Florida Kindergarten Readiness Test
Training for Private Schools –
Fall 2014
Colleen Risner
What is FLKRS?
– Administered via computer
• Need device with external mouse
Letter Sounds
Phonological Awareness
Vocabulary Pairs
Following Directions
Listening Comprehension
Sentence Comprehension
What is FLKRS?
• Work Sampling System (WSS)
– Observational Tool
– Five Domains
Personal and Social Development
Language and Literacy
Mathematical Thinking
Scientific Thinking
Physical Development, Health, and Safety
– 45 Skills observed during classroom activities
Assessment Schedule
• Send Parent Letters Home
– Letters located in PMRN
– Send during first week of school (or ASAP thereafter
as become available)
– English, Spanish, Haitian-Creole
• WSS Observations (Days 1 – 30)
– Recorded on Individual Student Developmental
Checklist or on Classroom Roster, transferred into
• FAIR-FS K (Days 1 - 30)
– Administered one-on-one directly through PMRN
Who to Test
• All public school kindergarten students who enter
within the first 30 days of school except for retained
• Private School kindergarten students who attended a
VPK program
– Some ESE students with Potentially Limiting Physical
Conditions may not be able to be assessed but every
student should be given the opportunity to participate
– Survey 8 is used to generate students in PMRN for Public
Schools. Private Schools will hand-enroll all students into
• Survey 8 uploads begin August 20, will be updated on Wednesdays
• Students and teachers should be available in PMRN on August 25
• School Principal
– Confirm access to DOE Single Sign On for all Staff
– Register School and Reading Coach as PMRN Manager
– Enter school schedule into PMRN
• Reading Coach/PMRN Manager
Verify/Approve Access for Teachers
Add or Remove Users
Verify Students/Create Classes
Record Coach’s Log
Train Teachers/Test Administrators
Access Score Reports, utilize for guiding instruction
• School Coordinator
Ensure all test administrators are trained on FLKRS and PMRN
Ensure test administrators have access to the PMRN
Distribute FLKRS materials to test administrators
Monitor the testing window to ensure test administrators
record results in PMRN by Day 30. WSS won’t be available
after Day 30.
• Test Administrators
– Screen kindergarteners
– Record student observations for the WSS benchmarks in the
PMRN system using K-2 EST
– Share student results with parents during conferences, etc.
New PMRN Addresses
• (DOE Single Sign On – for
public schools)
• Private Schools will register for
PMRN here (DOE’s PMRN Information
• (Private schools use to
access PMRN once registered)
New Service Center Information
• Florida Department of Education (FLDOE)
Integrated Education Network Service Center
– Provide support via the PMRN v4, K-2 AIR, 3-12 WAM,
• Operational Hours
– Monday – Friday
– 6:00 AM – 7:30 PM ET
• Contact via Phone or E-mail
– 855-814-2876
Administering FAIR-FS K
Frequently Asked Questions
For questions regarding
Student exemption from FLKRS
Just Read, Florida!
Case by case considerations
Your district office
Assistance accessing FLKRS
FLDOE Integrated Education
Network Service Center
Accessing FAIR-FS K for 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
– K-2 AIR for FAIR-FS Screening tasks
Accessing FLKRS – Sign In
• Upon Sign In, the Reading Teacher will
– access the PMRN or K-2 through the PMRN portal
– Click the PMRN Admin Panel or K-2 button
Access and Download
• For offline administration – download to each
device used for assessing students
– Public Schools sign in via SSO Portal
– Private Schools sign in via
– Click K-2 button
Access and Download
• K-2 AIR Installation Instructions
Access and Download
• K-2 AIR Download Options
– Windows SSO (Public)
– Mac SSO
– Windows Non-SSO(Private)– Mac Non-SSO
• Click link to install
Access and Download
• Computer Administrative Privileges Needed
• Click Install Now to install K-2 AIR
• Adobe AIR Software Installation needed if not
already on your computer
– Follow installation wizard instructions
FAIR-FS K Flow of Tasks
Phonological Awareness
Letter Sounds
Used for VPK
Oral Language
Vocabulary Pairs
Following Directions
Listening Comprehension
Sentence Comprehension
FAIR-FS K Screening Tasks
• All directions, practice items, and items delivered via
audio file on computer
• 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
– If a task is started, ensure that task is completed before ending
the session
FAIR-FS K Screening Tasks
• Screening tasks are administered 1-on-1 and fall into 3 types:
1. Student and Teacher Task: Both the
assessor and student see the screen, but
only the teacher uses the mouse (e.g. LS)
2. Student Task: Both see the screen, but the
student uses the mouse (e.g. FD)
3. Teacher Task: Only the
assessor sees the screen and
uses the mouse (e.g. PA)
Screen Elements: Submit Button
1. For Letter Sounds, 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
Screen Elements: Submit Button
• For all tasks other than Letter Sounds, it does not matter
where the arrow is clicked. Since the computer records the
response, either based on the tester’s input (Phonological
Awareness) or the student’s input (Following Directions,
Vocabulary Pairs, Sentence Comprehension), 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.
Screen Elements: Repeat Button
• To repeat audio instructions, 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
Screen Elements: Reset Button
• For some tasks, students may want to change
their answer before submitting (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
Letter Sounds
• 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 using arrow
Time estimate
1 minute
“You will see some letters on the screen. “Tell me the sound the letter makes.”
Practice item
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.
Report output
Letter Sounds Ability Score and Percentile Rank
Letter Sounds
Phonological Awareness
• Student hears an audio file pronounce a word
that has been broken into parts/phonemes
• Teacher marks correct/incorrect
Time estimate
1 minute
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
Phonological Awareness
Vocabulary Pairs
• Requires students to match words that are
semantically related
• Student hears words pronounced and clicks
the two words that go together
Time estimate
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.”
Practice item
“Listen carefully as I name each one: book, toothbrush, toothpaste. Which
two go together best?”
Report output
Vocabulary Pairs Ability Score and Percentile Rank
Vocabulary Pairs
Audio: “Listen carefully as I name each one: blue,
triangle, yellow. Which two go together best?”
Following Directions
• Student hears a sentence with directions (may
be single or multi-step) and responds by
selecting or moving objects on the screen
Time estimate
2 minutes
“Look at the pictures on the screen. You will hear a sentence and I want you to click the item
Practice item
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.
For this item, you will have to move a picture. Let’s try one. Put the cat on the line.”
Report output
Following Directions Ability Score and Percentile Rank
Following Directions
Audio: “Click on the book, then click on the plane.”
• 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 and Sentence
– The Listening comprehension task consists of a
passage read by the teacher from the computer
screen and five questions read to the student
Listening Comprehension
• Passages are informational and narrative
• Five comprehension questions per passage
(three explicit and two inferential)
Time estimate
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
Listening Comprehension Ability Score and Percentile Rank
Listening Comprehension
Sentence Comprehension
• Student hears a sentence and clicks the one
picture (out of four) that best fits the sentence
Time estimate
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.”
Practice item
“Click on The baby is crying.”
Report output
Sentence Comprehension Ability Score and Percentile Rank
Sentence Comprehension
Audio: “Click on: The bird is flying toward the nest.”
Scoring and Reporting
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)
K-2 Accessing Reports
School Level
• School Level Users
– Sign In
– Click the tab of the
Report Level you wish
to view
School Reports
Reading Class Reports
Teacher Reports
Student Reports
– Click the linked name
of the Report
K-2 Accessing Reports
Reading, Resource Level
• Reading and Resource Level Users
– Sign In
– Click the tab of the Report Level you wish to view
• Student Reports
• Class Reports
• Teacher Reports
– Click the linked name of the Report
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)
Probability of Literacy Success (PLS)
• Score represents the likelihood that a student will
receive a passing score on the end-of-year outcome
• “Passing score” is based on student’s ability to reach
a score of 40% on SESAT or SAT10. This will not
predict success on state FSAs or SBAs, therefore our
public schools will not use PLS score.
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 (standard deviation of 100)
– Based upon middle of year assessments of norming group
• Indicates degree of growth for each student
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
Kindergarten student with a
percentile rank of 55
performed better than 55%
of other Kindergarten
students in Florida
Score Types for Computer-Adaptive Tasks
Score type
Ability score
What it does NOT
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
Student’s ability compared to
other students in the same
Likelihood the student will
score at the 40th percentile or
above on the SAT-10
Performance compared
to other students
Percentage of correct
Level of expected
Likelihood of obtaining
a passing score on endof-year test
Screening Report Example
PLS = 0.65
Percentile Rank
WR = Word Reading
VP = Vocabulary Pairs
FD = Following Directions
SC = Sentence Comprehension
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
Communicating with Parents
• Computer-generated parent resource letters
will be available
• Letters will contain information on strength and
weaknesses and skills targeted for instruction
• Letter will also include resources on
strengthening reading skills assessed in FAIR-FS
Contact Information
Colleen Risner
Shawn Harrold