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