Welcome Back to School
Reading Coaches/Contacts
FAIR-FS
Professional Development
August 12, 2014
AGENDA
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FAIR-FS Overview
System Specifications
PMRN
Single Sign-On
PMRN Manager’s Role
Coach’s Log
FAIR-FS Assessment
Scoring & Reports
FAIR-FS Instructional Implications
2
Assessment and the FAIR-FS: An
Overview
3
Teacher: Are my
students making
progress? How do I
differentiate
instruction?
Parent: Is my
child making the
necessary
progress?
Student: Am I
accomplishing what
my teacher expects?
How am I doing
compared to other
students?
4
Administrator:
Are a majority of
our students
succeeding with
our curriculum?
Functions of Assessment
Is Stanley
responding to
the curriculum?
Report Cards
Is Stanley making
appropriate
progress to
graduate from
high school?
Is Stanley
gaining the skills
necessary to be
a good reader?
How is Stanley
doing in reading
compared with
other students
his age?
Progress
monitoring
End of Year
test
Is Stanley
demonstrating skills
that represent the
Language Arts Florida
Standards?
5
Screening
Formative
Assessment
Did Stanley
understand the
concept
presented in
class yesterday?
Integrated Assessment
Evidence base for data-based decision making
Screening Assessments (FAIR-FS)
Diagnostic Assessments (FAIR-FS)
Formative Assessments (classroom-based)
 Writing and Oral Response Task (ORT)-optional
 Probability of Literacy (PLS)
 Florida Standards Assessment (FSA)
6
The FAIR-FS is a comprehensive system
designed to:
• Predict students’ literacy success
• Diagnose weaknesses
– Research-based teachable skills
• Set instructional objectives
• Monitor literacy growth
7
Components of Reading
Comprehension
• Word Recognition
• Language Comprehension (vocabulary
knowledge; syntactic knowledge)
• World Knowledge
• Motivation
• Cognitive Abilities (e.g., working memory,
executive functions)
8
Efficiency & Reliability
• The FAIR-FS utilizes Computer Adaptive
functionality to:
– Maximize the amount of information provided
– Maximize reliability
– Minimize testing time
• Results in scores that can be used to
– Target instruction
– Monitor growth in specific skills
9
Fixed Item vs. CAT
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System Specifications
11
System Specifications
• Desktop, Laptop, Netbook & Thin Client /
Virtual Desktop Infrastructure
– Input Device Requirements
• Keyboard, Mouse
– Headphone/Earphone Requirements
• 3-12 requires one set of headphones per computer
12
System Specifications
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–
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–
Browser Specifications
Internet Explorer (IE)
• Version 9, 10
Firefox
• Version 26
Safari
• Version 5.1.7
Flash Player
• Version 10
• Do not use Google Chrome or Internet Explorer 11.0 for now
13
Progress Monitoring and
Reporting Network (PMRN)
Overview
14
Section Topics
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What is the PMRN?
New URL (available after August 15)
PMRN Technology Requirements
Security
PMRN v3 and v4 Differences
15
What is the PMRN?
• Tool (web-based data management system) for facilitating the use
of reading/language arts data to inform instructional decisions
• The PMRN facilitates this process through:
– Setting the calendar for administering screening assesment
– Rostering students in grade levels at schools with assigned teachers
– Summarizing and reporting specific data points for use in instructional
decisions
– Authorizing educators to access student data
– The PMRN houses the Professional Development Log for
Reading/Literacy Coaches, which is required by State Board Rule 6A6.053a and is a tool that is used to identify the critical roles of a
reading coach that will impact the reading program at a school and to
guide the performance of the Reading/Literacy Coach.”
16
New Address
https://pmrn.fldoe.org
Will be Available August 15, 2014
17
PMRN Technology Requirements
• Browser Minimum Requirements
– Internet Explorer (IE)
• Version 9, 10
– Mozilla Firefox
• Version 26
– Apple Safari
• Version 5.1.7
• Monitor Resolution
– 1024 x 768
18
Enhancements to the PMRN
NO EXCLUSIONS
Since no students can be excluded from testing they
should not be rostered in the PMRN. If they are
rostered, withdraw them from the PMRN.
• Support Specialists cannot invalidate scores.
• Students can be withdrawn from a school in the
middle of a task.
• Scores will automatically copy to a new school
when a student transfers.
19
Enhancements to the PMRN
• Assessment Calendar
– Three equal Assessment Periods
(AP)
• AP1 = Instructional Days 1 – 60
• AP2 = Instructional Days 61 – 120
• AP3 = Instructional Days 121 - 180
– No Norming Periods
– No Lockdown Periods
20
Enhancements to the PMRN
• Invalidation and Withdrawal
– Score invalidation is no longer available
– Support Specialists unable to invalidate scores
– Students not completed with task may be
withdrawn
– Student may continue with task when enrolled in
new school that they left off of in previous school
21
Enhancements to the PMRN
• Copied Scores
– Scores from previous school will transfer
automatically when student is enrolled
– School Level Users and teachers do not have the
option to copy or not copy scores
22
Enhancements to the PMRN
PMRN v4 User’s Guide
– v4 User’s Guide currently in development by
FLDOE
– v3 User’s Guide
• It is recommended that Users use the v3 User’s Guide
until the v4 User’s Guide is available
– Major functions of the two applications are similar
Will be available in the Fall
23
Enhancements to the PMRN
• 3-12 Web-based Assessment Module (WAM)
Transfer Function
– Data from the PMRN can ‘sync’ to the WAM
– User can now add students to a class in the PMRN
and instantly assess them via the WAM
24
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,
and FAIR-FS
• Operational Hours
– Monday – Friday
– 6:00 AM – 7:30 PM ET
• Contact via Phone or E-mail
– 855-814-2876
– ienhelp@fldoe.org
25
Single Sign-On
26
What is Single Sign-On?
• The Florida Department of
Education (FLDOE) Single Sign-On
(SSO) provides a simpler way for
educators to access several state
resources with one username
and one password.
• Website: www.fldoe.org/sso
27
Who can use Single Sign-On?
Essentially, everyone can
use FLDOE SSO, however,
the resources you can
access depend on your role
and the permissions you
have been assigned.
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How to Login to SSO
Your path to logging into FLDOE SSO depends on
whether your organization selected Federated or
Hosted.
Federated
Hosted
Your login credentials
are the same as your
local network logon.
Your login credentials
are provided to you via
email.
29
Federated
1. Go to www.fldoe.org/sso.
2. Click the yellow Log In
button on the right side.
3. Use the drop down list to
select your organization, and
then click Continue to Sign
In.
4. Enter the username and
password used to sign into
the network and proceed to
log in.
5. Then, the secure FLDOE SSO
page is displayed with your
name and authorized
resources.
30
Need Assistance?
• For additional assistance managing your Single Sign-On
account refer to the SSO Support Page on how to contact
your district/organization’s help desk.
31
Single Sign-On & PMRN
• Key Terms
– Authentication is the process of identifying an individual
– Authorization is the process of granting or denying access to a
network resource
• As it relates to the PMRN
– Single Sign-On credentials authenticate users who need to access the
PMRN.
– Users will need authorization granted from within the PMRN by their
Principal (SL1), or Reading Coach (SL2) to access PMRN resources.
• Once a User has been authorized
– The User’s authorization in the PMRN must be linked to the SSO
account.
– The two are linked within the PMRN.
32
Single Sign-On & PMRN
• To access the PMRN through the Single Sign-On Portal use your SSO
credentials at http://www.fldoe.org/sso
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Teacher Resources on SSO
• CPALMS - Collaborate, Plan, Align, Learn, Motivate, Share
• eIPEP - Electronic Institutional Program Evaluation Plans
• ELFAS - English Language Arts Formative Assessment
System
• IBTP - Items Bank and Test Platform
• FSL - Florida School Leaders
• PMRN - Progress Monitoring and Reporting Network
34
Single Sign-On & PMRN
• Once you have signed into the Single Sign-On Portal you should see the
PMRN link under the Curriculum & Assessments header.
– If the link is not available you will need to contact your district’s Help Desk for
additional authorization.
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Single Sign-On & PMRN
• You can also Log In to the PMRN using your SSO credentials at
https://pmrn.fldoe.org
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Single Sign-On & PMRN
• If you attempt to access the PMRN website and you receive the following
error page you will need to contact your Local Education Agency (LEA) for
additional assistance in obtaining your SSO authentication for accessing
the PMRN
37
For Federated Users Only
Logging In
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PMRN Manager’s Role
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Topics
• PMRN Manager Sign In
• PMRN Access Levels
• Adding Users
– Removing Users
• Adding Teachers
– Removing Teachers
• Creating Classes
– Adding, Deleting, Assigning
• Enrolling Students
– Enrolling, Adding, Removing, Withdrawing
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PMRN Manager Sign In
• To access the PMRN via SSO
– SSO Portal Home Page
http://www.fldoe.org/SSO
– Click Log In button
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PMRN Manager Sign In
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PMRN Manager 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
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PMRN Manager Sign In
Federated User
• Via the District SSO Sign In Page
– Enter User Name
– Enter Password
– Click Sign In or Login
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Administrative Users
• Administrative User Abilities
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Enter or remove Users
Enroll, remove, or withdraw students
Create classes
Receive official communications from PMRN
• Administrative User Access Levels
– School Level 1 User - Principal
– School Level 2 User – Reading coach or principal’s designee
(PMRN manager)
– School Level 3 User – Administration individual to assist
SL2 user)
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School Level 1 (SL1) Abilities
• A principal is the only SL1 User at a school
• SL1 User Abilities
– Have access to all information for school in PMRN
– Add and Remove Users
• School Level 2 User
• Coach’s Log Users
• Beginning of School Year
– School Configuration page
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School Level 2 (SL2) Abilities
• Each school may only have one SL2 User
– Added by principal (SL1 User)
• Responsible for day-to-day PMRN
administration
• SL2 User Abilities
– Add and Remove Users
– Enroll, Remove, or Withdraw students
– Create classes
– Receive official communications from PMRN
47
School Level 3 (SL3) Abilities
• One SL3 User per school is allowed
• Assist SL2 Users with PMRN administration
• SL3 User Abilities
– Add Teachers
– Enroll, remove, or withdraw students
– Create classes
• SL3 Users may only add new Users if creating
a Reading or Resource class
48
School Level 4 (SL4) Abilities
• There may be eight (8) SL4 Users per school
• SL4 User Abilities
– View PMRN Reports
• School, Teacher, Class, and Student levels
– No PMRN administrative functions
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Reading Level Abilities
• Reading Teachers
• Provide primary reading instruction to a class
• Reading User Abilities
– Assess their students via the FAIR-FS assessment
applications
– View PMRN Reports
• Teacher, Class, and Student levels
50
Resource Level Abilities
• Resource Teachers
• Provide additional reading instruction to a
class
• Resource User Abilities
– Assess their students via the FAIR-FS assessment
applications
– View PMRN Reports
• Teacher, Class, and Student levels
51
Coach’s Log (CL) User
• CL Users submit coaching hours every two (2)
weeks to the PMRN
• Only SL1 Users can add a Coach’s Log User
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Assessment Team Member (ATM)
• ATM Users administer FAIR-FS via:
– 3-12 WAM
• ATM Users have no access to reports in PMRN
53
Public vs. Non-Public
• Public schools have ability to add all Users
• Non-Public Schools may only have the
following Users:
– School Level 1 User
– School Level 2 User
– Reading Users
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Users and Access Levels
Access Level
Number
Allowed
Who
Responsibilities / Privileges
Can Access
K-2 AIR
Can Generate Key for
3-12 WAM
School Level 1 (SL1)
1
Principal
Registers and Configures School,
Assigns Users, Manages
Classes/Periods, Views School
Reports,


School Level 2 (SL2)
1
Reading Coach
Assigns Users, Manages
Classes/Periods, Views School
Reports


School Level 3 (SL3)
1
2nd Reading Coach or an
individual assisting with
PMRN administration
Manages Classes/Periods, Views
School Reports


School Level 4 (SL4)
8
School Administrator or an
individual who needs
access to school-wide
reports
Views School Reports


Coach’s Log (CL)
8
Reading Coach
Enters Coach’s Log Hours and
Narratives
Reading Teachers
(RT)
Unlimited
Teacher that delivers
primary Reading instruction
Views Class/Student Reports,
Assesses students


Resource Teachers
(RT)
Unlimited
Teacher that provides
intervention or extra
support
Views Class/Student Reports,
Assesses students


Assessment Team
Members (ATM)
Unlimited
Any individual who needs
to test students on the K-2
AIR or 3-12 WAM
Administers the FAIR-FS using the K2 AIR or 3-12 WAM


55
PMRN Manager’s Responsibilities
•
•
•
•
Click Users tab.
Click on teacher’s name.
Enter teacher’s email.
In left column: Click boxes to allow access
levels.
• In right column: Click boxes to allow access to
the PMRN.
• Click Submit.
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Activating Users
57
Adding Users
• Click Add User
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Adding Users
• Complete the required information
• Click Submit
• Confirm
information
• Click
Continue
to complete
59
Linking SSO User
• Click Users tab
• Verify that all users are SSO Users and are linked
• If not linked, click teacher’s name
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Linking SSO User
• Click “Link SSO User”
61
Linking SSO User
• PMRN searches SSO file
• If person not found, search via email address
• When found,
click Link SSO
User
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Removing Users
• Uncheck the box(es)
in both columns
• Click Submit
63
Removing Users
• Confirm that this is the teacher to be removed
and click Continue
64
Adding Classes
• Click Classes/Periods tab
• Click Add Class/Period button
65
Adding Classes
• Use drop-down menus to complete information.
• Click Submit
66
Adding Students
• Click: Classes/Periods tab
• Click the name of
the class/period
in which you want
to add a student
• Click Add
Student button
67
Adding Students
• Search for the student in the PMRN
- Type student’s Last Name OR
- Click Show All
button OR
- Click on the
First Letter of
the student’s
Last Name
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Adding Students
• Click the box(es) in front of their name(s) of
the student(s) to be added. Click Submit.
• if you did not find your student, you may
enroll your student 69
Enrolling Students
• Students may be enrolled in two different
methods
– Enroll student directly into assigned class
– Enroll students into school (class not assigned)
• Enroll student into assigned class
– Click Classes/Periods tab
– Click name of class
70
Enrolling Students
– Click Enroll Student
71
Enrolling Students
– Search for the student
– If you are sure your student is not in the PMRN, click
the radio button to the left of I want to enroll a new
student
– Click Next
72
Enrolling Students
• Enter student information
– Identifier
– First, Last Name
– Birthdate
– Gender
– Class Period
• Click Add
73
Enrolling Students
• Click Students tab
• Click Enroll a Student button
• Search for student
74
Enrolling Students
• If you are sure your student is not in the
PMRN, click the radio button to the left of I
want to enroll a new student
• Click Next
• Note:
Student must
still be assigned
to a class
75
Enrolling Students
• Enter student information
– Identifier
– First, Last Name
– Birthdate
– Grade Level
– Gender
• Click Add
76
Assigning Classes
77
Removing Students
78
Removing Students
79
Deleting Classes
• Click Delete Class/Period next to the teacher’s
name and period (option available only if no
students are enrolled in class)
80
Withdrawing Students
81
Coach’s Log
82
What is the Coach’s Log?
• Tool to improve reading program by guiding
performance of Reading and Literacy Coaches
• State Board Rule 6A-6.053 requires all Reading
and Literacy Coaches to complete the Coach’s
Log
• Bi-weekly reporting on coaching activity
occurs through the PMRN
83
Creating Coach’s Log User
• Only a principal (SL1) User can create a Coach’s Log User
• From the SL1 Home
Page, click the
Users tab
• Click Add User
• Fill in the
information boxes
• Click the Allow
boxes for the
Coach’s Log Access
Level
84
Creating Coach’s Log User
• The principal must enter information specific to the Coach’s Log
Access Level:
 Type the date of when the User became a Reading Coach. If the User was a
Coach in a previous year, enter the 1st instructional day of the school year.
 Click the Full-Time or Part-Time radio button. If Part-Time is chosen, enter the
percent of time the Reading Coach serves the school.
 Click the check boxes
for the Coach’s
“Funding Type” and
enter the “Percent of
Funding” in the boxes
to the right
 Click Submit
85
Creating Coach’s Log User
• Linking the Coach’s Log User
• From the SL1
Home Page, click
the Users tab
• Click the User’s
name
• Click the Link SSO
User button
86
Creating Coach’s Log User
• Search via Identifier, Last Name, or E-mail address
• Click the radio
button
• Click the Link SSO
User button
87
Accessing the Coach’s Log Form
• Upon Signing In for the first time each year, the Coach will be
required to fill out his/her Professional Information and Submit
the form before he/she can continue to the Log
– View and Edit Professional Information button at the top
of the Coach’s Log Form allows for subsequent edits
• Coaches who serve multiple schools will need to be added as a
User and complete a Coach’s Log at each school
88
Coach’s Log Professional Information Page
89
Coach’s Log Form
• 16 task areas for categorizing time
– 4 task areas involve teacher selection:
– 12 task areas cover a wide variety of data collection and
discussion
• The Teacher Selection Table is populated by the
upload of Survey 8
• Selections are only visible on the Coach’s Log
Form- they are not displayed on the report
– The teachers displayed can be edited by clicking the “Edit
Teachers” button within any of the task areas above
90
Coach’s Log Form
91
Coach’s Log Form
• Narratives
– Narratives for task areas 13-16
• Reports = biweekly reporting period
• Can be viewed by principal’s only
• Coaches may report up to 8 hours a day, 40 hours a
week, and 80 hours for the bi-weekly reporting
period.
• Saving vs. submitting
– a saved log can be edited
– A Submitted Log has been officially submitted to
the PMRN and must be unlocked by a Support
Specialist for editing 92
Coach’s Log Form
93
Automated E-mails
• If a Log has not yet been Submitted
– “Coach’s Log Submission Reminder”
– “Coach’s Log Submission- Final Reminder”
– “School Level 1 Coach’s Log E-mail”
94
FAIR-FS Grades 3 – 12
(10th grade level of competency)
Administration
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What’s New?
FAIR 2009
FAIR-FS
Tasks
Reading Comprehension
Maze
Word Analysis
Word Recognition (WRT)
Vocabulary Knowledge (VKT)*
Syntactic Knowledge (SKT)*
Reading Comprehension (RC)
RC Passage Placement
Starts with grade level passage
Ability in WRT & VKT determines initial
passage
Probability of Success
Calculated based on RC & prior FCAT
Based on current RC, WRT, & VKT scores;
Predicts to nationally-normed reading
comprehension
Additional tools (optional)
Ongoing progress monitoring
Discussion templates
97
97
Open Response Diagnostics
Ongoing progress monitoring still available
Preparing for Administration
• To Access the 3-12 WAM
– Sign In via SSO Portal
– Click WAM button
98
Preparing for Administration
• 3-12 WAM SSO Manager Page
• Daily WAM Key Retrieval
– Click Generate Key button
99
• Sync Rosters
• Links
Modifying the Task Flow
• Modifying Task Flow (MTF) and Word
Recognition Task (WRT)
• Students – Deaf or Hard of Hearing
• Only School Level 1, 2, and 3 Users are able to
modify
ESE
100
Modifying the Task Flow
• To Modify Task Flow
– School Level 1, 2, 3 Users
– Sign In to the PMRN
– Click the Students tab
– Click the Students Identified for Modified Task
Flow button
– Click the check box next to the student whose task
flow is to be modified
– Click Submit
ESE
101
Modifying the Task Flow
ESE
102
Student Access: 3-12 WAM
• https://wam.fldoe.org
• Test Sound and Animation
• Student WAM Access
– Enter WAM Key
– Click Sign In
103
Student Access: 3-12 WAM
• Test Sound and Animation Page
– Via 3-12 WAM Sign In page
• Do you hear the drum?
– Yes
• Click the Yes button
– No
• Click the No button
• Make sure that your computer
has the latest version of Flash installed
• Try Again after latest Flash has been installed
104
Student Access: 3-12 WAM
• Student Selection Page
• The student will
–
–
–
–
–
Confirm school name
Select Grade Level via drop-down
Select Name via drop-down
Select Date of Birth via drop-down
Click Sign In
105
Computer Lab Quick Guide
106
Flow of Tasks
STOP
Word Recognition
NO
NO
(about 2 min.)
Vocabulary
Knowledge
STOP
Compute
Probability
of Literacy
Success
(PLS)
Take
optional
tasks?
PLS
<.85?
YES
YES
(about 3 min.)
Syntactic
Knowledge
(about 5 min.)
Reading
Comprehension
(about 15 min.)
Oral Reading
Fluency
Oral Response
Paper/Pencil Administration
Computer Administration
107
Written
Response
Word Recognition Task
Screen #1
Word Recognition Task
The student hears a word pronounced by the
computer.
The student selects the word pronounced by the
computer.
108
Vocabulary Knowledge
Screen #2
Vocabulary Knowledge
The student reads the sentence on the screen.
The student completes the sentence with 1 of 3
morphologically related words.
109
Reading Comprehension
Screen #3
Reading Comprehension
The student reads the passage, then clicks
to show the questions. Questions &
passage can be viewed simultaneously.
The student selects the correct response
to the question.
110
Diagnostic: Syntactic Knowledge
(Students with PLS <.85 will complete this task, optional if >.85 )
The student hears the sentence read by the
computer.
The student selects the word that best
completes the sentence.
111
Flow of Tasks
STOP
Word Recognition
NO
NO
(about 2 min.)
Vocabulary
Knowledge
STOP
Compute
Probability
of Literacy
Success
(PLS)
Take
optional
tasks?
PLS
<.85?
YES
YES
(about 3 min.)
Syntactic
Knowledge
(about 5 min.)
Reading
Comprehension
(about 15 min.)
Oral Reading
Fluency
Oral Response
Paper/Pencil Administration
Computer Administration
112
Written
Response
Accessing Missing Score Report
• What is the Missing Score Report?
• School Level Users
– Sign In
– Click the School Reports tab
– Click on Missing Score Report
113
Accessing Missing Score Report
• Reading and Resource Level Users
– Sign In
– Click the Teacher Reports tab
– Click on Missing Score Report
114
Scoring and Reports
115
Accessing 3-12 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)
116
Accessing 3-12 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
117
Accessing 3-12 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
118
Scoring and Reports
Important note:
Scores from FAIR-FS were designed to facilitate
instructional decision making including
problem-solving and data-based decision
making.
FAIR-FS scores are not intended to be
the sole data point in determining
retention or special education
determination
119
Score Reports
• Detailed reports for teachers and parents
– Includes profile of student scores
• Computer adaptive tasks provide:
– Ability scores
– Percentile ranks
– Probability of Literacy Success
120
121
Probability of Literacy Success (PLS)
• Score represents the likelihood that a student will
score at the 40th percentile on the end-of-year
outcome measure (i.e., SAT-10)
• Indicates WHO is at risk
• PLS is based on aggregate of WRT, VKT, and RCT
PLS of .50 predicts that
student has 50/50 chance
of achieving the passing
score on the outcome
measure
122
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
3rd grade student with a
percentile rank of 55
performed better than 55%
of other 3rd graders in
Florida
123
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 3rd grade to 12th grade
– Scores range from 150 – 1000 (standard deviation of 100)
• Indicates degree of growth for each student
A 3rd grade student with an ability
score of 500 is performing exactly
the same as a 7th grader with an
ability score of 500
124
Score Types for Computer-Adaptive Tasks
Score type
What it reflects
What it does NOT reflect
Ability score
• Quantifies a student’s level • Performance compared
of skill and reflects changes
to other students
• Scale ranges from a
• Grade-level
minimal amount of skill to
performance
expert
Percentile rank
• Student’s ability compared
to other students in the
same grade
• Percentage of correct
responses
• Growth
• Level of expected
performance
Probability of Literacy
Success
• Likelihood the student will
receive a passing score on
end-of-year test
• Growth
• Previous year’s end-ofyear test score
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Examples
• Probability of Literacy Success: A PLS of .50
predicts that the student has a 50/50 chance of
achieving the passing score or higher on the
outcome test
• Ability Score: If a student receives a score of 400
at AP1 and 520 at AP2, s/he made significant
growth(i.e., grown more than 1 standard
deviation)
• Percentile Rank: A fifth grade student with a
percentile rank of 55 performed better than 55%
of other fifth grade students in Florida.
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Student Score Profile
95
WR= Word Recognition
VK = Vocabulary Knowledge
RC = Reading Comprehension
SK = Syntactic Knowledge
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Percentile Rank
75
65
55
45
35
25
15
5
WR
VK
RC
SK
Computer-adaptive Tasks
• 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 bars indicate relative strengths
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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.
• Letters will also include resources on
strengthening reading skills assessed in FAIRFS.
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Instructional Implications
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Informing Instruction
• Use the student’s score profile and the classroom
report to identify students and skills for
supplemental instruction/intervention
– Identify lower performing students from the classroom
report
– Target skills that are relative weaknesses for the individual
student through:
• Supplemental curriculum
• Added time and emphasis on particular skills
• Targeted activities during center time*
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131
Effective Practices for
Literacy Instruction
1. Provide explicit vocabulary instruction.
2. Provide direct and explicit
comprehension strategy instruction.
3. Provide opportunities for extended
discussion of text meaning and
interpretation.
4. Increase student motivation and
engagement in literacy learning.
5. Make available intensive and
individualized interventions for
struggling readers that can be provided
by trained specialists.
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1. Explicit Vocabulary Instruction
• Dedicated time for explicit vocabulary instruction
• Teach new words:
– Multiple contexts
– Sufficient practice
– Opportunities to use the new vocabulary (writing,
discussion, & extended reading)
• Teach strategies for independent vocabulary learning
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1. Vocabulary Strategies
• Morphological Analysis – ex. audience,
audible, auditory
• Word Origin Tracing – ex. Greek/Latin roots
• Semantic Mapping – visual displays of words
• Synonyms & Antonyms
• Context Clues
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2. Explicit Comprehension Instruction
• Select text for each strategy
– Select appropriate reading level
• Generalize strategies to different texts
• Provide guided practice
• Demonstrate your own use of comprehension
strategies (think aloud)
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2. Comprehension Strategies
•
•
•
•
•
•
•
•
Summarizing
Main idea
Self-questioning and group discussions
Paraphrasing
Drawing inferences
Graphic Organizers
Visualize
Organize thoughts
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3. Extended Discussion of Text
• Extended discussions of text enable the student to increase
their ability to comprehend complex text.
• Discussions could occur in small groups or whole class in
various content areas.
• Students are asked to defend their answers with textual
evidence.
• Teachers need to carefully prepare for these discussions
with engaging selections and stimulating questions.
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4. Increase Student Motivation
& Engagement
• When fostering motivation in students, research supports:
– Frequent, specific feedback
– Supportive positive learning environment/personal connections
– Provide frequent choices
• Teachers’ emphasis (e.g., encouragement) of mastery of skills (e.g.,
reading comprehension strategies) over performance on tests (e.g.,
FCAT level 4) leads to better performance on outcome tests.
• Example: Simply telling a student that they scored at the 50th
percentile will NOT be helpful for that student to improve
performance.
• Connecting specific instructional content with explicit feedback to
test scores is critical.
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5. Intensive and Individualized
Interventions
• Provide supplemental, intensive and individual interventions
for struggling readers provided by trained specialists.
• Intensive instruction by specialists will ONLY be effective if it is
in addition to, not in place of, intensive content-area
instruction.
• The purpose of intensive interventions is to accelerate literacy
development.
• Two-step process:
– Initial screening to identify those students who need extra help
– Diagnostic tests to provide a profile of literacy strengths and
weaknesses
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5. Intensive and Individualized
Interventions
• Addressing Word Recognition skills
• For students with scores indicating:
– Relative weakness on the WRT
– May also have lower performance on all tasks
• Explicit instruction in decoding, including:
– Supplemental curricular programs for decoding
identified by your school district
– Evidence-based supplemental activities
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Increasing Syntactic Knowledge
Strategies
• Syntactic Knowledge is an awareness of the
structure of text that provides the reader
“keys” to “unlock” the meaning.
• Teach connectives (conjunctions) – words or
phrases that link clauses and sentences
together to create more complex text.
• Teach pronoun reference.
• Teach subject/verb agreement.
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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?
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Questions
For More Information
ELA District Instructional Supervisors:
Dr. Sharon Scruggs-Williams
sscruggs-williams@dadeschools.net
Dr. Erin Cuartas
ecuartas@dadeschools.net
Ms. Laurie Kaplan
lkaplan1@dadeschools.net
 Content and policy questions: Contact Just Read, Florida!
(850)245-0503 http://www.justreadflorida.com/
 Technical questions: Call Florida Department of Education
(FLDOE) Integrated Education Network Service Center
(855)814-2876 ienhelp@fldoe.org
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