Interpreting Assessment & Intervention Data in Reading North Area Profession ​ al Seminar: January 27, 2012

School Humor 2

Expected Take-Aways from the Presentation 5 Essential Reading Components Understanding of components. District & State Assessments Knowledge of which of the 5 Reading Components are measured by each. Intervention Programs Knowledge of which of the 5 Reading Components are targeted. 3

The Five Essential Components of Reading: 4 Phonological Awareness PhonicsFluencyVocabulary Comp rehension

Phonological Awareness Phonological Awareness involves the ability to hear, identify, and manipulate the individual sounds in words. –Ability to identify the difference between the rhyming words of “cat” and “bat”. 5

Phonics Phonics involves understanding how letters are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns. –Knowledge that the letter “B” makes a “buh” sound. 6

Vocabulary Vocabulary focuses on words and their meaning. Includes knowledge of sight words and understanding the meaning of the words. 7

Fluency Fluency is the ability to read accurately and quickly. –Timing reader as they read a passage while indicating the number of mistakes and the amount of time it takes them to read the passage. Fluency Equation: Number of Words – Student Errors ÷ Number of Minutes for Reader to Read the Passage 8

Comprehension Reading Comprehension is the ability to understand and take away meaning from the text. –After reading a passage, the student responds to explicit and implicit questions regarding elements of the passage. 9

With an understanding of the 5 Essential Reading Components … Reviewing what the District and State assessments measure will enable school psychologists to identify a student’s strengths and weaknesses Reading Components Understanding of concepts. District & State Assessments Knowledge of which of the 5 Reading Components are measured by each. Intervention Programs Knowledge of which of the 5 Reading Components are targeted.

State & District Assessments FCATPASISRIFAIR Running Records DRLAPSI 11

District Required Literacy Assessment (DRLA) District created (2008) assessments to match Treasure of Literacy series to meet student needs. –Will soon be updated. Administered four times throughout the year. (Placement, Fall, Winter, and Spring). –K-2: Phonological Awareness, Phonics, Vocabulary, and Comprehension. –3-6: Phonics, Vocabulary, and Comprehension Scores available through A3 for (overall) Reading Proficiency (percentage correct) scores and individual reading area scores to make comparisons between the performance of grade and class level peers. 12

Florida Assessment for Instruction in Reading (FAIR) Administered three times a year. –K-2: phonological awareness, phonics, fluency, vocabulary, and comprehension. Administered individually (except for spelling) –3-12: (Computer based) phonics, fluency, and comprehension. Scores are available through A3 & Progress Monitoring Reporting Network (PMRN) –The (overall) score is reported as the Probability of Reading Success (probability percentage). –When reporting the FAIR- Reading Comprehension score utilize the Ability score to indicate growth over time (Foorman, 2011).Foorman,

FAIR (continued) Maze: Reading fluency and comprehension –Example: MazeExample: Maze Word Analysis: Spelling. Reading Comprehension: –Example: Reading ComprehensionExample: Reading Comprehension Green 85% or better probability of grade-level or above performance on FCAT Yellow 16-84% probability of grade-level or above performance on FCAT Red 15% or less probability of grade-level or above performance on FCAT 14 Success Zones Probability Scores

Florida’s Comprehensive Assessment Test (FCAT) Testing begins in 3 rd -10 th grade. Areas assessed include the following: –Vocabulary Context Clues Base Words Roots Word Relationships Synonym/Antonyms Analyze Words in Text –Reading Application Author’s Purpose & Perspective Main Idea Relevant Details Conclusions Chronological Order Cause and Effect Text Structures Organization Patterns Themes/Topics Compare/Contrast –Literary Analysis Character Development Character Point of View Setting Text Features Problem/Resolution Plot Development Descriptive Language Figurative Language Theme Conflict/Resolution –Informational Text/Research Locate, Interpret, Organize Information Text Features Determine Validity and Reliability of Information Synthesize Information Analyze and Evaluate Information 15

Florida’s Comprehensive Assessment Test (FCAT) (continued) To measure growth across time utilize the Developmental Scale Score (DSS) (Foorman, 2011).Foorman, 2011 –Utilize the same metric across time. This link provides a chart that lists the DSS related to Achievement Levels (1-5) on the FCAT.link 16

Running Records Administered throughout the year to determine student’s instructional reading level. –Suggested ScheduleSuggested Schedule –Administered individually Provides information regarding a student’s reading fluency, knowledge of vocabulary, and comprehension of the passage. –Taken from a “cold” read (student has never read the passage before). –Student reads passage while adult indicates student’s errors. Student is then asked to retell the story and respond to comprehension questions. 17

Running Records (continued) Based on current (2011) Assessment Decision Trees… 18 Beginning of YearMiddle of YearEnd of Year Kindergarten-- Level 2 First GradeLevel 2-3Level 8-10Level 16 Second GradeLevel 16-18Level 20Level 28 Third GradeLevel 30Level 34Level 38 Fourth Grade--Level Fifth Grade--Level Sixth Grade--Level 60+--

Phonological Awareness Screener for Intervention (PASI) 3.1 Administered individually, (K-1 st +) the PASI includes a short form (10 minutes) to determine students’ success with syllables, rhyming, or phoneme skills to determine which lesson to begin instruction. At completion, PASI indicates skills to target during intervention. This assessment assists with identifying groups of students that have similar difficulties. 19

PASI 3.1 (continued) Based on current (2011) Assessment Decision Trees the expected skill level is indicated in the chart below. The skills targeted by the PASI 3.1 are expected to be met by first grade. 20 Beginning of YearMiddle of YearEnd of Year Kindergarten245 First Grade

Phonics Screener for Intervention (PSI)PSI Administered individually to K-2 nd +. Designed to identify mastery and deficits in Basic Phonics, Advanced Phonics, and Multisyllable Words, and Dolch Sight Words PSI is effective for the following students: –Students in first grade and beyond who have poor reading accuracy/fluency issues, vocabulary deficits, or a combination of these problems. –Scoring below the 40 th percentile on Word Analysis of FAIR. Provides direction for Tier II and III interventions. 21

PSI Based on current (2011) Assessment Decision Trees the skill level is indicated in the chart below. The skills targeted by the PSI are expected to be met by the end of third grade. 22 Beginning of YearMiddle of YearEnd of Year First Grade125 Second Grade679 Third Grade-- 10

Scholastic Reading Inventory Scholastic Reading Inventory (SRI) Computer based program for Grades K–12 assesses reading comprehension. –Utilizes Lexile scores Not to be confused with Lexile text measure - the demand of the text in terms of frequency and sentence length Informs instruction and provides placement recommendations. Assists in the process of identifying whether or not students will meet their achievement goals. Student Experience Activity 23

With all of this information… This will assist in making data based decisions for student interventions Reading Components Understanding of concepts. District & State Assessments Knowledge of which of the 5 Reading Components are measured by each. Intervention Programs Knowledge of which of the 5 Reading Components are targeted.

Intervention Programs EarobicsVoyagerTreasuresSuccessMakerRead NaturallyReading Plus Lexia Learning 25

Earobics Interactive computer program for Pre-K through Third grade students. –Also provides instructions in 10 languages besides English for English Language Learners. Skill building activities including: –Phonemic Awareness –Auditory Processing –Phonics –Reading comprehension 26

Lexia Learning Computer based program for the five components of reading (phonological awareness, phonics, fluency, vocabulary, and comprehension). –Also provides teachers skill building worksheet to print out to encourage student growth. Provides activities for students in Pre-K through 4 th grade, and for at-risk students up to 12 th grade. Lexia Learning Video 27

Read Naturally 1 st -12 th : Structured intervention program combines teacher modeling, repeated reading, and progress monitoring. –Measures fluency and comprehension. Features nonfiction stories. (Also includes cassette tapes of the stories.) –Goal is to tap into students’ natural curiosity about the world Nonfiction Story Subjects: Hippopotamuses, Helen Keller, and Joe Louis. Steps of Read Naturally 28

Reading Plus Computer based program. 3-12: To improve reading fluency, vocabulary, and comprehension. Designed to adjust the difficulty of the content and duration of reading activities so that students proceed at a pace that is related to their skill level. 29

SuccessMaker Computer-based program for students in K-8 th grade. Placement: identifies the starting point for instruction in phonological awareness, phonics, and vocabulary skills. Reading lessons will take learners through focused instruction and guided practice and then more independent activities. Provides additional support when threshold scores are not met and reviews previous material to ensure retention and to maintain proficiency. 30

Treasures The Treasures program includes materials to support the district adopted K-6 Reading and Language Arts textbook series. –Features the 5 essential components of reading. Triumphs program provides additional support for skill mastery. Activities 31

Voyager Passport K-5: The five essential components of reading are addressed within 30 to 40-minute daily lessons. Two Components to each lesson: –Providing grade-appropriate instruction. –Gives struggling readers daily opportunities to apply learned skills. Includes Ticket to Read a computer based intervention.Ticket to Read –As the student reads, they earn tickets for hundreds of virtual prizes. Example: After learn mastering skills, able to earn tokens which they can trade for virtual toys in their personal Toy Shop. 32

Phonological Awareness PhonicsVocabularyFluencyComprehension FCAT FAIR (K-2) FAIR (3-6) DRLA (K-2) DRLA (3-6) Running Records SRI PASI PSI Earobics Lexia Reading Voyager Triumphs Successmaker Read Naturally Reading Plus Assessment and Intervention Programs (See Handout) 33

Reading Areas related to a Specific Learning Disability (SLD) Specific Learning Disability Basic Reading Skills Phonological Awareness PhonicsVocabulary Reading Fluency Skills Reading Comprehension 34

References Florida Assessments for Instruction in Reading (FAIR) - Using scores for growth and instruction. Florida Assessments for Instruction in Reading (includes examples of Maze & Word Analysis) Florida Comprehensive Assessment Test (FCAT) - Achievement Level Definitions Running Records (suggested schedule) Phonics Screener for Intervention (PSI) Scholastic Reading Inventory (SRI) (SRI Student Experience) Earobics Lexia Learning (Informational Video) Read Naturally Reading Plus (includes Virtual Tour) SuccessMaker Treasures (Activities) Voyager (Ticket to Talk)