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Florida Assessments for Instruction in Reading K-2 Training “There is a better way for everything. Find it!” Thomas Edison Plan for Today • Introduce the Florida Assessments across all three grade levels K-2 • Train and practice the assessments at each grade level What are the Florida Assessments for Instruction in Reading? A comprehensive set of reading assessments to support teachers and student learning • They focus on assessment for learning and provide information to support instructional decision-making • They focus on the elements of reading and are tied to the Sunshine State Standards • They provide individual student information to: – – – – Evaluate progress towards end of year benchmarks Diagnose learning needs Set instructional goals Monitor instructional progress Why Assess for Learning to Read? Learning to read is not natural for many individuals, who remain dependent on the skill, knowledge, and persistence of their teachers to acquire reading proficiency. Drs. Louisa Moats & Barbara Foorman (1997) Assessment without the capability and will to respond to the information it generates is essentially a waste of time. Dr. Joseph Torgesen The Elements of Reading: Critical to Assessment AND Instruction Phonemic Awareness Phonics Fluency Identifying Words Accurately and Fluently Vocabulary Comprehension Oral Language Constructing Meaning Once Words are Identified Why Should Teachers Individually Assess in the Early Grades? • To promote real opportunities for teachers to use their assessment to guide instruction • To balance assessment for learning, with assessment of learning (Edwards,et al, 2008) An Overview The Florida Reading Assessments “Teaching without assessment is like driving without headlights” Unknown author The “Big Picture” Map Broad Screen/Progress Monitoring Tool (BS/PMT) “All” children • Letter Naming & Sounds • Phonemic Awareness • Word Reading Broad Diagnostic Inventory (BDI) “All” children for Comprehension and Spelling (grade 2) “Most” children for Vocabulary • Listening Comprehension • Reading Comprehension • Vocabulary • Spelling (2nd grade only) Targeted Diagnostic Inventory (TDI) “Some” children • K = 9 tasks • 1st = 8 tasks • 2nd = 2 tasks Ongoing Progress Monitoring (OPM) “Some” children • Focus on TDI tasks that are below expectations k-2 •Oral Reading Fluency 1-2 How Long Will it Take to Administer the Tasks? • Broad Screen • 3- 5 minutes • Broad Diagnostic Inventory • 10-15 per task • Targeted Diagnostic Inventory • Time varies by student Success Zones Probability Scores GREEN 85% or better probability of gradelevel or above performance on the SESAT or SAT-10 YELLOW 16-84% probability of grade-level or above performance on the SESAT or SAT-10 RED 15% or less probability of gradelevel or above performance on the SESAT or SAT-10 New Terms • Probability of Reading Success – the probability that a student will be at the 40 percentile of above on the SAT 10 or SESAT (k) • Success Zones – the colored zone of success that predicts a student’s success on end of year outcome measures • Assessment Period (AP1, AP2, AP3) – fall, winter and spring • Tasks – each assessment type consists of tasks to complete. (e. g phoneme blending) • Meets Expectations (ME) – student is able to complete the tasks in the Targeted Diagnostic Inventory with 80% of the items correct • Below Expectations (BE) - student is NOT able to complete the tasks in the Targeted Diagnostic Inventory The Broad Screen/Progress Monitoring • A quick and accurate way to identify students who will meet expectations with consistent high quality instruction (3-5 minutes) – Gives teachers a Probability of Success in Reading Score • Focuses on research-based predictive factors – Letter naming/letter sounds (K) – Phonemic awareness (K) – Word reading (end of K, Grade 1, and Grade 2) Screening Tasks What a Broad Screen Task Looks Like First Grade Probability of Success Chart Total Correct - Probability 0 1 2 3 4 5 6 7 8 9 10 11 12 .11 .15 .21 .29 .37 .46 .56 .65 .74 .80 .86 .90 .93 AP2 Total Correct - Probability 0 1 2 3 4 5 6 7 8 9 10 .02 .04 .06 .10 .16 .25 .37 .50 .64 .75 .85 First Grade Assessment Period 3 Probability of Reading Success AP3 Word Reading - Total Correct Word Reading - Total Correct AP1 First Grade Assessment Period 2 Probability of Reading Success Word Reading - Total Correct First Grade Assessment Period 1 Probability of Reading Success Total Correct - Probability 0 1 2 3 4 5 6 7 8 9 10 .01 .02 .03 .06 .12 .20 .33 .49 .65 .79 .88 The Broad Diagnostic Inventory Focuses on key reading components that relate to reading success Comprehension Vocabulary Spelling – Grade 2 Broad Diagnostic What Broad Diagnostic Tasks Looks Like The Targeted Diagnostic Inventory • A set of tasks that cover the range of developmental reading skills at each grade • Students in the yellow and red Zones of Success work through these tasks. • A criterion of 80% accuracy is required to move on to the next task. Targeted Diagnostic Inventory * Optional What Targeted Diagnostic Tasks Look Like • Word Building Tasks are given at each grade level. Grade 1 Vowels. Student moves letters to make new words like dig, dug, pug, pig, and pit. Practice and Task Items u p t a e i dog Ongoing Progress Monitoring • Letter Name and Sound Knowledge (k) • Phonemic Awareness (k – 1) • Word Building ( k, 1, 2) • Oral Reading Fluency ( 1,2) As We Move Into Training Groups… Remember - The Florida Assessments were designed • To provide a comprehensive reading assessment that reflects decades of reading research • To streamline the need for additional assessments • To easily provide reports of student progress through the PMRN • To be cost free for districts in order to provide a consistent, valid and reliable system for screening, diagnosis and progress monitoring in Kindergarten through Grade 2 • To guide instruction and support student learning! Contact information: