Post on 30-Dec-2015
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Welcome Back to SchoolReading Coaches/Contacts
FAIR-FSProfessional Development
August 12, 2014
AGENDA
• 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
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Assessment and the FAIR-FS: An Overview
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Student: Am I accomplishing what my teacher expects?
How am I doing compared to other
students? Administrator: Are a majority of
our students succeeding with our curriculum?
Teacher: Are my students making
progress? How do I differentiate instruction?
Parent: Is my child making the
necessary progress?
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Functions of Assessment
Is Stanley responding to
the curriculum?
How is Stanley doing in reading compared with other students
his age?
Is Stanley gaining the
skills necessary to be a good
reader?
Is Stanley making appropriate progress to
graduate from high school?
Is Stanley demonstrating skills that represent the
Language Arts Florida Standards?
Did Stanley understand the
concept presented in
class yesterday?
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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)
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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
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Components of Reading Comprehension
• Word Recognition• Language Comprehension (vocabulary
knowledge; syntactic knowledge)• World Knowledge• Motivation• Cognitive Abilities (e.g., working memory,
executive functions)
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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
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Fixed Item vs. CAT
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System Specifications
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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
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System Specifications 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
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Progress Monitoring and Reporting Network (PMRN)
Overview
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Section Topics
• What is the PMRN?• New URL (available after August 15)• PMRN Technology Requirements• Security• PMRN v3 and v4 Differences
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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 6A-6.053a 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.”
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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
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Enhancements to the PMRN
NO EXCLUSIONSSince 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.
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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
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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
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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
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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
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Will be available in the Fall
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
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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
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Single Sign-On
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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
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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.
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Federated1. 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.
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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.
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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.
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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
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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
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For Federated Users OnlyLogging 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 button43
PMRN Manager Sign InFederated 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– 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
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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
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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
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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
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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
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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 LevelsAccess Level Number
AllowedWho Responsibilities / Privileges Can Access
K-2 AIRCan 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 K-2 AIR or 3-12 WAM
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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
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Adding Users
• Click Add User
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Adding Users
• Complete the required information
• Click Submit
• Confirm information
• Click Continue to complete
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Linking SSO User
• Click Users tab• Verify that all users are SSO Users and are linked
• If not linked, click teacher’s name60
Linking SSO User
• Click “Link SSO User”
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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
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Removing Users
• Confirm that this is the teacher to be removed and click Continue
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Adding Classes
• Click Classes/Periods tab• Click Add Class/Period button
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Adding Classes
• Use drop-down menus to complete information.• Click Submit
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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
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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
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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
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Enrolling Students
– Click Enroll Student
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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
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Enrolling Students
• Enter student information– Identifier– First, Last Name– Birthdate– Gender– Class Period
• Click Add
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Enrolling Students
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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
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Enrolling Students
• Enter student information– Identifier– First, Last Name– Birthdate– Grade Level– Gender
• Click Add
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Assigning Classes
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Removing Students
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Removing Students
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Deleting Classes
• Click Delete Class/Period next to the teacher’s name and period (option available only if no students are enrolled in class)
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Withdrawing Students
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Coach’s Log
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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
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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
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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
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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
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Creating Coach’s Log User
• Search via Identifier, Last Name, or E-mail address
• Click the radio button
• Click the Link SSO User button
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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
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Coach’s Log Professional Information Page
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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
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Coach’s Log Form
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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
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Coach’s Log Form
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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”
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FAIR-FS Grades 3 – 12 (10th grade level of competency)
Administration
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What’s New?
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FAIR 2009 FAIR-FSTasks
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
Open Response Diagnostics Ongoing progress monitoring still available97
Preparing for Administration
• To Access the 3-12 WAM– Sign In via SSO Portal– Click WAM button
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Preparing for Administration
• 3-12 WAM SSO Manager Page• Daily WAM Key Retrieval– Click Generate Key button
• Sync Rosters• Links
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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
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ESE
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
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ESE
Modifying the Task Flow
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ESE
Student Access: 3-12 WAM• https://wam.fldoe.org• Test Sound and Animation• Student WAM Access– Enter WAM Key – Click Sign In
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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
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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
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Computer Lab Quick Guide
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Flow of Tasks
Word Recognition(about 2 min.)
Vocabulary Knowledge
(about 3 min.)
Reading Comprehension
(about 15 min.)
Compute Probability of Literacy
Success(PLS)
PLS<.85?
NO
YES
Syntactic Knowledge(about 5 min.)
STOP
Take optional tasks?
NO
YES
Oral Reading Fluency
STOP
Oral Response
Written Response
Paper/Pencil Administration
Computer Administration
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NewNew
Word Recognition Task Screen #1Word Recognition Task
The student hears a word pronounced by the computer.
The student selects the word pronounced by the computer.
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Vocabulary Knowledge Screen #2Vocabulary Knowledge
The student reads the sentence on the screen.
The student completes the sentence with 1 of 3 morphologically related words.
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Reading Comprehension Screen #3Reading 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.
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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.
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Flow of Tasks
Word Recognition(about 2 min.)
Vocabulary Knowledge
(about 3 min.)
Reading Comprehension
(about 15 min.)
Compute Probability of Literacy
Success(PLS)
PLS<.85?
NO
YES
Syntactic Knowledge(about 5 min.)
STOP
Take optional tasks?
NO
YES
Oral Reading Fluency
STOP
Oral Response
Written Response
Paper/Pencil Administration
Computer Administration
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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
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Accessing Missing Score Report
• Reading and Resource Level Users– Sign In– Click the Teacher Reports tab– Click on Missing Score Report
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Scoring and Reports
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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)
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Accessing 3-12 ReportsSchool 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
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Accessing 3-12 ReportsReading, 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
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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
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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
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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
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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
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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
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Score Types for Computer-Adaptive Tasks
Score type 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 receive a passing score on end-of-year test
• Growth• Previous year’s end-of-
year 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
• 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
WR= Word RecognitionVK = Vocabulary KnowledgeRC = Reading ComprehensionSK = Syntactic Knowledge
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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 FAIR-FS.
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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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Effective Practices forLiteracy Instruction
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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 InformationELA District Instructional Supervisors:ELA District Instructional Supervisors:
Dr. Sharon Scruggs-Williams sscruggs-williams@dadeschools.net
Dr. Erin Cuartasecuartas@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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