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![Page 1: Interpreting Assessment & Intervention Data in Reading North Area Profession al Seminar: January 27, 2012.](https://reader036.fdocuments.net/reader036/viewer/2022062516/56649dc45503460f94ab7093/html5/thumbnails/1.jpg)
Interpreting Assessment
&Intervention
Data in Reading
North Area Profession al Seminar: January 27, 2012
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School Humor
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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.
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The Five Essential Components of Reading:
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Phonological Awareness
Phonics
FluencyVocabulary
Comprehension
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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”.
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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.
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Vocabulary
• Vocabulary focuses on words and their meaning. Includes knowledge of sight words and understanding the meaning of the words.
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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
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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.
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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.
5 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.
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State & District Assessments
FCAT
PASI
SRI
FAIRRunning Records
DRLA
PSI
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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.
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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).
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FAIR (continued)
• Maze: Reading fluency and comprehension– Example: Maze
• Word Analysis: Spelling.
• Reading Comprehension:– Example: Reading Comp
rehension
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
Success ZonesProbability Scores
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Florida’s Comprehensive Assessment Test (FCAT)
• Testing begins in 3rd -10th 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
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Florida’s Comprehensive Assessment Test (FCAT) (continued)
• To measure growth across time utilize the Developmental Scale Score (DSS) (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.
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Running Records
• Administered throughout the year to determine student’s instructional reading level. – Suggested 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.
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Running Records (continued)
• Based on current (2011) Assessment Decision Trees…
Beginning of Year Middle of Year End of Year
Kindergarten -- -- Level 2
First Grade Level 2-3 Level 8-10 Level 16
Second Grade Level 16-18 Level 20 Level 28
Third Grade Level 30 Level 34 Level 38
Fourth Grade -- Level 40+ --
Fifth Grade -- Level 50+ --
Sixth Grade -- Level 60+ --
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Phonological Awareness Screener for Intervention (PASI) 3.1
• Administered individually, (K-1st+) 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.
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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.
Beginning of Year Middle of Year End of Year
Kindergarten 2 4 5
First Grade 5-5.3 -- --
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Phonics Screener for Intervention (PSI)
• Administered individually to K-2nd+.• 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 40th percentile on Word Analysis of FAIR.
• Provides direction for Tier II and III interventions.
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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.
Beginning of Year Middle of Year End of Year
First Grade 1 2 5
Second Grade 6 7 9
Third Grade -- -- 10
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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
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With all of this information…
• This will assist in making data based decisions for student interventions.
5 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.
![Page 25: Interpreting Assessment & Intervention Data in Reading North Area Profession al Seminar: January 27, 2012.](https://reader036.fdocuments.net/reader036/viewer/2022062516/56649dc45503460f94ab7093/html5/thumbnails/25.jpg)
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Intervention Programs
Earobics
Voyager
Treasures
SuccessMakerRead Naturally
Reading Plus
Lexia Learning
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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
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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 4th grade, and for at-risk students up to 12th grade.
• Lexia Learning Video
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Read Naturally
• 1st -12th: 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
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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.
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SuccessMaker
• Computer-based program for students in K-8th 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.
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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
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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.– 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.
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Phonological Awareness
Phonics Vocabulary Fluency Comprehension
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)
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Reading Areas related to a Specific Learning Disability (SLD)
Specific Learning Disability
Basic Reading Skills
Phonological
Awareness
Phonics
Vocabulary
Reading Fluency Skills
Reading Comprehension
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References
• Florida Assessments for Instruction in Reading (FAIR) - Using scores for growth and instruction. http://www.fcrr.org/FETC_Orlando_Feb_2_2011.ppt
• Florida Assessments for Instruction in Reading (includes examples of Maze & Word Analysis) http://www.justreadflorida.com/pdf/FloridaAssessmentsReading-RegMeet.pdf
• Florida Comprehensive Assessment Test (FCAT) - Achievement Level Definitions http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf
• Running Records (suggested schedule) http://www.readinga-z.com/guided/runrecord.html• Phonics Screener for Intervention (PSI) http://store.95percentgroup.com/psischoolsitelicense.aspx• Scholastic Reading Inventory (SRI)
http://teacher.scholastic.com/products/sri_reading_assessment/programoverview.htm (SRI Student Experience) http://teacher.scholastic.com/products/sri_reading_assessment/Student_Experience.htm
• Earobics http://www.earobics.com/index.php• Lexia Learning http://www.lexialearning.com/index.html (Informational Video)
http://www.lexialearning.com/demos/tour/tourUS.html• Read Naturally http://www.readnaturally.com/• Reading Plus (includes Virtual Tour) http://www.readingplus.com/• SuccessMaker http://www.pearsonschool.com/index.cfm?locator=PSZk99• Treasures http://activities.macmillanmh.com/reading/treasures/html/main_teacher.html. (Activities)
http://activities.macmillanmh.com/reading/treasures/html/teacher_index.html• Voyager http://www.iamvoyager.com/passport/curriculum.jsp (Ticket to Talk)
http://www.iamvoyager.com/passport/videos/technology.jsp