Transcript PMRN & FAIR-FS for Grades K-2/FLKRS

Florida Assessments for
Instruction in Reading
aligned to the
Language Arts Florida Standards
Grades K – 2
PMRN
FLKRS
Session Topics
• Introduction to Grades K-2 FAIR-FS
• Grades K-2 Screening Tasks
• Florida Kindergarten Readiness Screener
(FLKRS) Overview
• Grades K-2 Diagnostic Tasks
• Scoring and Reports
2
Grades K-2 FAIR-FS
3
What’s New?
FAIR 2009
FAIR-FS
Format
1-on-1 with EST or AIR
Requires paper test kit
1-on-1 with AIR
Computer-administered and adaptive
Tasks
Limited number of items and tasks
Items targeted to student’s ability
More oral language tasks
Comprehension
6 grade level passages per grade
26 passages available, spanning a wider
difficulty range
Score Types
Provides probability of reading success
Also measures growth in important skills
Diagnostics
17 tasks to target instruction
17 tasks administered on computer,
eliminates need for paper test kit
4
When is FAIR-FS Administered?
• FAIR-FS was designed to be administered 3
times per year
FLKRS – Kindergarten Administration Days 1-30
– Fall – Assessment Period 1 (AP1) Days 1-60
– Winter – Assessment Period 2 (AP2) Days 61-120
– Spring – Assessment Period 3 (AP3) Days 121-180
5
Access to K-2 FAIR-FS & FLKRS
6
K-2 System Specifications
• Recommended Bandwidth Specifications
– External Connection to Internet
• 100 kbps per student or faster
– Internal School Network
• 1000 kbps per student or faster
7
K-2 System Specifications
• Desktop, Laptop, Netbook and Thin Client /
Virtual Desktop Infrastructure
– Operating System
•
•
•
•
•
Windows – XP, 7, or newer
Mac OS 10.7 or newer
Linux – Linux: Ubuntu 11.10, Fedora 16 or newer
Memory – 1gb RAM or greater
Connectivity - Computers must be able to connect to the Internet
via wired or wireless networks.
• Screen Size – 9.5 inch screen or larger
• Screen Resolution - 1024 x 768 resolution or higher
8
K-2 System Specifications
• Desktop, Laptop, Netbook and Thin Client /
Virtual Desktop Infrastructure
– Input Device Requirements
• Keyboard, Mouse
– Headphones/Earphones
• Y-Jack for two sets of headphones (teacher/student)
9
K-2 System Specifications
• Browser Specifications
– Internet Explorer (IE)
• Version 9, 10
– Chrome
• Version 32
– Firefox
• Version 26
– Safari
• Version 5.1.7
– Flash Player
• Version 10.3
– Adobe AIR (for offline administration)
• Version 13.0
10
K-2 AIR
Access and Download
• For offline administration
– Sign In via SSO Portal
– Click K-2 button
11
Non-Public Schools
• https://pmrn.fldoe.org
12
K-2 AIR
Access and Download
• K-2 AIR Installation Instructions
13
K-2 AIR
Access and Download
• K-2 AIR Downloads
– Windows SSO
– Windows Non-SSO
– Mac SSO
– Mac Non-SSO
• Click link to install
14
K-2 AIR
Access and Download
• Computer Administrative Privileges
• Adobe AIR Software Installation
• K-2 AIR Installation
15
Flow of Tasks
STOP
Alphabetics
Phonological Awareness
Letter Sounds
Word Reading
Spelling
NO
Probability of
Literacy
Success
(PLS)
Computed
Oral Language
PLS
<.85?
YES
Vocabulary Pairs
Following Directions
Grade Level
Diagnostic
Tasks
Comprehension
Reading
OR
Listening Comp and Sentence Comp
STOP
16
17
Session Topics
Introduction to Grades K-2 FAIR-FS
• Grades K-2 Screening Tasks
• Florida Kindergarten Readiness Screener
(FLKRS) Overview
• Grades K-2 Diagnostic Tasks
• Scoring and Reports
18
Grades K-2 Screening Tasks
19
Screening Tasks
• Screening tasks are administered 1-on-1 and fall into 3 types:
1.
2.
Student and Teacher Task: Both the assessor and
student see the screen, but only the teacher uses the
mouse (e.g. LS)
or
Student Task: Both see the screen, but the student
uses the mouse (e.g. FD)
20
3.
Teacher Task: Only the assessor sees
the screen and uses the mouse (e.g.
PA)
Screening Tasks
• All directions, practice items, and items delivered via
audio
• Each task computer-adaptive
– Reduces administration time and frustration by only
administering items targeted to individual student’s ability level
– Total administration time for the screening will be
approximately 30 minutes, depending on grade level
• Screening can be administered over several sessions if
needed
– If a task is started, ensure that task is completed before ending
the session
21
Screen Elements: Submit Button
1. For Letter Sounds and Word Reading, the teacher will mark
correct/incorrect responses by clicking the arrow at bottom
right-hand corner of the screen
–
–
To indicate a correct response, the teacher will click the top half of
the arrow
To indicate an incorrect response, the teacher will click the bottom
half of the arrow
2. Clicking a second time on the same part of the arrow will
confirm/submit the response and advance to the next item
–
–
To change the response, click the opposite side of the area
Click again to confirm the response
22
Screen Elements: Submit Button
• For all tasks other than Letter Sounds and Word Reading, it does
not matter where the arrow is clicked. Since the computer records
the response, either based on the tester’s input (i.e. Phonological
Awareness) or the student’s input (Following Directions, Vocabulary
Pairs, Sentence Comprehension, etc.), the split arrow functionality
is not activated.
– The arrow looks the same, so that students are minimally aware of the tasks when
their performance is being scored in front of them by the teacher.
• Answers for these tasks are submitted after
only one click.
• There is no back button. Ensure that the student’s
final answer is chosen before clicking the arrow.
23
Screen Elements: Repeat Button
• To repeat, click on the replay button in the
lower left hand corner
• Type the word code PLAY (or play) into the replay prompt box
• Audio for each item may only be repeated once.
– If the student asks for the audio to be repeated again, ask them to try
and give their best answer and then move on.
24
Screen Elements: Reset Button
• For some tasks, students may want to change
their answer before submitting (e.g. Following
Directions or Vocabulary Pairs)
• To reset the page to the original screen, the
students can click on the x button in the lower
left hand corner and it will reset the screen
elements
25
Alphabetics
Section 1
Kindergarten
Fall
Letter Sounds
Phonological
Awareness
Word Reading
Winter




First Grade
Spring
Fall
Winter
Second Grade
Spring
Fall
Winter
Spring











Spelling
26
Letter Sounds
• Letter Sounds and Phonological Awareness most
predictive in Kindergarten
• Student sees both uppercase and lowercase letters and
pronounces sound (consonant, short vowel sound,
common consonant digraph)
• Each student will respond to between 5 and 29 sounds
• Teacher marks correct/incorrect
Time estimate
Directions
Practice item
Prompt
Report output
1 minute
“You will see some letters on the screen. “Tell me the sound the letter makes.”
None
If student provides the long vowel sound, say to the student “That’s one sound that
letter can make, tell me a different one.” If the student produces the correct short
vowel sound, mark it as correct.
Letter Sounds Ability Score and Percentile Rank
27
Letter Sounds
28
Phonological Awareness
• Letter Sounds and Phonological Awareness
most predictive in Kindergarten
• Student hears an audio file pronounce a word
that has been broken into parts/phonemes
• Teacher marks correct/incorrect
Time estimate
1 minute
Directions
Listen as I say some words. If I say pig…tail, I know the word is pigtail.
Practice item
“What would the word be if I say cup… cake?” If correct, say: “Yes,
the word is cupcake.”
Report output
Phonemic Awareness Ability Score and Percentile Rank
29
Phonological Awareness
30
Word Reading
• Single word decoding for grades 1 and 2; also available for
Kindergarten students at AP3
• One at a time, words appear on the screen for the student
to pronounce; teacher indicates if the student correctly
read the word (not timed)
• Computer-adaptive format allows for a wide variety of
difficulty for words
Time estimate
Directions
Practice item
Prompt
Report output
Less than 1 minute
“Let’s see if you can read some words one at a time. Try to read each word and do the
best you can.”
None. If the student misses the first 8 words, the computer will automatically move to
the next task.
Encourage the student to take a guess if he/she is spending too much time on one
word.
Word Reading Ability Score and Percentile Rank
31
Word Reading
32
Spelling
(Grade 2 only)
• Students will hear a word and will type to spell/sound‐out the word
• To reduce frustration, this task will be computer adaptive, limiting
the number of words that are too easy or too difficult
• Students will be administered a minimum of 8 words and a
maximum of 30 words
• Score report will include student’s misspellings and a guide for
analyzing errors will be available in the administration manual
Time estimate
Directions
Practice item
Report output
3 minutes
“I want you to spell some words. Listen carefully as each word and sentence are played aloud.
Some of the words will be easy and some may be hard. Do your best to spell each word
correctly.”
None; Test will discontinue if the first 8 words are misspelled.
Spelling Ability Score and Percentile Rank; Student’s misspellings
33
Spelling
34
Oral Language
Section 2
Kindergarten
Fall
Vocabulary Pairs

Following
Directions

Winter


First Grade
Spring


Fall


35
Winter


Second Grade
Spring


Fall


Winter


Spring


Vocabulary Pairs
• Requires students to match words that are
semantically related (more reliable than
expressive measures at this age)
• Student hears words pronounced and clicks the
two words that go together
Time estimate
Directions
Practice item
Report output
2 minutes
“Look at the boxes with words on the screen. Two of these go together. I
will name each one and you will click on the two that go together best.”
“Listen carefully as I name each one: book, toothbrush, toothpaste. Which
two go together best?”
Vocabulary Pairs Ability Score and Percentile Rank
36
Vocabulary Pairs
Audio: “Listen carefully as I name each one: blue,
triangle, yellow. Which two go together best?”
37
Following Directions
• Student hears a sentence with directions (may be
single or multi-step) and responds by selecting or
moving objects on the screen
• This type of attentional task has been found to be
predictive of oral language abilities*
Time estimate
Directions
Practice item
2 minutes
“Look at the pictures on the screen. You will hear a sentence and I want you to click the
item named.”
Let’s try one. Click the book.
This time I want you to click the pictures in the order you hear them. Click the heart,
then click the plane.
Report output
For this item, you will have to move a picture. Let’s try one. Put the cat on the line.”
Following Directions Ability Score and Percentile Rank
38
Following Directions
Audio: “Click on the book, then click on the plane.”
39
Comprehension
Section 3
• This set of tasks is used to help develop a full
student profile beyond measures in the screening
to guide instruction aligned to LAFS.
• Tasks include Listening, Reading, and Sentence
Comprehension.
Listening
Comprehension
Sentence
Comprehension
Reading
Comprehension
Kindergarten
Fall Winter Spring
Avail
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able
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
First Grade
Fall
Winter Spring
AvailAvailAvailable
able
able
Second Grade
Fall Winter Spring
Avail- AvailAvailable
able
able
AvailAble
Available
Available
Available
Available
Available
Available
Available






40
Listening Comprehension
• Passages are informational and narrative
• Five comprehension questions per passage
(three explicit and two inferential)
Time estimate
Directions
5 minutes
(Listening Comprehension)
“Listen while I read __(title)__. When I’m finished, I
will ask you a few questions. Ready? Listen carefully.”
Practice item
Report output
None
Raw score
41
Listening Comprehension
42
Reading Comprehension
• Screening task scores (i.e. Word Reading ability score) will be used
to identify a passage the student is likely to decode
• Passages are informational and narrative
• The teacher will start a timer (on the computer) and mark miscues
in order to capture fluency
• Five comprehension questions per passage (three explicit and two
inferential)
Time estimate
Directions
5 minutes
Practice item
None
Report output
Percentage of words read correctly (accuracy), Number of words read correctly per
minute (fluency), List of miscued words, & Reading Comprehension Raw Score (RCRS)
(Reading Comprehension) “I would like you to read out loud for me. When you’re
done, I’ll ask you some questions about what you read. Read carefully and I will use
my stopwatch to tell how long it takes. The title of the story is__(title)___.”
43
Reading Comprehension
(Teacher Passage Screen)
44
Reading Comprehension
(Teacher Passage Screen)
45
Sentence Comprehension
• Student hears a sentence and clicks the one
picture (out of four) that best fits the sentence
• Syntactic abilities and listening
comprehension at the sentence level are
found to be important predictors of reading
comprehension*
Time estimate
Directions
Practice item
Report output
2 minutes
“Look at the pictures on the screen. You will hear a sentence and I want
you to click the picture that best goes with the sentence.”
“Click on The baby is crying.”
Sentence Comprehension Ability Score and Percentile Rank
46
Sentence Comprehension
Audio: “Click on: The bird is flying toward the nest.”
47
Grades K-2 Screening Tasks
Summary
• Screen Features
–
–
–
–
Icons
Submit Button
Repeat Button
Reset Button
• Task Sections
– Alphabetics
– Oral Language
– Comprehension
48
Session Topics
Introduction to Grades K-2 FAIR-FS
Grades K-2 Screening Tasks
• Florida Kindergarten Readiness Screener
(FLKRS) Overview
• Grades K-2 Diagnostic Tasks
• Scoring and Reports
49
Florida Kindergarten Readiness
Screener (FLKRS) Overview
50
Topics
•
•
•
•
•
•
FLKRS Components
Accessing FLKRS
FLKRS Demographic Information
Work Sampling System
Teacher Administration Manual
Frequently Asked Questions
51
Florida Kindergarten
Readiness Screener (FLKRS)
• In compliance with Section 1002.69, F.S.
– All kindergarten students in each public school must be
screened
– Each child who was enrolled in the VPK education program
during the previous school year must be submitted for the
statewide kindergarten screening (FLKRS), regardless of
whether the child is admitted to Kindergarten in a public or
non-public school
• Consists of two parts:
– the Work Sampling System™ (WSS™)
– the screening portion of the Florida Assessments for
Instruction in Reading (FAIR-FS)
52
FLKRS Components
FAIR-FS
Work Sampling System
Alphabetics
FLKRS Demographics
Phonological Awareness
Letter Sounds
Oral Language
Probability of
Literacy
Success
(PLS)
Computed
Complete Work Sampling
System observation
sheet (paper/pencil)
Vocabulary Pairs
Following Directions
Comprehension
Listening Comprehension
Sentence Comprehension
Rating
Computed
53
Enter observations
Via electronic scoring tool in PMRN
Accessing FLKRS
• Accessing FLKRS Administration
– Accessed by Reading Level Users
– Teacher must have Kindergarten class assigned
• FLKRS administration is completed via
– Reading Level FLKRS Data Entry page
– Work Sampling System (WSS) printable materials
• WSS data entry currently being developed
– K-2 AIR for FAIR-FS Screening tasks
54
Accessing FLKRS - Sign In
• Non-public schools access
via https://pmrn.fldoe.org
• To access the PMRN via SSO
– SSO Portal Home Page
http://www.fldoe.org/SSO
– Click Log In button
55
Accessing FLKRS - Sign In
56
Accessing FLKRS - Sign In
• Organization Selection page
• Hosted Users
– From drop-down menu, Select “SSO Hosted Users”
• Federated Users
– From drop-down menu, select User District
• Click Continue to Sign In button
57
Accessing FLKRS - Sign In
Hosted User
• Via the FLDOE SSO Sign In Page
– Enter User Name
– Enter Password
– Click Sign In
• Forgot Password?
58
Accessing FLKRS - Sign In
Federated User
• Via the District SSO Sign In Page
– Enter User Name
– Enter Password
– Click Sign In or Login
59
Accessing FLKRS – Sign In
• Upon Sign In, the Reading Teacher will
– access the PMRN or K-2 through the PMRN SSO portal
– Click the PMRN Admin Panel or K-2 button
60
New Observation Tool
Work Sampling System (WSS)
• Similar format to ECHOS
• Per FDOE, Pearson will provide training to
complete WSS
• Store data in a secure location
• When data entry screens become available,
enter data into PMRN
– Just Read, Florida! office will provide availability
dates
61
Accessing WSS Teacher
Administration Manual (TAM)
• WSS TAM and Student Score Booklet (SSB)
– Printable downloads in PMRN
• Access Materials
– Sign In
– Click K-2 button via SSO Portal
– Download materials via links
62
Frequently Asked Questions
For questions regarding
Contact
Questions regarding the WSS or
use and administration of FLKRS
Just Read, Florida!
850-245-0503
Case by case student exemption
considerations
Your district office
Assistance accessing FLKRS
components
FLDOE Integrated Education
Network Service Center
[email protected]
705-814-2876
63
Florida Kindergarten Readiness
Screener (FLKRS) Summary
FLKRS Components
Accessing FLKRS
FLKRS Demographic Information
Work Sampling System
Teacher Administration Manual
Frequently Asked Questions
64
Session Topics
Introduction to Grades K-2 FAIR-FS
Grades K-2 Screening Tasks
Florida Kindergarten Readiness Screener
(FLKRS) Overview
• Grades K-2 Diagnostic Tasks
• Scoring and Reports
65
Grades K-2 Diagnostic Tasks
66
Flow of Tasks
STOP
Alphabetics
Phonological Awareness
Letter Sounds
Word Reading
Spelling
NO
Probability of
Literacy
Success
(PLS)
Computed
Oral Language
PLS
<.85?
YES
Vocabulary Pairs
Following Directions
Grade Level
Diagnostic
Tasks
Comprehension
Reading
OR
Listening Comp and Sentence Comp
STOP
67
Grade Level Diagnostic Tasks
• Computer administered to students whose
PLS was below .85
• Assists teachers in targeting instruction
• If the student masters skill, that subtest is not
administered at subsequent APs
• Computer-administered, but not computeradaptive
68
Grade Level Diagnostic Tasks
Kindergarten
Grade 1
Grade 2
Print Awareness
Letter Sound Knowledge
Phonological Deletion – Initial
Letter Name and Sound Knowledge
Phonological Blending
Phonological Deletion – Final
Phonological Deletion – Word
Parts/Initial
Phonological Deletion – Initial
Word Building – Consonants
Letter Sound Connection – Initial
Phonological Deletion –
Final
Word Building – CVC/CVCe
Letter Sound Connection – Final
Word Building – Consonants
Word Building – Blends/Vowels
Word Building – Initial Consonants
Word Building – Vowels
Multisyllabic Word Reading
Word Building – Final Consonants
Word Building – CVC/CVCe
Word Building – Medial Vowels
Word Building – Blends
69
Print Awareness
(Grade K)
• Five items that measure a student’s basic
familiarity with the features of print
• This task maps onto the Reading Foundational
Skills for Kindergarten
• Optional due to the subjectivity in scoring and
lack of predictive power for reading outcomes in
Kindergarten
70
Print Awareness
(Grade K)
71
Letter Name and Sound Knowledge
Letter Name Knowledge (Grade K)
• All 26 letters displayed (upper and lower case)
• Incorrectly named letters included on score report
Letter Sound Knowledge (Grades K and 1)
• 29 letter sounds (and three digraphs) administered
• Incorrectly pronounced sounds included on score
report
72
Phonological Deletion
Word Parts/Initial Sound (Grade K)
• Examines the student’s ability to manipulate
words and phonemes (prerequisite for the
Word Building tasks)
• A recorded voice will say a word aloud and ask
students to pronounce the word without a part
of the word (e.g., backpack without saying
back) or the initial sound of a word (e.g., cat
without /k/)
73
Phonological Deletion
Phonological Deletion Initial (Grades 1 and 2)
• Examines the student’s ability to manipulate word
sounds (prerequisite for the Word Building tasks)
• A recorded voice will say a word aloud and ask
students to pronounce the word without the initial
sound (e.g., cat without /k/)
Phonological Deletion Final (Grades 1 and 2)
• Task is the same as Phoneme Deletion Initial except
students are asked to pronounce the word without the
final sound (e.g., kneel without /l/)
74
Phonological Blending
(Grade 1)
• Student listens to recorded segmented word
(e.g., cup-cake; /d/-og)
• Student blends parts to form the word
• Teacher clicks to indicate if student’s response
is correct/incorrect
75
Letter Sound Connection
Letter Sound Connection: Initial (Grade K)
• Measures student’s ability to identify initial phonemes
and graphemes in words.
• A recorded voice says a word. Student identifies the first
sound of the word, and then points to the correct letter.
Letter Sound Connection: Final (Grade K)
• Measures student’s ability to identify final phonemes and
graphemes in words.
• Task is the same as the Letter Sound Connection Initial
task, but targets the last sound of a word instead of the
first sound.
76
Letter Sound Connections:
(Grade K only)
Part one Audio (no picture): “What is the first sound in ‘pan?’”
Part two Audio (this screen): “Point to the letter that makes the /p/ sound?”
77
Word Building
Word Building: Initial Consonants (Grade K)
• The computer will display an array of letters across the top of the
screen and a word at the bottom of the screen (e.g., hop). The
student will make a new word pronounced by the computer (e.g.,
top).
Word Building: Final Consonants (Grade K)
• The student will manipulate the final sound in a word (e.g., top
changed to tot).
Word Building: Medial Vowels (Grade K)
• The student will manipulate the medial/middle sound in a word
(e.g., top changed to tap).
78
Word Building
Word Building: CVC/CVCe (Grades 1-2)
• Assesses students’ understanding of long and short vowels
• Student starts with a word with a short vowel (e.g., nap)
and is asked to make a word with a long vowel sound (e.g.,
nape)
• Students may also be asked to transform a word with a long
vowel into a word with a short vowel (e.g., nape to nap)
Word Building: Blends (Grades 1-2)
• Assesses students’ ability to manipulate letters and sounds
in words that are part of a consonant blend (e.g., make the
word spit into split)
79
Word Building
Audio: “The word is ‘cat.’ Make the word ‘hat.’”
80
Multisyllabic Word Reading
(Grade 2)
• Evaluates the student’s ability to decode
words with various combinations of the six
syllable types
81
Grades K-2 Diagnostic Tasks
Summary
• Tasks are computer administered but
not computer adaptive
• Tasks based on grade level
• Tasks are administered in
developmental sequence
• 80% accuracy is needed to continue
• Tasks mastered in previous APs are not
administered at next AP
82
Session Topics
 Grades K-2 FAIR-FS
 Florida Kindergarten Readiness Screener
(FLKRS) Overview
 Grades K-2 Screening Tasks
 Grades K-2 Diagnostic Tasks
• Scoring and Reports
83
Scoring and Reports
84
K-2
Accessing Reports
• PMRN v4 Reports available
– School Reports (School Level)
•
•
•
•
School Report
School Missing Score Report
Assessment Calendar
Edit School Registration function
– Teacher Report (School, Reading, Resource Level)
– Class Report (School, Reading, Resource Level)
– Student Report (School, Reading, Resource Level)
85
Scoring and Reports
Important note:
Scores from FAIR-FS were designed to facilitate
instructional decision making including problemsolving and data-based decision making.
FAIR-FS scores are not intended to be
the sole data point in determining
retention or special education
determination
88
Score Reports
• Detailed reports for teachers and parents
– Includes profile of student scores
• Graphs to show ability scores in relation to grade level
performance
• Screening tasks:
– Ability scores
– Percentile ranks
– Probability of Literacy Success (PLS)
• Diagnostic Tasks
– Percentage of items correct
– Mastery
89
90
Probability of Literacy Success (PLS)
• Score represents the likelihood that a student will
receive a passing score on the end-of-year outcome
measure (i.e., SAT-10, SESAT)
• PLS is based on an aggregate of Alphabetics and Oral
Language scores
PLS of .50 predicts that
student has 50/50 chance
of achieving the passing
score on the outcome
measure
91
Ability Scores
• Scores represent an estimate of ability in a specific skill
and reflects true change over time as ability increases or
decreases
– Covers a range of ability from Kindergarten to grade 2
– Scores range from 200 – 800
– Indicates degree of growth for each student
A student with an ability score of 500
demonstrates the level of reading
skill expected at the middle of first
grade
92
Percentile Ranks
• Score is used to rank one student’s performance in
relation to a particular group of other students
– Ranges from 1 – 99 (25th through 75th percentile
represents the expected scoring range)
– Based on a representative sample of Florida students
2nd grade student with a
percentile rank of 55
performed better than 55%
of other 2nd graders in
Florida
93
Score Types for Computer-Adaptive Tasks
Score type
Ability score
What it does NOT
reflect
What it reflects
Quantifies a student’s level of
skill and reflects changes
•
•
Scale ranges from a minimal
amount of skill to expert
Percentile rank
Probability of Literacy
Success
Student’s ability compared to
other students in the same
grade
•
Likelihood the student will
score at the 40th percentile or
above on the SAT-10
•
•
94
•
•
Performance compared
to other students
Grade-level
performance
Percentage of correct
responses
Growth
Level of expected
performance
Growth
Grade-level
performance
Examples
• Probability of Literacy Success: A PLS of .50
predicts that the student has a 50/50 chance
of reaching grade level reading expectations
• Ability Score: If a student receives a score of
400 at AP1 and 520 at AP2, s/he
demonstrated growth in that skill
• Percentile Rank: A first grade student with a
percentile rank of 55 performed better than
55% of other first grade students in Florida.
95
Considerations for Growth
• Ability scores are on an equal interval scale whereas
percentile rank is not
• Percentile rank is relative to other students’
performance and PLS is relative to another assessment.
• Ability score does not involve a comparison
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800
Word Reading
700
600
500
572
507
442
536
400
421
300
310
660
602
544
200
100
Kindergarten
Grade 1
25th
50th
97
Grade 2
75th
800
Vocabulary Pairs
700
600
571
512
452
500
400
300
453
401
350
638
587
535
200
100
Kindergarten
Grade 1
25th
50th
98
Grade 2
75th
800
Following Directions
700
600
500
400
572
513
455
517
436
667
606
543
355
300
200
100
Kindergarten
Grade 1
25th
50th
99
Grade 2
75th
800
Letter Sounds
700
600
500
400
564
500
442
300
200
100
Kindergarten
Grade 1
25th
50th
100
Grade 2
75th
800
Phonological Awareness
700
600
500
560
501
449
400
300
200
100
Kindergarten
Grade 1
25th
50th
101
Grade 2
75th
800
Sentence Comprehension
700
600
500
565
503
453
400
300
200
100
Kindergarten
Grade 1
25th
50th
102
Grade 2
75th
800
Spelling
700
600
571
500
502
442
400
300
200
100
Kindergarten
Grade 1
25th
50th
103
Grade 2
75th
Screening Report Example
PLS = 0.65
95
85
WR = Word Reading
VP = Vocabulary Pairs
FD = Following Directions
SC = Sentence Comprehension
Percentile Rank
75
65
55
45
35
25
15
5
WR
VP
FD
SC
Screening Task
• Generally, a skill should be targeted for instruction when
scoring below the 30th percentile
• The lower bars represent skills that are relative weaknesses
for a student and higher bar indicate relative strengths
104
Diagnostic Report Example
Diagnostic Tasks
Score
Letter Sound Knowledge
22/29 BE
Phonological Blending
10/10 ME
Phonological Deletion: Initial
8/10 ME
Phonological Deletion: Final
2/10 BE
Word Building: Consonants
5/5 ME
Word Building: Vowels
3/5 BE
Word Building: CVC/CVCe
1/5 BE
Word Building: Blends
2/5 BE
ME: Meets Expectations
BE: Below Expectations
105
Communicating with Parents
• Computer-generated parent resource letters
will be available after each assessment period
• Letters will contain information on strength
and weaknesses, progress over the school
year, and skills targeted for instruction
• Letter will also include resources on
strengthening reading skills assessed in FAIRFS
106
Scoring and Reports
Summary
• Score Types
– Ability scores
– Percentile ranks
– Probability of literacy success
• Student Score Reports
• Parent Communication
107
Session Topics
Grades K-2 FAIR-FS
Florida Kindergarten Readiness Screener
(FLKRS) Overview
Grades K-2 Screening Tasks
Scoring and Reports
Parent Communication
108
Next Steps
• With whom do I need to share this
information?
– District staff
– School staff
• How will I share this information?
– Printed material
– Face-to-face
• What is the training schedule?
109
Coming Soon
• Train the trainer sessions held in the fall
– Score reports
– Instructional implications
110
Questions
119
For Assistance
• Curriculum questions: Contact your district reading
office
• Content and policy questions: Contact Just Read,
Florida! at 700-245-0503 http://www.justreadflorida.com/
• Technical questions: Call or email FLDOE Integrated
Education Network Service Center
[email protected] or 705-814-2876
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