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The Five Essential Components of
Reading:
Phonological
Awareness
Comprehension
Vocabulary
Phonics
Fluency
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Phonological Awareness
• Phonological Awareness involves the ability to hear,
identify, and manipulate the individual sounds in
words.
– Ability to identify the difference between the rhyming
words of “cat” and “bat”.
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Phonics
• Phonics involves understanding how letters are linked
to sounds (phonemes) to form letter-sound
correspondences and spelling patterns.
– Knowledge that the letter “B” makes a “buh” sound.
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Vocabulary
• Vocabulary focuses on words and their meaning.
Includes knowledge of sight words and understanding
the meaning of the words.
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Fluency
• Fluency is the ability to
read accurately and
quickly.
– Timing reader as they
read a passage while
indicating the number of
mistakes and the amount
of time it takes them to
read the passage.
Fluency Equation:
Number of Words – Student Errors
÷
Number of Minutes for Reader to
Read the Passage
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Comprehension
• Reading Comprehension is the ability to understand
and take away meaning from the text.
– After reading a passage, the student responds to explicit
and implicit questions regarding elements of the passage.
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With an understanding of the 5
Essential Reading Components …
• Reviewing what the District and State assessments
measure will enable school psychologists to identify a
student’s strengths and weaknesses.
5 Reading Components
• Understanding of concepts.
District & State
Assessments
• Knowledge of which of the
5 Reading Components are
measured by each.
Intervention Programs
• Knowledge of which of the 5
Reading Components are
targeted.
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State & District Assessments
FCAT
PSI
PASI
DRLA
SRI
Running
Records
FAIR
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District Required Literacy Assessment
(DRLA)
• District created (2008) assessments to match Treasure
of Literacy series to meet student needs.
– Will soon be updated.
• Administered four times throughout the year.
(Placement, Fall, Winter, and Spring).
– K-2: Phonological Awareness, Phonics, Vocabulary, and
Comprehension.
– 3-6: Phonics, Vocabulary, and Comprehension
• Scores available through A3 for (overall) Reading Proficiency
(percentage correct) scores and individual reading area scores to
make comparisons between the performance of grade and class
level peers.
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Florida Assessment for Instruction in
Reading (FAIR)
• Administered three times a year.
– K-2: phonological awareness, phonics, fluency, vocabulary, and
comprehension.
• Administered individually (except for spelling)
– 3-12: (Computer based) phonics, fluency, and comprehension.
• Scores are available through A3 & Progress Monitoring
Reporting Network (PMRN)
– The (overall) score is reported as the Probability of Reading Success
(probability percentage).
– When reporting the FAIR- Reading Comprehension score utilize the
Ability score to indicate growth over time (Foorman, 2011).
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FAIR (continued)
• Maze: Reading fluency
and comprehension
– Example: Maze
• Word Analysis:
Spelling.
• Reading
Comprehension:
– Example: Reading
Comprehension
Green
Yellow
Red
• 85% or better probability
of grade-level or above
performance on FCAT
• 16-84% probability of
grade-level or above
performance on FCAT
• 15% or less probability of
grade-level or above
performance on FCAT
Success Zones
Probability Scores
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Florida’s Comprehensive Assessment
Test (FCAT)
• Testing begins in
3rd -10th grade.
• Areas assessed
include the
following:
– Vocabulary
•
•
•
•
•
•
Context Clues
Base Words
Roots
Word Relationships
Synonym/Antonyms
Analyze Words in
Text
– Reading
Application
• Author’s Purpose &
Perspective
• Main Idea
• Relevant Details
• Conclusions
• Chronological Order
• Cause and Effect
• Text Structures
• Organization
Patterns
• Themes/Topics
• Compare/Contrast
– Literary Analysis
• Character
Development
• Character Point of
View
• Setting
• Text Features
• Problem/Resolution
• Plot Development
• Descriptive
Language
• Figurative Language
• Theme
• Conflict/Resolution
– Informational
Text/Research
• Locate, Interpret,
Organize
Information
• Text Features
• Determine Validity
and Reliability of
Information
• Synthesize
Information
• Analyze and
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Evaluate Information
Florida’s Comprehensive Assessment
Test (FCAT) (continued)
• To measure growth across time utilize the
Developmental Scale Score (DSS) (Foorman, 2011).
– Utilize the same metric across time.
• This link provides a chart that lists the DSS related to
Achievement Levels (1-5) on the FCAT.
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Running Records
• Administered throughout the year to determine
student’s instructional reading level.
– Suggested Schedule
– Administered individually
• Provides information regarding a student’s reading
fluency, knowledge of vocabulary, and comprehension
of the passage.
– Taken from a “cold” read (student has never read the
passage before).
– Student reads passage while adult indicates student’s errors.
Student is then asked to retell the story and respond to
comprehension questions.
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Running Records (continued)
• Based on current (2011) Assessment Decision
Trees…
Beginning of Year
Middle of Year
End of Year
--
--
Level 2
Level 2-3
Level 8-10
Level 16
Level 16-18
Level 20
Level 28
Third Grade
Level 30
Level 34
Level 38
Fourth Grade
--
Level 40+
--
Fifth Grade
--
Level 50+
--
Sixth Grade
--
Level 60+
--
Kindergarten
First Grade
Second Grade
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Phonological Awareness Screener for
Intervention (PASI) 3.1
• Administered individually, (K-1st+) the PASI
includes a short form (10 minutes) to determine
students’ success with syllables, rhyming, or
phoneme skills to determine which lesson to begin
instruction.
• At completion, PASI indicates skills to target during
intervention.
• This assessment assists with identifying groups of
students that have similar difficulties.
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PASI 3.1 (continued)
• Based on current (2011) Assessment Decision Trees
the expected skill level is indicated in the chart
below.
• The skills targeted by the PASI 3.1 are expected to be
met by first grade.
Kindergarten
First Grade
Beginning of Year
Middle of Year
End of Year
2
4
5
5-5.3
--
--
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Phonics Screener for Intervention
(PSI)
• Administered individually to K-2nd+.
• Designed to identify mastery and deficits in Basic
Phonics, Advanced Phonics, and Multisyllable
Words, and Dolch Sight Words
• PSI is effective for the following students:
– Students in first grade and beyond who have poor reading
accuracy/fluency issues, vocabulary deficits, or a
combination of these problems.
– Scoring below the 40th percentile on Word Analysis of
FAIR.
• Provides direction for Tier II and III interventions.
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PSI
• Based on current (2011) Assessment Decision Trees
the skill level is indicated in the chart below.
• The skills targeted by the PSI are expected to be met
by the end of third grade.
Beginning of Year
Middle of Year
End of Year
First Grade
1
2
5
Second Grade
6
7
9
Third Grade
--
--
10
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Scholastic Reading Inventory (SRI)
• Computer based program for Grades K–12 assesses
reading comprehension.
– Utilizes Lexile scores
• Not to be confused with Lexile text measure - the demand of the
text in terms of frequency and sentence length
• Informs instruction and provides placement
recommendations.
• Assists in the process of identifying whether or not
students will meet their achievement goals.
• Student Experience Activity
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With all of this information…
• This will assist in making data based decisions for
student interventions.
5 Reading
Components
District & State
Assessments
Intervention
Programs
• Understanding of
concepts.
• Knowledge of which of
the 5 Reading
Components are
measured by each.
• Knowledge of which of
the 5 Reading
Components are
targeted.
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Intervention Programs
Earobics
Lexia
Learning
Voyager
Treasures
Reading Plus
Read Naturally
SuccessMaker
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Earobics
• Interactive computer program for Pre-K
through Third grade students.
– Also provides instructions in 10 languages
besides English for English Language
Learners.
• Skill building activities including:
–
–
–
–
Phonemic Awareness
Auditory Processing
Phonics
Reading comprehension
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Lexia Learning
• Computer based program for the five components of
reading (phonological awareness, phonics, fluency,
vocabulary, and comprehension).
– Also provides teachers skill building worksheet to print out
to encourage student growth.
• Provides activities for students in Pre-K through 4th
grade, and for at-risk students up to 12th grade.
• Lexia Learning Video
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Read Naturally
• 1st -12th: Structured intervention program combines
teacher modeling, repeated reading, and progress
monitoring.
– Measures fluency and comprehension.
• Features nonfiction stories. (Also includes cassette tapes of the
stories.)
– Goal is to tap into students’ natural curiosity about the
world
• Nonfiction Story Subjects: Hippopotamuses, Helen Keller, and Joe
Louis.
• Steps of Read Naturally
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Reading Plus
• Computer based program.
• 3-12: To improve reading fluency, vocabulary, and
comprehension.
• Designed to adjust the difficulty of the content and
duration of reading activities so that students proceed
at a pace that is related to their skill level.
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SuccessMaker
• Computer-based program for students in K-8th grade.
• Placement: identifies the starting point for instruction
in phonological awareness, phonics, and vocabulary
skills.
• Reading lessons will take learners through focused
instruction and guided practice and then more
independent activities.
• Provides additional support when threshold scores are
not met and reviews previous material to ensure
retention and to maintain proficiency.
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Treasures
• The Treasures program includes materials to support
the district adopted K-6 Reading and Language Arts
textbook series.
– Features the 5 essential components of reading.
• Triumphs program provides additional support for
skill mastery.
• Activities
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Voyager Passport
• K-5: The five essential components of reading are
addressed within 30 to 40-minute daily lessons.
• Two Components to each lesson:
– Providing grade-appropriate instruction.
– Gives struggling readers daily opportunities to apply learned skills.
• Includes Ticket to Read a computer based
intervention.
– As the student reads, they earn tickets for hundreds of virtual prizes.
• Example: After learn mastering skills, able to earn tokens which they can trade for
virtual toys in their personal Toy Shop.
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Assessment and Intervention Programs
(See Handout)
Phonological
Awareness
Phonics
Vocabulary
Fluency
Comprehension
FCAT
FAIR (K-2)
FAIR (3-6)
DRLA (K-2)
DRLA (3-6)
Running Records
SRI
PASI
PSI
Earobics
Lexia Reading
Voyager
Triumphs
Successmaker
Read Naturally
Reading Plus
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Reading Areas related to a Specific
Learning Disability (SLD)
Specific Learning
Disability
Phonological
Awareness
Basic Reading
Skills
Reading
Fluency Skills
Phonics
Vocabulary
Reading
Comprehension
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References
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Florida Assessments for Instruction in Reading (FAIR) - Using scores for growth and instruction.
http://www.fcrr.org/FETC_Orlando_Feb_2_2011.ppt
Florida Assessments for Instruction in Reading (includes examples of Maze & Word Analysis)
http://www.justreadflorida.com/pdf/FloridaAssessmentsReading-RegMeet.pdf
Florida Comprehensive Assessment Test (FCAT) - Achievement Level Definitions
http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf
Running Records (suggested schedule) http://www.readinga-z.com/guided/runrecord.html
Phonics Screener for Intervention (PSI) http://store.95percentgroup.com/psischoolsitelicense.aspx
Scholastic Reading Inventory (SRI)
http://teacher.scholastic.com/products/sri_reading_assessment/programoverview.htm (SRI Student Experience)
http://teacher.scholastic.com/products/sri_reading_assessment/Student_Experience.htm
Earobics http://www.earobics.com/index.php
Lexia Learning http://www.lexialearning.com/index.html (Informational Video)
http://www.lexialearning.com/demos/tour/tourUS.html
Read Naturally http://www.readnaturally.com/
Reading Plus (includes Virtual Tour) http://www.readingplus.com/
SuccessMaker http://www.pearsonschool.com/index.cfm?locator=PSZk99
Treasures http://activities.macmillanmh.com/reading/treasures/html/main_teacher.html. (Activities)
http://activities.macmillanmh.com/reading/treasures/html/teacher_index.html
Voyager http://www.iamvoyager.com/passport/curriculum.jsp (Ticket to Talk)
http://www.iamvoyager.com/passport/videos/technology.jsp
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