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FAIR‐FS Preview webinar 5/16/2014
1
Florida Assessments for Instructionin Reading, Aligned to theFlorida Standardsin English/Language Arts
Florida Assessments for Instructionin Reading, Aligned to theFlorida Standardsin English/Language Arts
FAIR–FS
Grades K - 2
Grades 3 – 12
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OutlineOutline
Setting the context for assessment
Development of FAIR-FS and advantages of computer-adaptive testing
How to administer the FAIR-FS Grades K – 2 tasks Grades 3-12 tasks
Score types and interpreting scores
Instructional implications
Case study – putting it all together
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4
Teacher: Are my students making progress? How do I differentiate instruction?
Parent: Is this the best school for my child?
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?
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Questions Addressed by FAIR-FSQuestions Addressed by FAIR-FS
Which important reading skills are strengths and weaknesses for Stanley?
What skills should be targeted for instruction in order to improve Stanley’s reading comprehension?
What is the likelihood that Stanley will pass the end of year test?
Has Stanley made progress since the beginning of the school year?
End of year outcome assessment:– Is Stanley
meeting grade level expectations?
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The FAIR-FS is a comprehensive system designed to:
The FAIR-FS is a comprehensive system designed to:
Predict students’ literacy success and, for those found to be at risk:
To diagnose weaknesses, and
Set instructional objectives.
Because FAIR-FS is administered 3 times per year, it can be used to monitor growth in literacy skills for the purposes of revising instructional objectives.
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Reliability & ValidityReliability & Validity
First 2 questions asked about measurement:– Does it actually measure what they say it measures?
– validity –
– Does it measure the same thing every time? – reliability –
Computer-adaptive format of FAIR-FS increases reliability (and efficiency) by tailoring the task to the student
Average reliability on FAIR-FS is .9 (very high)
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ConclusionsConclusions
Different types of assessments are required to meet different purposes:– What decisions will be made from the
assessment data?
– Who will make those decisions?
Standardized tests are validated for specific purposes– Based on the types of analyses conducted
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Components of Reading Comprehension
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 & ReliabilityEfficiency & Reliability
The FAIR-FS utilizes Computer Adaptive functionality to:– Maximize the amount of information provided
– Maximize reliability (and thus validity)
– Minimize testing time
Item Response Theory vs. Classical Test Theory– Reduces the number of items
– Increases the reliability
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Fixed Item vs. CATFixed Item vs. CAT
Word Reading Grade 1
Low Ability Average Ability High Ability
1 see see see
2 me me me
3 run run run
4 look look look
5 you you you
6 did did did
7 that that that
8 was was was
9 got got got
10 back back back
Potentially Lower
Reliability High Reliability
Potentially Lower Reliability
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Grades K-2 FAIR-FSAdministration
Grades K-2 FAIR-FSAdministration
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AlphabeticsPhonological Awareness (K)
Letter Sounds (K)Word ReadingSpelling (2)
Oral LanguageVocabulary Pairs
Following Directions
ComprehensionReading
ORListening Comp & Sentence
Comp
Probability of Literacy Success(PLS)
Computed
PLS<.85?
NO
YES
Grade Level
Diagnostic Tasks
STOP
STOP
Flow of TasksFlow of Tasks
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What’s New?What’s New?
FAIR ‘09 FAIR‐FS
Format
1‐on‐1 with EST or AIRRequires paper test kit
1‐on‐1 with computer adaptive deliveryOffline AIR format also available
Tasks
Limited number of items & tasks Items targeted to student’s abilityMore 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
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Screening TasksScreening Tasks
Screening tasks are administered 1-on-1 and fall into 3 types:
1. Student and Teacher Task: Both the assessor and student see the screen, but only the teacher uses the mouse (e.g. LS)
or2. Student Task: Both see the screen, but the
student uses the mouse (e.g. FD)
3. Teacher Task: Only the assessor sees the screen and uses the mouse (e.g. PA)
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Screening TasksScreening Tasks
All directions, practice items, & items delivered via audio
Each task computer-adaptive– Reduces administration time & frustration by only
administering items targeted to individual student’s ability level
– Total administration time for the screening will be approximately 15 minutes
Screening can be administered over several sessions if needed – If a task is started, ensure that task is completed
before ending the session
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AlphabeticsSection 1
AlphabeticsSection 1
Kindergarten First Grade Second Grade
Fall Winter Spring Fall Winter Spring Fall Winter Spring
Letter Sounds
Phonological
Awareness
Word Reading
Spelling
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Letter SoundsLetter Sounds
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
Letter Sounds & Phonological Awareness most predictive in Kindergarten
Student sees both uppercase and lowercase letters & pronounces sound (consonant, short vowel sound, common consonant digraph)
Each student will respond to between 5 and 29 sounds
Teacher marks correct/incorrect
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Phonological AwarenessPhonological Awareness
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
Letter Sounds & 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
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Word ReadingWord Reading
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 7 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
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
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Spelling(Grade 2 only)
Spelling(Grade 2 only)
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 7 words are misspelled.
Report output Spelling Ability Score and Percentile Rank; Student’s misspellings
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 five words and a maximum of 20 words
Score report will include student’s misspellings and a guide for analyzing errors will be available in the administration manual
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Oral LanguageSection 2
Oral LanguageSection 2
Kindergarten First Grade Second Grade
Fall Winter Spring Fall Winter Spring Fall Winter Spring
Vocabulary Pairs
Following
Directions
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Vocabulary PairsVocabulary Pairs
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
Requires students to match words that are semantically related (more reliable than expressive measures at this age)
Student hears words pronounced and clicks the words that go together
Some easier items have pictures
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Vocabulary PairsVocabulary Pairs
Audio: “Listen carefully as I name each one: blue,
triangle, yellow. Which two go together best?”
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Following DirectionsFollowing Directions
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
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*
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Following DirectionsFollowing Directions
Audio: “Click on the book, then click on the plane.”
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ComprehensionSection 3
ComprehensionSection 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 Fall Winter Spring Fall Winter Spring
Listening
Comprehension
Avail‐
able
Avail‐
able
Avail‐
able
Avail‐
able
Avail‐
able
Avail‐
able
Avail‐
able
Reading
Comprehension
Sentence
Comprehension Avail‐
able
Avail‐
able
Avail‐
able
Avail‐
able
Avail‐
able
Avail‐
able
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Listening Comprehension(Grade K only)
Listening Comprehension(Grade K only)
Screening task scores will be used to identify a passage of appropriate difficulty
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 Listening Comprehension Raw Score
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Reading ComprehensionReading Comprehension
Screening task scores (i.e., PLS) 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 Reading Comprehension Raw Score
Number of words read correctly in 1 minute
Oral reading accuracy (as a percentage)
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Reading Comprehension(Teacher Passage Screen)Reading Comprehension(Teacher Passage Screen)
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Reading Comprehension(Teacher Passage Screen)Reading Comprehension(Teacher Passage Screen)
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Sentence Comprehension(Grades K and 1 only)
Sentence Comprehension(Grades K and 1 only)
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
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 is found to be an important predictor of reading comprehension*
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Sentence ComprehensionSentence Comprehension
Audio: “Click on: The bird is flying toward the nest.”
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AlphabeticsPhonological Awareness (K)
Letter Sounds (K)Word ReadingSpelling (2)
Oral LanguageVocabulary Pairs
Following Directions
ComprehensionReading
ORListening Comp & Sentence
Comp
Probability of Literacy Success(PLS)
Computed
PLS<.85?
NO
YES
Grade Level
Diagnostic Tasks
STOP
STOP
Flow of TasksFlow of Tasks
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Grade Level Diagnostic TasksGrade Level Diagnostic Tasks
Computer administers these tasks to students whose PLS on the screening tasks was below .85
Used to assist teachers in selecting skills to target for instruction
Number of subtests administered depends on student’s skill
If the student demonstrates mastery of a skill, that subtest is not administered at subsequent APs
Computer-administered, but not computer-adaptive
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Task Kindergarten Grade 1 Grade 2
Print Awareness
Letter Name Knowledge
Letter Sound Knowledge (AP3)
Phonological Blending
Letter Sound Connection – Initial Sounds
Letter Sound Connection – Final Sounds
Phonological Deletion – Parts and Sounds
Phonological Deletion – Initial
Phonological Deletion – Final
Word Building – Initial Consonants
Word Building – Final Consonants
Word Building – Consonants
Word Building – Vowels
Word Building – CVC/CVCe
Word Building – Blends
Word Building – Blends & Vowels
Multisyllabic Word Reading
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FAIR-FS Grade 3 – 12Administration
FAIR-FS Grade 3 – 12Administration
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Flow of TasksFlow of Tasks
No
Yes
WrittenResponse
WordRecognition(about2min.)
ComputeProbabilityofLiteracy
Success(PLS)
SyntacticKnowledge(about5min.)
VocabularyKnowledge(about3min.)
ReadingComprehension(about15min.)
STOP
IsPLS<.85?
STOP
Takeoptionaltasks?
No
Yes
OralReadingFluency
OralResponse
Paper/pencil administration
Computer administration
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What’s New in 3 – 12?What’s New in 3 – 12?
FAIR Classic FAIR‐FS
Tasks
Reading ComprehensionMazeWord Analysis
Word Recognition (WR)Vocabulary Knowledge (VK)*Syntactic Knowledge (SK)*Reading Comprehension (RC)
RC Passage Placement
Starts with grade level passage Ability in WR & VK determines initial passage
Probability of Success
Calculated based on RC & prior FCAT Based on current RC, WR, & VK scores;Predicts to SAT‐10 reading comprehension
Additional tools (optional)
Ongoing progress monitoringDiscussion templates
Open Response DiagnosticsOngoing progress monitoring still available
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Word Recognition TaskWord Recognition TaskScreen#1
WordRecognitionTask
The student hears a word pronounced by the computer.
The student selects the word pronounced by the computer.
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Vocabulary KnowledgeVocabulary KnowledgeScreen#2VocabularyKnowledge
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 ComprehensionReading ComprehensionScreen#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 )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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Optional Diagnostic TasksOptional Diagnostic Tasks
Teacher has the option to administer these tasks to students after they have completed the Syntactic Knowledge Task
Open response items allow teacher to analyze individual students’ approach to answering questions
Tasks are mostly teacher-administered and teacher-scored
These scores are not entered in the PMRN
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Optional Diagnostic: Open ResponseOptional Diagnostic: Open Response
14 – 16 passages for each grade
Some Literary, some Informational
Text complexity (quantitative & qualitative) fit the grade bands recommended by Nelson, Liben, Liben, & Perfetti
The teacher will choose the passage with associated questions to administer (print from online system)
Each passage has three (3) oral response comprehension questions and one (1) written response comprehension question
WrittenResponse
OralReadingFluency
OralResponse
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Optional Diagnostic:Oral Reading Fluency (ORF)
Optional Diagnostic:Oral Reading Fluency (ORF)
Directly aligned to Reading Foundation strand
Student reads passage aloud while the teacher – Marks miscues and
– Scores Oral Reading Fluency• Rate (total words read correctly in 1 minute)
• Accuracy (WRC/total words read)
• Expression (rating on the NAEP rubric)
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Administering and scoring oral response comprehension questionsAdministering and scoring oral response comprehension questions
Directly aligned to RI, RL, and L strands of the LAFS
The teacher reads each question to the student (while the student follows along)
There is space for the teacher to record the student’s oral response
A 4-point rubric and sample answers for each category are provided
OralResponse
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Administering Written Response Comprehension QuestionAdministering Written Response Comprehension Question
The student will respond to one (1) written question related to the passage s/he just read (typed response)
Question will target one of the following types of writing:– Opinion/argumentative
– Informative/explanatory
– Narrative
Student will log back into the web application & instructions will be provided
Make sure the student also has:– Hard copy of the passage
– Scrap paper & pencil for planning purposes
– Headphones
WrittenResponse
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Scoring the Written Response Comprehension Question
Scoring the Written Response Comprehension Question
Teachers will be able to print out 2 documents from the written response to score:– The sample at 5 minutes for scoring writing fluency
• Total number of words written (TWW) will be counted and provided by the computer
• Number of correct writing sequences minus incorrect writing sequences (CIWS) needs to be hand scored
– The complete sample that is collected at 10 minutes • Scored utilizing the FAIR-FS checklist for the written response
WrittenResponse
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Scoring and ReportsScoring and Reports
Important note:
Reports from FAIR-FS were designed to facilitate instructional decision making including, systems level 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 will be available online
Score Reports will be available online
Detailed reports for teachers and parents– Includes profile of student scores
Graphs to show ability scores in relation to average scores for that grade level
Computer adaptive tasks:– Ability scores
– Percentile ranks
Probability of Literacy Success
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Probability of Literacy Success (PLS)
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, AIR)
Grades 3-12: PLS is based on aggregate of WRT, VKT, and RCT
Grades K-2: PLS is based on an aggregate of scores on Alphabetics and Oral Language tasks
PLS of .50 predicts that student has 50/50 chance of achieving the passing
score on the outcome measure
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Ability ScoresAbility 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 10th
– Scores range from 150 – 1000 (mean of 500 and 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 5th grader with an ability score
of 500
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Percentile RanksPercentile 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
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Considerations for GrowthConsiderations for Growth
Ability scores are on an equal interval scale whereas percentile rank is not
Percentile rank is relative to other student’s performance & PLS is relative to another assessment. Ability score does not involve a comparison
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Score Types for Computer-Adaptive Tasks
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 comparedto other students in the same grade
• Percentage of correct responses
• Growth• Level of expected
performance
Probability of Literacy Success
• Likelihood the student willreceive a passing score on end‐of‐year test
• Growth• Previous year’s end‐of‐
year test score
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Score ProfileScore 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
5
15
25
35
45
55
65
75
85
95
WR VK RC SK
Percentile Ran
k
Computer‐adaptive Tasks
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Scores by Grade LevelScores by Grade Level
Developmental A
bility Score
Developmental A
bility Score
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Communicating with ParentsCommunicating with Parents
Computer-generated parent resource letters will be available
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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Informing Instruction 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**
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Teaching Beginning ReadingTeaching Beginning Reading
Teach PA, LN, & LS, and practice blending to read simple words; “build” simple words
Provide sequential, explicit instruction in letter-sound & sound-spelling patterns; teach high frequency regular & irregular words. Practice in isolation & in text
Teach word analysis with syllable patterns and multiple syllables; practice
Provide daily text reading with & without feedback with attention to accuracy, fluency, & comprehension
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Teach Academic Language SkillsTeach 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
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Ms. Dunphy’s 2nd period classMs. Dunphy’s 2nd period class
Ms. Dunphy (a grade 4 teacher) takes her class to the computer lab to take the FAIR-FS during AP1
They log in to the PMRN
And respond to 3 tasks:– Word Recognition Task (~ 2 minutes)
– Vocabulary Knowledge Task (~ 3 minutes)
– Reading Comprehension (1-3 passages with questions)
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Ms. Dunphy’s 2nd period classMs. Dunphy’s 2nd period class
25 students took FAIR‐FS screening
5 students identified as “at‐risk” and take Syntax task
Ms. Dunphy administers Open Response tasks to 3
students
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Oral Reading Fluency– Reading Foundational
Skills Strand
Oral Response– Reading for Information
Strand; Reading Literary Text Strand; Language Strand
Written Response– Writing Strand;
Language Strand
WrittenResponse
Takeoptionaltasks?
Yes
OralReadingFluency
OralResponse
Ms. D. Administers Open Response TasksMs. D. Administers Open Response Tasks
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Ms. D. Administers Open Response TasksMs. D. Administers Open Response Tasks
1. Stanley reads story aloud while Ms. Dunphy scores for accuracy, rate, & expression
Marks end of 1
minute
Marks end of 1
minute
Marks MiscuesMarks Miscues
Calculates accuracy and rate
Uses a rubric to rate expression
OralReadingFluency
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Ms. D. Administers Open Response TasksMs. D. Administers Open Response Tasks
2. Ms. Dunphy asks Stanley 3 questions about the story and records Stanley’s oral response. (Stanley also has a copy of the passage and questions).
OralResponse
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Ms. D. Administers Open Response TasksMs. D. Administers Open Response Tasks
3. Ms. Dunphy makes sure Stanley has his packet, a pencil, & headphones and directs him to log in to the PMRN
This task will take approximately 20 minutes.
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Scoring Stanley’s Written Response
Scoring Stanley’s Written Response
Obtain Stanley’s written response from the PMRN– Writing at 5 minutes
– Completed writing (10 minutes)
Score the 5-minute sample using Appendix B of the administration manual
Score the 10-minute sample using the holistic writing checklist
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• Curriculum questions: contact your district reading office
• Technical questions: • See the FAIR-FS/PMRN Course (Coming Soon!)
• Call or email the PMRN help desk http://www.fcrr.org/pmrn/pmrn.asp
• Content questions: contact Just Read, Florida! at 850-245-0503 http://www.fldoe.org/
For More Information