Transcript Florida Assessments for Instruction in Reading

The Florida Assessments for
Instruction in Reading
Overview
1
Agenda
 Overview of Florida Assessments for Instruction
in Reading (K-12)
 K-2 Assessments
 3-12 Assessments
 Connecting Assessment to Instruction
 PMRN Reports
 Resources
 Current Steps in 2008-2009
 Implementation Study
 Experimental Study
 Looking Ahead to 2009-2010
2
Agenda
 K-12 Reading Plan District Reflection Tool
 K-12 District Reading Plan Revisions
3
What Will It Take to Accelerate
Progress?
 Strong assessment system
 Content area literacy instruction (will not get
the job done for some students)
 Reading interventions (will never get the job
done alone)
 Differentiated intensity based on need
 “Adequate” progress is different with a
struggling reader
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Appropriate Use of Assessment
Questions to ask
 Is it valid and reliable?
 Does it yield new information?
 Is it instructionally useful to
teachers?
 Is it appropriate?
14
Why Spend 30 Minutes Assessing
Rather Than Teaching?
1. You can’t expect unless you inspect.
2. Diagnostic information is crucial to
teaching.
3. Progress monitoring is crucial to
learning.
15
Why New Reading Assessments?
 Improved to include assessment of
PreK, vocabulary, and comprehension
 Automatic reporting without data entry
 Identifies risk of reading difficulties
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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
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Task Administration
 All but one of the K-2 tasks (grade 2 spelling)
are individually administered and scored in a
web-based application or on paper.
 Most 3-12 tasks are individually administered
on the computer. The Informal Diagnostic
Toolkit and grades 3-5 fluency probes will be
individually administered by paper and pencil
only.
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HOW is Using the Florida Assessments for
Instruction in Reading Beneficial?
 Precise ability placement for Reading Comprehension tasks


K-2: Word List placement into Reading Comprehension
passages
3-12: Adaptive placement into Reading Comprehension
passages
 Precise Internet-based scoring options
K-2: Internet-based application may be used for task
administration
 3-12: Screen and Targeted Diagnostic Inventory tasks
on computer
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
HOW is Using the Florida Assessments for
Instruction in Reading Beneficial?
 Access to the PMRN system for recording student scores
 K-2: Scores can be entered by hand or via internetbased scoring tool
 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
including program-specific professional development
 Links to appropriate instructional routines, based upon
student score results
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HOW is Using the Florida Assessments for
Instruction in Reading Beneficial?
 Broad 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.
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K-2 Web-Based Administration
 Neither Palm nor handheld scoring will be
available
 May be administered on laptops, minilaptops, NOT desktop computers
 Tentative plan to provide mini-laptops for
elementary schools in pilot, Reading First
schools, and current Palm users (estimated
one laptop for every two K-2 teachers)-Based
on availability of funding and results of
bidding process
 District-wide implementation required to
receive hardware
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Why Web-Based Versus Palms or
Handhelds?
 Confident that assessments can be
administered in a reliable, valid, and efficient
manner
 Long range technology solution
 Teachers more comfortable with laptop
format
 Broader availability and greater functionality
(multifunction versus single)
 Broader access to technical assistance and
maintenance
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 No reprogramming required for updates
The Role of DIBELS in 2009-10
 Schools can choose which
assessments they want to use if they
are not in Reading First.
 DIBELS will not be supported by the
PMRN.
 DIBELS will not be a part of the
FLKRS.
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Florida Assessments
Frequency of Administration
 Assessment Period 1 – Fall/September
(Instructional Days 20 - 39)
 Assessment Period 2 – Winter/February
(Instructional Days 95 - 114)
 Assessment Period 3 – Spring/April
(Instructional Days 156 - 174)
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Florida Assessments: K - 2
Broad Screen
*
Broad
Diagnostic
Inventory
Tasks required for All Students.
* Comprehension
Spelling Required for Second Grade. Vocabulary is
optional for students in the Green Zone.
Targeted
Diagnostic
Inventory
Ongoing
Progress
Monitoring
Most assessments include practice items.
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How Long Will it Take to
Administer the Grades K-2 Tasks?
 Broad Screen
 3- 5 minutes
 Broad Diagnostic
 12-18 minutes
 Targeted Diagnostic
 14-18 minutes
Inventory
Inventory
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WHAT are the Florida Assessments for
Instruction in Reading?
Broad Screen/Progress Monitoring Tool (K-2)
 K-2: 3-5 minute set of tasks designed to indicate the
probability of success on the SESAT (K) or SAT-10
(1, 2)
 Kindergarten
o Letter (Naming) Sounds: Assessment Periods 1
and 2
o Phonemic Awareness: Assessment Periods 1, 2,
and 3
o Word Reading: Assessment Period 3
 Grades 1 & 2
o Word Reading
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What is the Probability of Success
in Reading Score?
 A score that tells the probability that a student will be on
grade level at the end of the year.
[at or above the 40%ile on the Stanford Achievement
Test (SAT 10)]
 Zones of Success
Green Success Zone: the student has an 85% or greater
chance of being at or above grade level
Yellow Success Zone: the student has a 16-84% chance of
being at or above grade level
Red Success Zone: the student has 0-15% chance of being
at or above grade level
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WHAT are the Florida Assessments for
Instruction in Reading?
Broad Diagnostic Inventory (K-2)
 Set of tasks designed to indicate other key
areas of instructional need related to reading
success
o Listening Comprehension
o Reading Comprehension
o Vocabulary
o Spelling (Grade 2 only)
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WHAT are the Florida Assessments for
Instruction in Reading?
Targeted Diagnostic Inventory (K-2)
 Set of tasks designed to more precisely indicate the
areas of instructional need based upon Screen
performance
o Print Awareness
o Phoneme Blending/Deletion
o Letter Names
o Letter Sound Knowledge
o Letter Sound Correlations
o Word Building
o Multisyllabic Words
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Florida Assessments: K - 2
Broad Screen
*
Broad
Diagnostic
Inventory
Tasks required for All Students.
* Comprehension
Spelling Required for Second Grade. Vocabulary is
optional for students in the Green Zone.
Targeted
Diagnostic
Inventory
Ongoing
Progress
Monitoring
Most assessments include practice items.
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Broad Screen/Progress Monitoring Tasks
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Letter Naming and Sounds
Kindergarten
Teacher Directions:
I’m going to show
you some letters
of the alphabet.
Tell me the name
of the letter and
the sound it
makes. Ready?
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Phonemic Awareness
Kindergarten
Teacher Directions:
1. What would the word be if I say:






/l/ /ake/ (lake)
/l/ /ock/ (lock)
/sh/ /ip/ (ship)
/s/ /o/ (so)
/h/ /all/ (hall)
/c/ /oa/ /t (coat)
For the first assessment, the majority of the items are onset and rime.
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Word Reading
Kindergarten
 Grade K Word
Reading Task Card
 Student reads
word lists
 Ten items
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Broad Screen Task
Example
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First Grade Probability of Success
Chart
First Grade Probability of Success Chart
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Broad Diagnostic
Inventory
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Florida Assessments
Broad Diagnostic Inventory
Assessment Periods 1 & 2
Broad
Diagnostic
Inventory
Listening
Comprehension
/Reading Comprehension
Vocabulary *
given by team
is given for
* Vocabulary
Assessment Periods 1
and 3 only
Students in Red or
Yellow Zones of
SUCCESS
 All receive Listening Comprehension/Reading
Comprehension
 Vocabulary is only for students scoring in
yellow/red Success Zones
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Broad Diagnostic Task Examples
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K-2 Assessment Sample
Internet-based Administration
LOCK
<<Reading Comprehension>> Passage
Name: <<John MacKinnon>>
0:03
Chores are the jobs I do for my mom and dad at home. I have chores
<<Reading Comprehension>> Summary
Name: <<John MacKinnon>>
The student
demonstrated
User
will click
on words the following:
read
incorrectly.
Item
Name
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
DONE
1
What is the author’s first chore
If student reads
each day?
incorrectly an as yet
determined number of
2
Why does the author think taking
words in the first line of
the dog on a run is a fun chore?
text, navigate to the
Administrative Stop page.
3
What job will the author and his
If student reads
dad do this Saturday?
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.
BACK
This student has read 10% of the words in this passage incorrectly. Would
you like to continue with the passage or exit?
CONTINUE
EXIT
LOCK
User is navigated to
the Item pages and
timer is stopped.
User may only navigate
Remains on screen
backafter
to last item in the
teacher overrides
10%
Task.
stop rule. Navigates the
user to the administrative
stop page.
Implicit/
Explicit
Explicit
C
I
Implicit
Implicit
NEXT
Navigates the
User to the
Fluency page
K-2 Assessment Sample
Internet-based Administration
 Teacher is guided
through assessment
 Easy to use
 When synced, scores
are sent directly to
PMRN
LOCK
<<Reading Comprehension>> Results
Name: <<John MacKinnon>>
Number of implicit correct:
out of
Number or explicit correct:
out of
Total items correct:
out of
Fluency CWPM:
Accuracy:
%
<<Next Task: Vocabulary>>
Calculated as words correct / total
words in the passage. Expressed as a
percentage.
If available.
 Immediate display of
raw score performance
NEXT
EXIT
Navigates User to
the Student
Selection page.
If available,
navigates User to
the Vocabulary
Confirmation page.
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Vocabulary
Teacher Directions:
What is this?
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Vocabulary
Teacher Directions:
What do you call
this outdoor
activity?
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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.
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Targeted Diagnostic Inventory
* Optional
Targeted Diagnostic Task Example
Phoneme Blending
Administer items using the
key phrase “What would
the word be if I say
/n/ /ew/ ?”
Targeted Diagnostic Task Example
 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
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Targeted Diagnostic Task Example
Multisyllabic Word Reading – Grade 2
Targeted
Diagnostic
Inventory
AP 1, 2, & 3
TARGETED
DIAGNOSTIC
Print Awareness
(optional)
Letter Name
Knowledge
Phoneme Blending
 Only given to
K-2 students in
yellow or red
zones
Focus is on
more specific
skills
May be given
on a different
day
Phoneme Deletion
STOP!
Plan
Instruction
Letter Sound Connections
Initial
Letter Sound Connections
Final
Word Building
Initial Consonants
Word Building
Final Consonants
Word Building
Medical
Vowels
Medial
Vowels
Meets Expectations
Below Expectations
End TDI and Evaluate
The “Big Picture” Map (K-2)
Broad Screen/Progress
Monitoring Tool
(BS/PMT)
“All” students
Broad Diagnostic Inventory
(BDI)
“Most” students
 Letter Naming
Targeted Diagnostic Inventory
(TDI)
“Some” students
 K = 9 tasks
 Letter Sounds
 Phonemic Awareness
 Word Reading
 Listening
Comprehension
 Reading
Comprehension
 Vocabulary
 Spelling (2nd grade
only)
 1st = 8 tasks
 2nd = 2 tasks
The “Score” Map (K-2)
BS/PMT
PRS = Probability of Reading Success
BDI
LC = Listening Comprehension
 Total questions correct (implicit/explicit)
RC = Reading Comprehension
 Total questions correct (implicit/explicit),
 Adjusted Fluency, Percent Accuracy
VOC = Vocabulary
 Percentile Rank
SPL = Spelling
 Percentile Rank
TDI
ME = Meets Expectations
BE = Below Expectations
Grades 3-12 Assessments Model
Broad Screen/Progress Monitoring Tool
Reading Comprehension Task
(3 Times a Year)
If necessary
Targeted Diagnostic Inventory
Maze & Word Analysis Tasks
Diagnostic
Toolkit
(As Needed)
Ongoing
Progress
Monitoring
(As Needed)
Scores are automatically entered into the PMRN to generate student reports
Reading Concepts Assessed
 Reading Comprehension (Broad
Screen)
 Fluency (Maze task, Targeted
Diagnostic Inventory)
 Orthographic Processing/Spelling
Knowledge (Word Analysis task,
Targeted Diagnostic Inventory)
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WHAT are the Florida Assessments for
Instruction in Reading?
Broad Screen/Progress Monitoring Tool
 3-12: Computer-based, adaptive
reading comprehension assessment
designed to indicate the probability of
success on FCAT Reading
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WHAT are the Florida Assessments for
Instruction in Reading?
Broad Screen/Progress Monitoring Tool (3-12)
 Reading Comprehension Screen
 This will meet the requirement for reporting
progress monitoring scores for students
scoring at Level 1 and 2 on FCAT Reading at
grades 4-12 and students with reading
deficiencies at grade 3.
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The Broad Screen/Progress
Monitoring Tool
 20-40 minute computer-adaptive
task of reading comprehension
 Predicts student’s “probability of
success in reading” on the FCAT
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Reading Comprehension
Task Demonstration
Click here to start
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3-12 Sample
RC Screen Task Item
Submit Answers
Switch between full-and split- screen views
 The student reads a passage and answers 7-9 questions to assess reading
comprehension. Once all questions are completed, the student clicks the
“Submit Answers” button.
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RC Screen Feedback
 After the answers are
submitted for a
passage, the student
receives performance
feedback.
 Depending upon his/her
score, the student will
either be administered
an additional (easier or
harder) passage or be
finished with the task.
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WHAT are the Florida Assessments for
Instruction in Reading?
Targeted Diagnostic Inventory
(3-12)
 Set of tasks designed to more precisely
indicate the areas of instructional need
based upon Broad Screen performance
 Online MAZE and Word Analysis
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TDI: The Maze Task
 Two 3-minute passages
 Combines the assessment of reading
accuracy and speed, or fluency, and gist –
level comprehension; results indicate whether
probability of success in reading is hampered
by difficulties with fluency
 Administered to all implementation study
students in 2008-2009
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Maze Task Demonstration
Click here to start
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3-12 Sample
Maze Task Item
65
Maze Feedback
 After the answers
are submitted for a
passage, the student
receives
performance
feedback.
 Students are
administered 2
passages and then
proceed to Word
Analysis.
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TDI: The Word Analysis Task
 A 5-15 minute computer-adaptive spelling
task that assesses a student’s understanding
of letter/sound correspondence
 Results indicate whether probability of
success in reading is hampered by difficulties
with word-level skills.
 Administered to all implementation study
students in 2008-2009
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Word Analysis
Task Demonstration
Click here to start
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The Word Analysis TDI
 Student clicks on
the ear to hear
the word
spelling box
 Student types
spelling of word
in the box
 Student clicks
DONE when
finished
69
FCAT Success Probability (FSP)
Score
 A prediction score from the
Broad Screen
Broad Screen that indicates
whether a student needs TDI
assessment and additional
instructional support in
reading
 The probability score will fall
Targeted
Diagnostic
Inventory
within 1 of 3 Success
Zones:
GREEN
YELLOW
RED
Success Zone Probabilities
GREEN
YELLOW
RED
85% or better probability of
grade-level or above success
on the FCAT
16-84% probability of gradelevel or above success on
the FCAT
15% or less probability of
grade-level or above success
on the FCAT
The TDI Logic
Moderate or Low
Success
Probability
on FCAT=
Administer TDI
Word Analysis TDI
Intervention with
word recognition skills?
Intervention with
reasoning skills,
prior knowledge,
and/or
vocabulary?
Maze TDI
Intervention
with fluency/
comprehension skills?
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The “Big Picture” Map
Type of
Assessment
Name of
Assessment
Broad
Screen/Progress
Monitoring Tool
(BS/PMT) – “All”
students
Targeted
Diagnostic
Inventory
(TDI) –
“Some”students
 Reading
Information Given
 Identifies which
Comprehension students we need more
(RC)
information on before
planning instruction
 Maze
 Word
Analysis (WA)
 Differentiates between
what type of intervention
is needed
 Comprehension and
Fluency
 Deeper Word Level
Skills
The 3-12 “Score” Map
Broad Screen/
Progress Monitoring
Tool
 FCAT Success Probability (FSP)*
 Color- coded
 Percentile
 Standard Score
Ability Score
Maze –
Targeted Diagnostic
Inventory
 Percent Correct*
 Percentile (look up table)
 Standard Score
 Monitoring Level
Word Analysis –
Targeted Diagnostic
Inventory
 Percentile*
 Standard Score
 Ability Score (WAAS)
* = Scores reported from Assessment Period 1
Matching Reader to Text
 Scaffold discussion.
 Verify that
comprehension is at
least at 75%
correct.
75
FCAT Test Design
 Cognitive Complexity (Webb’s Depth of
Knowledge)
 Content Categories for Reading
- Words & phrases in context
- Main idea, plot, & author’s purpose
- Comparison; cause/effect
- Reference & Research – locate, organize,
interpret, synthesize, & evaluate information
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Purpose of Each 3-12 Assessment
 Reading Comprehension Screen
 Assists in identifying students who may not be able to
meet the grade level literacy standards as assessed by
the FCAT.
 Mazes
 Assists in determining whether a student has more
fundamental reading problems in the area of fluency
and low level reading comprehension.
 Word Analysis
 Helps us learn more about a student's fundamental
literacy skills--particularly those required to decode
unfamiliar words and read accurately.
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Information Gained from Results
 Reading Comprehension Screen
 If a student has a relatively low probability of success, it
means they will need extra support for reading growth
during the year, and the TDI tests are given as a follow up
to get more information about the type of help that may be
needed.
 Maze
 If a student does well on this test, but has a low probability
of success from the RC screen, this means that they are
likely to need support in the comprehension strategies,
vocabulary, and thinking skills, but likely do not need
intensive work to increase their basic reading abilities.
 Word Analysis
 Students who perform low on both mazes and word analysis
may need intensive interventions to improve their basic
reading skills.
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Ongoing Progress Monitoring (3-12)
 Oral Reading Fluency (3-5) on
paper
 Computer-based Mazes (3-12)
79
Informal Diagnostic Toolkit
(3-12)
 Phonics Inventory
 An inventory designed to help you gather information on
students’ phonology, orthography, and morphology skills for
grades 3-5 and grades 6-12.
 Sight Word Grade Level Inventory
 Word lists for grades 3-12 designed to help monitor the
students’ knowledge of grade level vocabulary words.
 Scaffolding Reading Passages…Coming Soon
 Short reading passages with multiple choice questions.
Within each set of passages, scaffolds will be embedded to
help students determine the correct responses (e.g., think
and search, right there, author and you.)
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Accessing the 3-12 Florida Assessments
for Instruction in Reading
1. Make sure the computers meet the minimum
technology requirements for use:
- Internet Explorer 6.0 or later, Safari 2.0 or later,
or Firefox 1.5 or later web browser enabled
(tasks can be taken on both PC and Mac)
-Screen resolution of 1024 x 768 pixels in use
-Flash Player 8.0.24 or later
-JavaScript and Cookies enabled
-Headphones for administration in use
task instructions have audio)
(the
-Placement in a well-lit, non-distracting, quiet
area
2. Assessments can be accessed at the following URL:
https://flassessments.fcrr.org
81
Accessing the 3-12 Florida Assessments
for Instruction in Reading
Scenarios for testing:
Computer lab setting
Classroom setting
82
3-12 Assessment Sample
Login
 Student logs into the
computer application
using:
District Name
School Name
Grade
Student Name
Birth Date
3-12 Assessment Sample
Login
 Using the drop-down
menu options, the
student completes the
login process.
Florida Assessments for Instruction in Reading
 A confirmation page is
displayed prior to the
start of the task.
84
Connecting Assessment
to Instruction
PMRN Reports
Instructional Resources
85
PMRN Reports
 FCRR reports (e.g., school or student change)
 State & Region reports (state status; success
zone; historical)
 School report (status; success zone; historical;
student 3+ progress)
 Teacher reports (status; grade; historical; yearend outcome; success zone; progress)
 Class reports (also TDI report and error analysis)
 Student report (OPM; cumulative; historical; score
detail; parent letter)
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K – 2 PMRN Reports Reviewed
 Class Status Report
 Student Score Detail Box
 Class Targeted Diagnostic Inventory Report
 Class Detail Targeted Diagnostic Inventory
Report
 Class Summary Error Analysis Report
 Class Detail Error Analysis Report
87
3 – 12 Reports Reviewed
 Class Status Report
 Student Score Detail Box
 Class Summary Error Analysis Report
 Student Ongoing Progress Monitoring
Report
 Class Year-End Outcome Test Report
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http://www.fcrr.org/SCASearch/
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Other resources available online:
 Florida Department of Education
 http://www.fldoe.org
 Just Read! Florida
 http://www.justreadflorida.com/
 LEaRN (Literacy Essentials and Reading Network)
 http://www.justreadflorida.com/LEaRN/
 Partnership for Reading (National Institute for Literacy)
 http://www.nifl.gov/partnershipforreading/
 Reading Rockets
 http://www.readingrockets.org
 Colorin’ Colorado
 http://www.colorincolorado.org/
97
The Florida Assessments for
Instruction in Reading:
Current Steps
98
Implementation Study 08-09
20 schools in 4 counties (Broward, Manatee, Leon, &
Alachua) administer new tests during 3 windows
 Teachers individually administer the K-2
assessments (except grade 2 spelling)
 Reading teachers in grades 3-12 take students to
computer lab or Internet-connected computers
 Teachers give feedback on tests, links to
instruction, and toolkit
99
Psychometric Work - 0809
Testers administer (in Manatee, Leon, & Alachua):
 Additional Phonemic Awareness & Word Recognition items




for Broad Screen: K-1
Additional vocab items in fall; validation in spring
Additional passage tryouts at all grades, with links to word
placement list.
Equating study for Ongoing Progress Monitoring Maze &
grades 3-5 fluency
Comparison: DIBELS with Broad Screen in K; FORF with
Maze; Word Analysis with reading.
100
Continued Goals
 Helping teachers understand the value of
doing their own assessment
 Streamlining assessment burden in schools
 Translating assessment results to instruction
 Logistics of getting assessment done in real
school time
101
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 will be used
to meet Reading First reporting requirements
 Professional development will be provided in
regionally during spring and summer 2009
and at the JRF! Leadership conference.
102
Professional Development on the
New Florida Reading Assessments
 December and January: FCRR trains RFPD
coordinators and FLARE trainers
 Winter, 2009: RFPD and FLaRE Coordinators
train reading coaches and developers in all
districts choosing to use new assessments
 Spring, 2009: FCRR conducts regional
trainings to develop district Master Trainers
 Summer Academies and Leadership
Conference: All attendees trained (teachers,
leadership)
 Elementary Train the Trainer- 3 days
 Secondary Train the Trainer – 2 days
103
Professional Development Opportunities
Training
Audience
When
Location
Elementary/Secondary Train the
Trainer:
 How to Administer Assessment
 Linking to Instruction
 PMRN
Elementary and Secondary
District Trainers
Spring/Summer
(Provided by FCRR)
Regional
Elementary Train the Trainer:
 How to Administer Assessment
 Linking to Instruction
 PMRN
Elementary (K-5) Reading
Coaches and District Trainers
RFPD Quarterlies
District
Secondary Train the Trainer:
 How to Administer Assessment
 Linking to Instruction
 PMRN
Secondary (6-12) Reading
Coaches and District Trainers
FLaRE Quarterlies
District
Elementary/Secondary
How to Administer Assessment
Linking to Instruction
 PMRN
Grades K-12 Teachers
Summer Professional
Development
(provided by Just Read,
Florida!, FLaRE, RFPD,
FCRR)
Regional
Elementary/Secondary
Assessment Overview
Elementary and Secondary
Reading Leadership Team
members
Reading Leadership Team
Institutes
(Provided by FLaRE and
RFPD)
Regional
Elementary/Secondary
How to Administer Assessment
 Linking to Instruction
 PMRN
Elementary and Secondary
teachers, coaches, and
principals
Just Read, Florida! Leadership
Conference
(audience-specific session
tracks)
(provided by Just Read,
Florida!, FLaRE, RFPD, FCRR)
Orlando
K-12 District Reading Plan
Revisions
 Embedded RtI language
 Professional Development Charts will be
pre-populated.
 Added question(s) about PD for Florida
Assessments for Instruction in Reading
to the PD section
 Charts C, F, and I will be pre-populated
 Separated assessment information on
Charts C, F, and I (not pre-populated)
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What Can Be Gained From the Florida
Assessments for Instruction in Reading?
 Use of an efficient Broad 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!
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Questions?
Additional information regarding the Florida
Reading Assessments for Instruction in Reading
is available at: http://www.fcrr.org.
For more information contact:
[email protected]
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K-12 Reading Plan
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K-12 Reading Plan District
Reflection Tool
 Think-Pair-Share
 In terms of K-12 District Reading Plan
implementation:
 Discuss what is in place and working
 Discuss the top priority areas to develop
 Discuss the general strategies needed to
address top priorities
 Discuss anticipated challenges and how the
challenges will be addressed
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K-12 Reading Plan District
Reflection Tool
How can Just Read, Florida!
help?
Is there an area within the
K-12 Reading Plan that
should be enhanced?
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Contact Information
 [email protected]
Executive Director, Just Read, Florida! –
Leadership Contact
 [email protected]
Deputy Director, Just Read, Florida! –
Professional Development Contact
 [email protected]
Director of Reading First – Elementary School
Contact
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Contact Information
 [email protected]
Elementary Reading Specialist – Elementary
Contact
 [email protected]
Middle School Reading Specialist – Middle School
Contact
 [email protected]
High School Reading Specialist – High School
Contact
 Call us at…. 850/245-0503
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