Florida Assessments for Instruction in Reading aligned to the Language Arts Florida Standards Grades K – 2 PMRN FLKRS Presenter: Introduce presenters. Provide purpose of training. “As you can see from the footers this project is sponsored and funded by the Florida Department of Education who contracted with the Florida Center for Reading Research.” FAIR-FS Train-the-Trainer July 2014

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 Presenter: “ Our goal is that by the end of the session, you will have increased knowledge of these areas: “ Present slide. FAIR-FS Train-the-Trainer July 2014

Grades K-2 FAIR-FS 3 FAIR-FS Train-the-Trainer July 2014

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 Present slide. Additional information: AIR – Adobe Integrated Runtime FAIR-FS Train-the-Trainer July 2014

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 Presenter: “The FAIR-FS will be available every school day. There will be no lockdown periods.” FAIR-FS Train-the-Trainer July 2014

Access to K-2 FAIR-FS & FLKRS 6 FAIR-FS Train-the-Trainer July 2014

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 Present slide. FAIR-FS Train-the-Trainer July 2014

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 Present slide. FAIR-FS Train-the-Trainer July 2014

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) Present slide. Based on our field testing, we recommend using a mouse instead of a touchpad. The Y-jack and 2 sets of headphones may not be necessary for administration if the assessing occurs in a quiet room with just the student and the teacher present. Additional Information: The input device must allow students to select/deselect, drag, and highlight text, objects, and areas. The input device must allow students to enter letters, numbers, and symbols and shift, tab, return, delete, and backspace. To meet security guidelines, each Bluetooth/wireless keyboard and/or mouse must be configured to pair with only a single computer during assessment administration.   Other assistive technologies may be needed for students requiring accommodations. Headphones are required for both the K-2 and 3-12 FAIR-FS.  It is recommended that for the K-2 that the audio output have a splitter (“Y”) and both the teacher and the student have headphones.  For the 3-12, the student is required to have headphones.  For K-2, other than the audio provided, text to speech is not an option, as all text is in the form of images and text to speech works for text files and not image files. There is no requirement for microphones.  FAIR-FS Train-the-Trainer July 2014

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 Present Slide. FAIR-FS Train-the-Trainer July 2014

K-2 AIR Access and Download For offline administration Sign In via SSO Portal Click K-2 button Present slide. Presenter: “The download links for the K-2 AIR may be accessed by: School Level 1, 2, and 3 Users Reading and Resource Level Users Assessment Team Members To access the AIR download links, Users must: Sign In to the PMRN via the SSO Portal Click the K-2 button to access the K-2 Materials Download page The User will then view the K-2 AIR installation instructions.” FAIR-FS Train-the-Trainer July 2014

Non-Public Schools https://pmrn.fldoe.org Presenter: “ Public and private users sign on in two different places. The top sign in boxes are for private, the lower portion with the green apple is for public school users.” FAIR-FS Train-the-Trainer July 2014

K-2 AIR Access and Download K-2 AIR Installation Instructions Presenter: Installation instructions appear on the K-2 Air Download page. FAIR-FS Train-the-Trainer July 2014

K-2 AIR Access and Download K-2 AIR Downloads Windows SSO Windows Non-SSO Click link to install Mac SSO Mac Non-SSO Present slide. Presenter: Via the K-2 AIR Download page, four (4) download links are available. The links are categorized in two ways: 1: SSO schools and Non-SSO schools 2: Schools using Windows based computers and schools using Mac computers Depending on the type of school and computer being used, the User will click on the download link that is applicable to him or her. FAIR-FS Train-the-Trainer July 2014

K-2 AIR Access and Download Computer Administrative Privileges Adobe AIR Software Installation K-2 AIR Installation Present slide. Presenter: Users that are using a school computer may need administrative privileges to download and install the K-2 AIR. IF a User does not have administrative privileges on his or her computer, he or she should contact his or her school IT or computer specialist. If a User does not have the Adobe AIR software installed on his or her computer, once the appropriate download link is selected, the AIR software will automatically be installed before the K-2 AIR application. After the installation of the K-2 AIR application is complete, the application will launch automatically if the User selects the “Start application after installation” checkbox. FAIR-FS Train-the-Trainer July 2014

Probability of Literacy Success Flow of Tasks Alphabetics Phonological Awareness Letter Sounds Word Reading Spelling Oral Language Vocabulary Pairs Following Directions Comprehension Reading OR Listening Comp and Sentence Comp Probability of Literacy Success (PLS) Computed PLS <.85? NO YES Grade Level Diagnostic Tasks STOP Presenter: “A federal grant from the Institute of Education Sciences funded a study to explore the components of reading comprehension at each grade level. The FCRR research team found that the most important predictors include Alphabetics (which includes Spelling), Vocabulary, Sentence Comprehension, and Following Directions. These tasks were developed to fit these areas.” Additional Information: The system for linking sounds to letters is referred to as the alphabetic principle. Computer determines PLS based on student performance on the alphabetics and oral language tasks. Comprehension task is chosen by the computer based on the PLS score. FAIR-FS Train-the-Trainer July 2014

Presenter: “This shows how the tasks on the FAIR-FS are aligned to the standards.” FAIR-FS Train-the-Trainer July 2014

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 Presenter: “We have discussed ____________. Are there any questions?” FAIR-FS Train-the-Trainer July 2014

Grades K-2 Screening Tasks Presenter: “These are the tasks taken by all students.” 19 FAIR-FS Train-the-Trainer July 2014

Screening Tasks Screening tasks are administered 1-on-1 and fall into 3 types: Presenter: “These are the icons that will appear on the computer to indicate the positions of teacher and student and for tasks.” Present slide. Additional Information: In the Word Reading and Reading Comprehension tasks, the student is looking at the screen, but the teacher marks the responses. Where the Student Task icon is seen, both the teacher and student are looking at the screen but the student is responsible for selecting the answers in the task. This includes the Vocabulary Pairs, Sentence Comprehension, Following Directions, and Spelling tasks. Where the Teacher Task icon is seen, only the teacher is looking at the screen and she/he marks the student’s response. The Letter Sounds, Phonological Awareness, and Listening Comprehension tasks are all Teacher Tasks. 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) Teacher Task: Only the assessor sees the screen and uses the mouse (e.g. PA) FAIR-FS Train-the-Trainer July 2014

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 Present slide. K is approximately 30 minutes, 1st grade approximately 20-25 minutes, and 2nd grade approximately 25 – 30 minutes Additional Information. The recorded audio will deliver the directions for the task to the student. Each task has 2 practice items (unless otherwise noted) and provides corrective feedback for the practice items only. FAIR-FS Train-the-Trainer July 2014

Screen Elements: Submit Button 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 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 Present slide. A helpful reminder for teachers/test administrators is thumbs up (correct response), click the top half of the arrow and thumbs down (incorrect response) click the bottom half of the arrow. FAIR-FS Train-the-Trainer July 2014

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. Present slide. FAIR-FS Train-the-Trainer July 2014

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. Present slide. Additional Information The repeat audio button is included ONLY for extenuating circumstances. The adult administering the assessment is the only person who can authorize the audio to replay. FAIR-FS Train-the-Trainer July 2014

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 Present slide. FAIR-FS Train-the-Trainer July 2014

Alphabetics Section 1 Kindergarten First Grade Second Grade Fall   Kindergarten First Grade Second Grade Fall Winter Spring Letter Sounds  Phonological Awareness Word Reading Spelling Present slide. Additional Information: First, students’ skill with alphabetics (linking sounds to letters, decoding) will be assessed. Since students’ skill with alphabetics develops so rapidly in early elementary school, the assessment task administered is dependent on the grade level and the time of year. FAIR-FS Train-the-Trainer July 2014

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 1 minute Directions “You will see some letters on the screen. “Tell me the sound the letter makes.” Practice item None Prompt 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 Present Slide. Additional Information: Not all sounds will be administered to a student. The task is computer-adaptive so that only a few letters need to be administered. FAIR-FS Train-the-Trainer July 2014

Letter Sounds Presenter: “This is an example of how the letters appear. Both upper and lowercase are displayed together.” FAIR-FS Train-the-Trainer July 2014

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 Present slide. FAIR-FS Train-the-Trainer July 2014

Phonological Awareness Present slide. FAIR-FS Train-the-Trainer July 2014

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 Less than 1 minute Directions “Let’s see if you can read some words one at a time. Try to read each word and do the best you can.” Practice item None. If the student misses the first 8 words, the computer will automatically move to the next task. Prompt Encourage the student to take a guess if he/she is spending too much time on one word. Report output Word Reading Ability Score and Percentile Rank Present slide. FAIR-FS Train-the-Trainer July 2014

Word Reading Presenter: “This is an example of how the words appear. ” FAIR-FS Train-the-Trainer July 2014

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 3 minutes Directions “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.” Practice item None; Test will discontinue if the first 8 words are misspelled. Report output Spelling Ability Score and Percentile Rank; Student’s misspellings Present slide. FAIR-FS Train-the-Trainer July 2014

Spelling Presenter: “This is an example of the spelling task. When student types the word it appears on the line. Word can be edited prior to clicking arrow.” FAIR-FS Train-the-Trainer July 2014

Oral Language Section 2 Kindergarten First Grade Second Grade Fall   Kindergarten First Grade Second Grade Fall Winter Spring Vocabulary Pairs    Following Directions Present slide. FAIR-FS Train-the-Trainer July 2014

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 2 minutes Directions “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 Present slide. FAIR-FS Train-the-Trainer July 2014

Vocabulary Pairs Presenter: This is an example of the Vocabulary Pairs task. The boxes are highlighted as the word is read to the student.” Audio: “Listen carefully as I name each one: blue, triangle, yellow. Which two go together best?” FAIR-FS Train-the-Trainer July 2014

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 2 minutes Directions “Look at the pictures on the screen. You will hear a sentence and I want you to click the item named.” 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 Present slide. Additional Information: *Based on results from a cross-sectional and longitudinal study conducted by Foorman, Petscher, and Wagner. FAIR-FS Train-the-Trainer July 2014

Following Directions Presenter: “This is an example of the Following Directions task. Student hears a direction and uses mouse to complete task.” Audio: “Click on the book, then click on the plane.” FAIR-FS Train-the-Trainer July 2014

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.   Kindergarten First Grade Second Grade Fall Winter Spring Listening Comprehension  Avail- able Avail-able Sentence Comprehension     Able Reading Comprehension Present slide. Presenter: “All students in Kindergarten are administered a listening comprehension passage at AP1 and AP2. The passage administered will be randomly chosen by the computer.” FAIR-FS Train-the-Trainer July 2014

Listening Comprehension Passages are informational and narrative Five comprehension questions per passage (three explicit and two inferential) Time estimate 5 minutes Directions (Listening Comprehension) “Listen while I read __(title)__. When I’m finished, I will ask you a few questions. Ready? Listen carefully.” Practice item None Report output Raw score Presenter: “The Listening comprehension task consists of a passage read by the teacher from the computer screen and five questions read to the student.” FAIR-FS Train-the-Trainer July 2014

Listening Comprehension Presenter: “This is an example of the Listening Comprehension task. Only the teacher sees this screen containing the questions. The passage will be provided on the screen for the teacher to read prior to this.” FAIR-FS Train-the-Trainer July 2014

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 5 minutes Directions (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)___.” 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) Presenter: “The student’s Word Reading ability score will be used to identify a passage that the student can decode and targeted to the student’s estimated reading comprehension ability, regardless of grade placement. The computer will alert the teacher to which of the 26 hardcopy passages will be used. If the student makes too many miscues, the computer will switch to an easier passage. The Reading task consists of the student reading from a hard copy with the teacher marking errors on the computer screen and asking five comprehension questions.” FAIR-FS Train-the-Trainer July 2014

Reading Comprehension (Teacher Passage Screen) Presenter: “This is a screen shot of the greyed text before “start time” button is clicked.” FAIR-FS Train-the-Trainer July 2014

Reading Comprehension (Teacher Passage Screen) Presenter: “Once the “start button” is clicked the text becomes active and the teacher can click miscues. As you can see above, the words that are clicked as miscues, turn red.” FAIR-FS Train-the-Trainer July 2014

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* Present slide. Additional Information: *Based on results from a cross-sectional and longitudinal study conducted by Foorman, Petscher, and Wagner. Time estimate 2 minutes Directions “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 FAIR-FS Train-the-Trainer July 2014

Sentence Comprehension Presenter: “This is an example of a Sentence Comprehension task.” Audio: “Click on: The bird is flying toward the nest.” FAIR-FS Train-the-Trainer July 2014

Grades K-2 Screening Tasks Summary Screen Features Icons Submit Button Repeat Button Reset Button Task Sections Alphabetics Oral Language Comprehension Present slide. “Are there any questions about these screening tasks?” FAIR-FS Train-the-Trainer July 2014

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 Presenter: “So far, in this session we have discussed (present slide). Next, we will move to the section on the Florida Kindergarten Readiness Screener.” FAIR-FS Train-the-Trainer July 2014

Florida Kindergarten Readiness Screener (FLKRS) Overview Presenter: “This portion of the presentation describes how to access the materials for administration of the FLKRS.” 50 FAIR-FS Train-the-Trainer July 2014

Topics FLKRS Components Accessing FLKRS FLKRS Demographic Information Work Sampling System Teacher Administration Manual Frequently Asked Questions Present slide. FAIR-FS Train-the-Trainer July 2014

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) Present slide. Additional Information: There may be other reasons for not screening a student. • extreme disability (SWD) • retained • already screened at another school • excessive absences (WSS™ only) • entered the school after Instructional Day 30 Case-by-case situations can be addressed by the FDOE, Just Read, Florida. FAIR-FS Train-the-Trainer July 2014

Probability of Literacy Success FLKRS Components FAIR-FS Work Sampling System Alphabetics Phonological Awareness Letter Sounds Oral Language Vocabulary Pairs Following Directions Comprehension Listening Comprehension Sentence Comprehension Probability of Literacy Success (PLS) Computed FLKRS Demographics Complete Work Sampling System observation sheet (paper/pencil) Presenter: “These are the components to administer to Kindergarten students within the first 30 days of school. The electronic scoring tool will be available at a time to be determined by the FLDOE. Teachers must enter demographics information for each student for FLKRS administration via the PMRN.” Additional Information: Not all task scores contribute to the calculation of readiness. Questions regarding the policies for calculating readiness can be addressed by the Office of Early Learning. Enter observations Via electronic scoring tool in PMRN Rating Computed FAIR-FS Train-the-Trainer July 2014

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 Present slide. Presenter: FLKRS administration is accessed by Reading Level Users (Reading Teachers) for their assigned Kindergarten classes. The Reading Teacher will complete the FLKRS administration via three sources Entering FLKRS Demographic information is completed via the Reading Teacher’s FLKRS Data Entry page in the PMRN Printing the WSS printable materials via the PMRN, to include the WSS Student Score Booklet (SSB) and Teacher Administration Manual (TAM) Data entry for the WSS is currently being developed by the FLDOE Assessing the FAIR-FS Screening tasks via the K-2 AIR FAIR-FS Train-the-Trainer July 2014

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 Present slide. Presenter: “A Reading Level User (Reading Teacher) must access the PMRN via the Single Sign On (SSO) by following these directions: Access the SSO Home Page (http://www.fldoe.org/SSO) Via the SSO Access Icon, click the Log In button You will then be taken to the Organization Selection page” FAIR-FS Train-the-Trainer July 2014

Accessing FLKRS - Sign In Present slide. Presenter: “ This is the Florida Department of Education (FLDOE) Single Sign On (SSO) Home Page FAIR-FS Train-the-Trainer July 2014

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 Present slide. Presenter: “On the Organization Selection page, the Reading Teacher will be asked to select his or her organization. Hosted Users will select SSO Hosted Users via the drop-down menu. Federated Users will select their District (i.e. Alachua County School District) via the drop-down menu. Note: If a User’s organization is not listed in the drop-down menu, the User should select SSO Hosted Users. The User will then click the Continue to Sign In button. If the User is a Hosted User, the User will be asked to enter his or her User Name and Password via the DOE page. If the User is a Federated User, the User will be taken to his or her District’s SSO Sign In Portal page.” FAIR-FS Train-the-Trainer July 2014

Accessing FLKRS - Sign In Hosted User Via the FLDOE SSO Sign In Page Enter User Name Enter Password Click Sign In Forgot Password? Present slide. Presenter: “On the FLDOE SSO Sign In page, the User will: Enter his or her User Name Enter his or her Password Click the Sign In button Note: If the User has forgotten his or her Password, he or she may click on the Forgot Password? link to retrieve his or her Password. Upon Signing In successfully, the User will be taken to his or her SSO Portal.” FAIR-FS Train-the-Trainer July 2014

Accessing FLKRS - Sign In Federated User Via the District SSO Sign In Page Enter User Name Enter Password Click Sign In or Login Present slide. Presenter: “On the User’s District hosted SSO Sign In page, the User will: Enter his or her User Name Enter his or her Password Click the Sign In or Log In button Note: If the User has forgotten his or her Password, the District hosted Sign In page may contain a link to assist Users in retrieving their Passwords. If available, he or she may click on the page link that will direct the User to retrieve his or her Password. Upon Signing In successfully, the User will be taken to his or her SSO Portal.” FAIR-FS Train-the-Trainer July 2014

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 Present slide. Presenter: “Upon Sign In, the Reading Teacher will access the PMRN through the PMRN SSO portal. Via the PMRN SSO Portal page, the Reading Teacher will either click the PMRN Administration Panel button or K-2 button to access. If the Reading Teacher clicks the PMRN Administration Panel button, he or she will be taken to his or her Reading Level Home Page. If the Reading Teacher clicks the K-2 button, he or she will be taken to the page where he or she may download the K-2 AIR and print materials for the FLKRS.” FAIR-FS Train-the-Trainer July 2014

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 Present slide. FAIR-FS Train-the-Trainer July 2014

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 Present slide. Presenter: “To access the Teacher Administration Manual (TAM) and Student Score Booklet (SSB) for the Work Sampling System, the Reading Teacher will: Sign In to the PMRN Via the PMRN SSO Portal, click the K-2 button Links for the download of the WSS Teacher Administration Manual (TAM) and Student Score Booklet (SSB) (as well as download links for the K-2 AIR) will be listed for teachers to download and print.” FAIR-FS Train-the-Trainer July 2014

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 IENHELP@fldoe.org   705-814-2876 Present slide. FAIR-FS Train-the-Trainer July 2014

Florida Kindergarten Readiness Screener (FLKRS) Summary FLKRS Components Accessing FLKRS FLKRS Demographic Information Work Sampling System Teacher Administration Manual Frequently Asked Questions Present slide. “Are there any questions about these FLKRS topics?” FAIR-FS Train-the-Trainer July 2014

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 Presenter: “We have discussed ____________. Are there any questions?” “ So far, in this session we have discussed (present slide). Next, we will move to the section on K-2 Diagnostic Tasks.” FAIR-FS Train-the-Trainer July 2014

Grades K-2 Diagnostic Tasks Presenter: “This diagnostic section is computer-administered but not computer-adaptive. All directions will be on the computer screen for the teacher. The scores will be computed and saved by the computer and tasks that are mastered in one AP will not be administered in the following APs.” 66 FAIR-FS Train-the-Trainer July 2014

Probability of Literacy Success Flow of Tasks Alphabetics Phonological Awareness Letter Sounds Word Reading Spelling Oral Language Vocabulary Pairs Following Directions Comprehension Reading OR Listening Comp and Sentence Comp Probability of Literacy Success (PLS) Computed PLS <.85? NO YES Grade Level Diagnostic Tasks STOP Presenter: “We’ve reviewed the three screening portions (click for fly-in) of the FAIR-FS tasks. Now, let’s talk about the next component on the Flow of Tasks chart (click for fly-in) . After the student completes the screening tasks, the computer will direct students with <.85 PLS into the Grade Level Diagnostic Tasks.” FAIR-FS Train-the-Trainer July 2014

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 computer-adaptive Present slide, emphasizing the second bullet, “Assists teachers in targeting (or differentiating) instruction.” Additional Information: Since the purpose of the diagnostic assessment is to examine which pre-requisite skills a student needs assistance with, these tasks include a set number of items and are not computer-adaptive. FAIR-FS Train-the-Trainer July 2014

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 Word Building – Consonants Letter Sound Connection – Initial Phonological Deletion – Final Word Building – CVC/CVCe Letter Sound Connection – Final Word Building – Blends/Vowels Word Building – Initial Consonants Word Building – Vowels Multisyllabic Word Reading Word Building – Final Consonants Word Building – Medial Vowels Word Building – Blends Presenter: “Here is a chart listing the diagnostic tasks given at each grade level. The tasks are listed and administered in developmental sequence. Students move to the next task only if they achieve 80% accuracy on their current task.” Additional Information: The progression of tasks is based on the development of orthographic patterns for word building (multisyllabic word reading falls in this progression as well.) FAIR-FS Train-the-Trainer July 2014

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 Present slide. FAIR-FS Train-the-Trainer July 2014

Print Awareness (Grade K) Presenter: “This is a screenshot of the Print Awareness Task that the teacher will see.” Additional Information: Another way to say this may be, “Hand the child a storybook with the book turned upside down.” FAIR-FS Train-the-Trainer July 2014

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 Present slide. Additional Information: Grade K - Letter sound – AP3 only FAIR-FS Train-the-Trainer July 2014

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/) Present slide. FAIR-FS Train-the-Trainer July 2014

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/) Present slide. FAIR-FS Train-the-Trainer July 2014

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 Present slide. Additional Information: Requires students to listen to a word that has been broken into word parts and then blend them together to reproduce the full word A recorded voice will pronounce the word parts/phonemes in order to increase reliability of the administration The teacher will then indicate whether the student’s response was correct or incorrect FAIR-FS Train-the-Trainer July 2014

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. Present slide. FAIR-FS Train-the-Trainer July 2014

Letter Sound Connections: (Grade K only) Presenter: “This is an example of the Letter Sound Connections Task that the teacher and student will see. When part one is presented, the screen is blank. Then the screen with letters is presented for part two.” 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?” FAIR-FS Train-the-Trainer July 2014

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). Present slide. FAIR-FS Train-the-Trainer July 2014

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) Present slide. FAIR-FS Train-the-Trainer July 2014

Audio: “The word is ‘cat.’ Make the word ‘hat.’” Word Building Presenter: “This is an example of the Word Building task.” Audio: “The word is ‘cat.’ Make the word ‘hat.’” FAIR-FS Train-the-Trainer July 2014

Multisyllabic Word Reading (Grade 2) Evaluates the student’s ability to decode words with various combinations of the six syllable types Present slide. FAIR-FS Train-the-Trainer July 2014

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 Present slide. “Are there any questions about these Diagnostic Task topics?” FAIR-FS Train-the-Trainer July 2014

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 Presenter: “So far, in this session we have discussed (present slide). Next, we will move to the section on scoring and reports.” FAIR-FS Train-the-Trainer July 2014

Scoring and Reports 84 FAIR-FS Train-the-Trainer July 2014

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) Present slide. Presenter: At the beginning of the school year, PMRN reports are still being developed by the FLDOE. Listed below are reports that will be available towards the beginning of the school year: 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) Access to the PMRN Reports is dependent on the Access Level of the User. FAIR-FS Train-the-Trainer July 2014

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 Present slide. Presenter: School Users are able to view Reports from all Reporting tabs in the PMRN via their Access Level, including: School Level Reports Reading Class Level Reports Teacher Level Reports Student Level Reports To view reports in the PMRN, School Level Users should: Sign In to the PMRN Click the tab of the level of report they wish to view Under the specified tab, click the linked name of the report FAIR-FS Train-the-Trainer July 2014

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 Present slide. Presenter: Reading and Resource Level Users are able to view the following levels of Reports via the PMRN: Student Level Reports Class Level Reports Teacher Level Reports To view reports in the PMRN, Reading and Resource Level Users should: Sign In to the PMRN Click the tab of the level of report they wish to view Under the specified tab, click the linked name of the report FAIR-FS Train-the-Trainer July 2014

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 Present slide. FAIR-FS Train-the-Trainer July 2014

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 Presenter: Additional Information: The Progress Monitoring and Reporting Network (PMRN) is Florida’s web-based data management system for reporting of data related to student reading achievement and instructional practices. Schools will assign various user levels so that teachers, reading coaches, and administrators will be able to access FAIR-FS score reports for students. FAIR-FS Train-the-Trainer July 2014

Presenter: “This chart shows the screening and diagnostic tasks and the types of reports that are generated for each one.” Additional Information: Note that for the Listening and Reading Comprehension tasks, the scores provided are descriptive and not the ability score/percentile rank like the other screening tasks. FAIR-FS Train-the-Trainer July 2014

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 Present slide. Additional Information: This score helps you to determine which students are at-risk and which students are at the most risk. This score should indicate who needs intervention, but it does not help when specifying what the intervention needs to be. The SESAT is the outcome measure for Kindergarten and is a test of Word Reading. The SAT-10 is given at the end of grades 1 and 2 and is a measure of Reading Comprehension. FAIR-FS Train-the-Trainer July 2014

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 Present slide. FAIR-FS Train-the-Trainer July 2014

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 Present slide. FAIR-FS Train-the-Trainer July 2014

Score Types for Computer-Adaptive Tasks What it reflects What it does NOT reflect Ability score Quantifies a student’s level of skill and reflects changes Scale ranges from a minimal amount of skill to expert Performance compared to other students Grade-level performance 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 score at the 40th percentile or above on the SAT-10 Present slide. Presenter: “Please note that none of these scores provides a score that serves as a ‘cut-point’ or pass/fail or ‘meets grade-level expectations’’. Each score is provided to answer a specific question. An ability score provides an estimate of the development of a student’s ability in a particular skill and should change as student’s ability with the skill increases or decreases. A percentile rank score is used to rank a student performance in relation to other student’s in a specific group. The specific group for FAIR-FS is a sample of students in the same grade that are demographically representative of the state of Florida.” The PLS is interpreted similarly to the PRS (Probability of Reading Success) from the original FAIR. This score helps you to determine which students are at-risk and which students are at the most risk. This score indicates who needs intervention, but it does not help when specifying what the intervention needs to be. FAIR-FS Train-the-Trainer July 2014

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. Present slide. Additional Information: Please note that true growth in a skill can only be determined by using the ability score. It is the only score that can demonstrate a student’s true degree of ability in that skill. The other 2 quantifiers are derived from the developmental ability score in order to compare to other students (percentile rank) and to predict end of year performance (PLS). A change in percentile rank from 55th to 50th does NOT mean that the student made backwards progress. In order to be at the 50th percentile, the student had to have made progress. 50th percentile means that the student is performing similarly to peers, so if the student’s peers are progressing, that student must be as well. It is impossible to determine the degree to which any student progressed using the percentile rank. Think of ability scores as analogous to the measurement of height, or weight, or blood pressure. 55 inches is a pure representation of someone’s height just like the ability score is a representation of how much skill a student has with word recognition or vocabulary knowledge, or reading comprehension. When you know that someone is 55 inches tall, you can compare that number with her previous height and you can compare that number to the height of other people in any age group. The one piece of information you don’t know just by considering a person’s height is how typical that measurement is. So, you use other information (e.g., the person’s age) to derive a percentile rank to describe how typical that height is. For example, 55 inches is at the 84th percentile for 9 year-old girls but at the 3rd percentile for 13 year-old girls. Percentile ranks are derived from ability scores in the same way (compares that particular ability score to other students in the same grade level). Both pieces of information: height and the percentile rank associated with that height for a particular age group, are very important. FAIR-FS Train-the-Trainer July 2014

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 Present slide. Presenter: “This graphic demonstrates that percentile ranks are not on an equal interval scale. For example, the distance between the 1st percentile and the 5th percentile is not the same as the distance between the 50th percentile and the 55th percentile. Therefore, you cannot add, subtract, or take an average of percentile rank scores. ” Additional Information: Before there were ability scores, many educators used the Success Probability scores and percentile rank scores to determine growth. Both of these scores will reflect growth IF a very large amount of growth occurs. However, for students with very low or very high initial performance growth may not be reflected in the Success Probability or the percentile rank. Furthermore, students who are making some gains may not be reflected in the scores. The reasons we are providing the ability score as the best and only score that should be used for measuring growth are listed here. FAIR-FS Train-the-Trainer July 2014

Screening Report Example PLS = 0.65 WR = Word Reading VP = Vocabulary Pairs FD = Following Directions SC = Sentence Comprehension Present slide. Presenter: “Based on a student’s performance on the Alphabetics and Oral Language Tasks, the computer determined that the student’s Probability of Literacy Success (PLS) was 0.65.” Additional Information: The screening tasks will always provide a profile of relative strengths and weaknesses (whether the student has a PLS greater than 0.85 or less than 0.85). Those areas that are considered weaknesses for a student is a good area for targeting differentiated instruction, particularly if those areas are below the 30th percentile. The strengths are also very helpful to draw on during instruction. In this student’s results, we see that decoding (Word Reading) and vocabulary are areas that the student is at-risk. 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 FAIR-FS Train-the-Trainer July 2014

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 Presenter: “Based on the PLS the student is given the Diagnostic task. Here is an example of the score report. This report can guide a teacher to the prerequisite areas where the student needs additional explicit instruction. Meets Expectation (ME) is a score of 80% or more correct. Below Expectation (BE) is a score below 80% correct.” ME: Meets Expectations BE: Below Expectations FAIR-FS Train-the-Trainer July 2014

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 FAIR-FS Presenter: It is not permissible to email student’s scores unless parental permission is obtained. Present slide. FAIR-FS Train-the-Trainer July 2014

Scoring and Reports Summary Score Types Ability scores Percentile ranks Probability of literacy success Student Score Reports Parent Communication Present slide. “Are there any questions about the scoring and reports topics?” FAIR-FS Train-the-Trainer July 2014

Session Topics Grades K-2 FAIR-FS Florida Kindergarten Readiness Screener (FLKRS) Overview Grades K-2 Screening Tasks Scoring and Reports Parent Communication Presenter: “We’ve completed this session and have discussed these topics (present slide). FAIR-FS Train-the-Trainer July 2014

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? Present slide. FAIR-FS Train-the-Trainer July 2014

Coming Soon Train the trainer sessions held in the fall Score reports Instructional implications Present slide. FAIR-FS Train-the-Trainer July 2014

Instructional Implications 111 FAIR-FS Train-the-Trainer July 2014

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 Determine instructional needs based on profiles of strengths and weaknesses: Supplemental curriculum Added emphasis on particular skills in small group* Target skills that are relative weaknesses during center time** *Small group instruction should be scaffolded to the students’ developmental progression in the targeted weaker skills. This is NOT to say that small group instruction only address the weaker skills. Small group instruction should be balanced with all other important skills included in the planned lesson. **See the Student Center Activities at http://www.fcrr.org/curriculum/SCA_CCSS_index.shtm Activities are available for each of the Language Arts Florida Standards, include those difficult-to-find activities to build oral language skills. FAIR-FS Train-the-Trainer July 2014

Forming Groups Students in need of similar skill development should be grouped together Groups should be dynamic and modified as individual student needs change Students at high risk need to be placed in the smallest instructional groups There is no one right answer as to how small groups are formed nor a correct number of groups to have FAIR-FS Train-the-Trainer July 2014

Forming Groups Decide which target skill would be most beneficial for each particular group What should students be able to do to be proficient in this skill? Use evidence-based interventions to help students grow in the target area FAIR-FS Train-the-Trainer July 2014

Teaching Beginning Reading Teach PA, LN, and LS, and practice blending to read simple words; “build” simple words Provide sequential, explicit instruction in letter-sound and sound-spelling patterns; teach high frequency regular and irregular words. Practice in isolation and in text Teach word analysis with syllable patterns and multiple syllables; practice Provide daily text reading with and without feedback with attention to accuracy, fluency, and comprehension FAIR-FS Train-the-Trainer July 2014

Teach Academic Language Skills Have discussions that entail inferential language, including read-alouds Explicitly teach narrative language skills (e.g., how to summarize by retelling goal, conflict, resolution or how to make logical predictions, modeling linguistic elements or narrative structure) Teach academic language in the context of reading and/or listening activities FAIR-FS Train-the-Trainer July 2014

Instructing Reading Comprehension   Evidence-based Recommendations Download the full text for each at http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=14 Level of Evidence 1. Teach students how to use reading comprehension strategies. Strong 2. Teach students to identify and use the text’s organizational structure to comprehend, learn, and remember content.  Moderate 3. Guide students through focused, high-quality discussion on the meaning of text.  Minimal 4. Select texts purposefully to support comprehension development. 5. Establish an engaging and motivating context in which to teach reading comprehension.  These are best practice guidelines for reading comprehension instruction. Also, see this module for explicit instructions in teaching informational text structure: http://centeroninstruction.org/informational-text-structure-module-1-grades-k-5-using-knowledge-of-text-structure-to-improve-comprehension-in-grades-k-5 Shanahan, Callison, Carriere, Duke, Pearson, Schatschneider, and Torgesen (2010). Improving Reading Comprehension in Kindergarten Through 3rd Grade. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide FAIR-FS Train-the-Trainer July 2014

Determining Effective Instruction In order for instruction targeting early literacy skills to be effective, it must include the above components. (Foorman et al., 2003; Foorman and Torgesen, 2001; Arrasmith, 2003; and Rosenshine, 1986) © 2009 Florida Department of Education FAIR-FS Train-the-Trainer July 2014

Questions 119 FAIR-FS Train-the-Trainer July 2014

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 IENHELP@fldoe.org  or 705-814-2876