Assessment Update and Review of FCRR Webbased Resources

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Assessment Update and Review of FCRR Web-based
Resources

• AmeriCorps Program Directors Meeting
• March 5, 2008
• Stacey Fisher
• Randee Winterbottom
• Florida Center for Reading Research

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Objectives

• Participants will
• Understand purposes for reading assessment
• Know the four types of assessments
• Have a brief overview of the new Florida
  Assessment Project
• Know DIBELS uses / misuses
• Be familiar with DIBELS position papers
• Be able to access Online DIBELS website
• Be able to access Empowering Teachers website and
  have an understanding of how to use it

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Why Assess?

• Collect data to determine problems and make
  decisions about students
• Help to catch children before they fall any
  further behind
• Determine effectiveness of curriculum and
  instruction

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Four Types of Assessments

• Screening
• First Alert which students may need extra
• assistance
• Progress Monitoring
• Is the child making adequate progress towards
• reading goals?
• Diagnostic
• Used only if progress monitoring is not
• answering questions concerning a students
  weaknesses and strengths in reading
  skills
• Outcome
• Did the student make progress toward reading
• standards

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Uses of DIBELS

• Identify students at risk for reading
  difficulties
• Monitor at-risk students while they receive
  additional, targeted instruction
• Examine effectiveness of schools instructional
  supports

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Misuses of DIBELS

• Using DIBELS as a diagnostic tool
• Teaching to the test
• Using data to grade students and make decisions
  about retention
• Using data to evaluate teachers and make
  decisions about funding

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DIBELS Online

• Provide greater training opportunities to
  educators
• Increase sustainability after the conclusion of
  Reading First
• Individuals can train at their own pace

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Beginning of the Year
End of the Year
Middle of the Year
Progress Monitoring
KINDERGARTEN
screen phonemic awareness, letter sounds, letter
naming
screen phonemic awareness, letter sounds
screen phonemic awareness, letter sounds, word
reading
as often as every two weeks



all students
vocabulary listening/reading comprehension
tasks
vocabulary listening/reading comprehension
tasks optional
vocabulary listening/reading comprehension
tasks
if necessary
if necessary
letter sounds word building
Diagnostic Inventory phonemic awareness, letter
linking, letter sounds, letter naming
Diagnostic Inventory phonemic awareness, letter
names sounds and links, word building
Diagnostic Inventory phonemic awareness, letter
names sounds and links, word building
students predicted below grade-level performance
on screen
GRADE 1
screen word reading, (phonemic awareness)
screen word reading, (phonemic awareness) optiona
l
screen word reading, phonemic awareness
all students



vocabulary reading comprehension tasks
vocabulary reading comprehension oral
reading fluency tasks
vocabulary reading comprehension oral
reading fluency tasks
BOY letter sounds word building
if necessary
if necessary
MOY/EOY oral reading fluency word building
Diagnostic Inventory phonemic awareness, letter
names and sounds, word building
Diagnostic Inventory phonemic awareness, letter
names and sounds, word building
Diagnostic Inventory phonemic awareness, letter
names and sounds, word building
students predicted below grade-level performance
on screen
screen word reading
screen word reading optional
screen word reading
GRADE 2
all students



vocabulary, reading compre- hension oral
reading fluency spelling tasks
vocabulary, reading compre- hension oral
reading fluency spelling tasks
vocabulary, reading compre- hension oral
reading fluency spelling tasks
if necessary
if necessary
oral reading fluency word analysis
students predicted below grade-level performance
on screen
Diagnostic Inventory word analysis, spelling
Diagnostic Inventory word analysis, spelling
Diagnostic Inventory word analysis, spelling
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Description of the proposed Florida Reading
Assessment System (FRAS) for students in grades
K-2
Although individual subtests would differ, the
structure of the test would be the same at each
grade level
Teachers administer tasks individually to
students, using handheld device to score Some
tasks could be administered on the computer
Screening measure Beginning, middle, and end of
year (MOY optional?) K PA, LS/LN at BOY PA, LS
at MOY PA, LS, word reading at EOY G1 word
reading, PA at BOY word reading (and PA, if
necessary) at MOY/EOY G2 word reading at BOY,
MOY, EOY
In addition to the screening tests, all students
would be administered a brief test of listening
or reading comprehension plus vocabulary and
spelling teststhese are not part of the screen,
but provide additional information about each
students capabilities in three important areas.
ORF is measured as part of RC measure
What is the probability the student will be
successful on the end of year outcome measure
(and be on grade-level on SAT-10 at the end of
G1/G2)?
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Progress monitoring tests for below grade level
students receiving interventions
Kindergarten letter sounds and word building
Grade 1 letter sounds and word building at BOY
word building and oral reading fluency at MOY and
EOY
Grade 2 word analysis and oral reading fluency
Are students making adequate progress in the
reading skills that are the target of their
intervention?
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Students with low probability of success on end
of year outcomes (and SAT-10) would be
administered further diagnostic tests 3 times per
year
Kindergarten PA, letter linking, LN/LS, with
word reading added at EOY
Grade 1 PA, LN/LS, word building,
Grade 2 word analysis and spelling
Students placed in intervention classes according
to instructional needs
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Empowering Teachers

• Website developed through the collaboration
  between
• Assessment Programs
• Curriculum Instruction
• Research Faculty
• The goal is to explicitly link assessment
• and instruction
• 2007-08 website includes kindergarten
• first grade

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Goals for this sessionWe will answer the
following questions

• What is the Empowering Teachers website?
• What can I find on this website?
• Navigate through the website and discuss the type
  of content you will find
• How will I access the Empowering Teachers
  website?
• www.fcrr.org/empoweringteachers
• Future sections in the Empowering Teachers
  website

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Website contents

• Practical application
• How to differentiate instruction
• Questions to guide instruction
• Instructional Planning Guides
• Background knowledge
• Elements of effective instruction
• Essentials for reading success
• Assessment

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Empowering Teachers Website

• www.fcrr.org/empoweringteachers
• Contact us assessments_at_fcrr.org
• 850-644-9352

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Contact Information

• Randee Winterbottom, M.S.
• Director of Assessment Programs
• 850/645-7505
• rwinterbottom_at_fcrr.org
• Stacey Fisher, M.S., CCC-SLP
• Coordinator of Training and Technical
• Assistance for Assessment Programs
• 850/645-7507
• sfisher_at_fcrr.org