Reporting Reading Data for 200910

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Reporting Reading Data for 2009-10

• Laurie Lee

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Research-Based Reading Instruction Allocation

• Section 1011.62(a), F.S.
• The research-based reading instruction allocation
  is created to provide comprehensive reading
  instruction to students in kindergarten through
  grade 12.
• K-12 Comprehensive Reading Plan

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Use of Reading Allocation

• The provision of highly qualified reading coaches
  and reading teachers.
• Professional development for school district
  teachers in scientifically based reading
  instruction, including strategies to teach
  reading in content areas and with an emphasis on
  technical and informational text.

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Use of Reading Allocation

• The provision of summer reading camps for
  students who score at Level 1 on FCAT Reading.
• The provision of supplemental instructional
  materials that are grounded in scientifically
  based reading research.
• The provision of intensive interventions for
  middle and high school students reading below
  grade level.

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Enrollment in a Reading Intervention Course

• Sections 1003.4156(5)(b) 1003.428(2)(b-c), F.S.
  
• Section 1008.25(2b) (4)(a-c), F.S.
• Provides for remediation of students at Levels 1
  2
• For each year in which a student scores at Level
  1 on FCAT Reading, the student must be enrolled
  in and complete an intensive reading course the
  following year.

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Flexibility in Providing Reading Intervention

• Placement of Level 2 readers in either an
  intensive reading course or a content area course
  in which reading strategies are delivered shall
  be determined by diagnosis of reading needs.
• Provides for flexibility in delivering reading
  intervention to 11th and 12th grade students who
  have met the graduation requirement through an
  FCAT Reading score of 1926-2067 (Level 2) or
  through the use of concordant scores (State Board
  Rule 6A-6.054 (3)(e).

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Courses Used for Reading Intervention for L1
Secondary Students Grades 6-8

• 1000000 M/J INTENSIVE LANGUAGE ARTS
• 1000010 M/J INTENSIVE READING
• 1000020 M/J INTENSIVE READING CAREER PLANNING
• 1002180 M/J DEVELOPMENTAL LANGUAGE ARTS THROUGH
  ESOL (MC)
• 7810020 READING 6-8

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Courses Used for Reading Intervention for L1
Secondary Students in Grades 9-12

• 1000400 INTENSIVE LANGUAGE ARTS
• 1000410 INTENSIVE READING
• 7910100 READING 9-12
• 1002380 DEVELOPMENTAL LANGUAGE ARTS THROUGH ESOL
• 7910400 LIFE SKILLS READING 9-12

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Courses Used for Reading Intervention for L2
Students

• Any reading course listed on the previous slides
• For Level 2 fluent students, any course taught by
  someone reading endorsed or certified (or working
  towards that status), or taught by someone who
  has completed Content Area Reading Professional
  Development (CAR-PD).

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Ruth Jones
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Reading Intervention Component

• Student Course Schedule format
• Element Reading Intervention Component
• Y Course is used to provide reading
  intervention.
• N Course is not used to provide reading
  intervention.
• F Flexibility
• Z Student is not in grades KG-12. Use this
  code for survey periods 1 and 4 also.

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Reading Intervention Component

• Report code Y on at least one course for
• each student KG-12 who scored at levels 1 or 2 on
  FCAT Reading,
• including 11th and 12th grade students who are
  served through an intensive reading course or a
  content area course, and
• students who evidenced a reading deficiency as
  shown on a diagnostic assessment.

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Reading Intervention Component

• Report code F on at least one course for 11th
  and 12th grade students who
• have met the graduation requirement in reading
  with a score of Level 2 on FCAT Reading or a
  concordant score and
• are served in a content area course taught by
  someone who is not reading endorsed or certified
  and has not completed CAR-PD.

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Reading Intervention Component

• Report this information in
• Survey 2 (October)
• Survey 3 (February)

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Reading Intervention Component

• Submit Corrections for Survey 3, 2008-09
• Must be code Y, N, F or Z.
• Corrections must be submitted by July 31, 2009.

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Reading Intervention - Available Reports

• Available through Reports for Request menu in
  CICC system at NWRDC.
• F70884 - Number of Students in Reading
  Intervention by Grade and School
• F70987 - Number of elementary students who have
  fewer than the required 450 minutes per week of
  reading

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Reading Fluency

• Reading Fluency Element - (Federal/State
  Indicator Format)
• F The student has been determined to be fluent
  in reading through the use of a district
  assessment(s).
• D The student has been determined to be
  disfluent in reading through the use of a
  district assessment(s).
• Z Not applicable. Use code Z for students in
  grades PK-5, those who scored above Level 2 on
  FCAT and all students in Survey Period 7.

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Reading Fluency

• Report F for students in grades 6-12 who
• scored at level 1 or 2 on FCAT reading and
• are determined to be fluent through district
  assessment

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Reading Fluency

• Report D for students in grades 6-12 who
• scored at level 1 or 2 on FCAT reading and
• are determined to be disfluent through district
  assessment

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Reading Fluency

• Report this information in
• Survey 2 (October)
• Survey 3 (February)
• Survey 5 (End of Year)

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Florida Assessments for Instruction in Reading

• K-12 screening, diagnostic, and progress
  monitoring reading assessments
• Developed by DOE in association with the Florida
  Center for Reading Research
• Provided free of charge to Florida school
  districts beginning in the 2009-10 school year
• Data will be entered into the Progress Monitoring
  and Reporting Network (PMRN)

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Reading Fluency Requirement

• State Board Rule 6A-6.054 requires grades 6-12
  students who are disfluent to receive additional
  instructional time to work on fluency issues as
  well as comprehension and vocabulary.
• Districts choose the assessment used to determine
  fluency and set the cut-scores to distinguish
  fluent students from disfluent students. Most
  districts will use the Maze assessment
  administered as a part of the Florida Assessments
  for Instruction in Reading to help determine
  fluency.
• In order to determine whether students are
  receiving appropriate instruction, the fluency
  status of students must be reported.

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Progress Monitoring

• Section 1008.25(4)(a-b), F.S.
• Each student who does not meet specific levels of
  performance in reading for each grade level (as
  determined by the district school board), or who
  scores below Level 3 in reading must be provided
  with additional diagnostic assessments to
  determine the nature of the student's difficulty.
• Provides for diagnostic and progress monitoring
  assessment of students at L1 and L2.

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PMRN Data System

• PMRN Progress Monitoring and Reporting Network
• Data management system for planning and
  evaluating reading instruction.
• Developed and managed by Florida Center for
  Reading Research (FCRR).
• Internet-based system.

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PMRN Data System

• Used by most schools
• Relies on Student and Staff Data Bases for
  initial population of system each year.

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Survey 6

• Produces initial class lists for PMRN.
• Data not submitted during survey 6 must be
  entered by the school via the PMRN interface.

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Survey 6

• Student Demographic Information
• District Number, Current Instruction/Service
• District Number, Current Enrollment
• School Number, Current Enrollment
• Student Number Identifier, Florida
• Survey Period Code

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Survey 6

• Year
• Student Number Identifier Alias, Florida
• Student Name, Legal
• Gender
• Grade Level
• Birth Date

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Survey 6 Student Demographic Information

• Primary Instructor Responsible, Reading moved
  to this format for 2009-10
• Data is optional for other fields. Default values
  will be used.

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Primary Instructor Responsible, Reading

• Grades K-5 the teacher that delivers the 90
  minutes of Core Reading instruction.
• Grades 6-12, FCAT Level 1 and 2 students
  Intensive Reading Teacher
• Grades 6-12, FCAT Level 3, 4 and 5 students
  English/Language Arts teacher

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Survey 6

• Staff Demographic
• District Number
• School Number, Primary/Home
• Social Security Number
• Survey Period Code

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Survey 6

• Fiscal Year
• Employee Name, Legal
• Exempt from Public Records Law, Employee

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Survey 6 Timeline

• Survey Dates
• September 4 most schools
• September 18 late schools and major corrections
• Earlier dates for year-round schools

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Survey 6 Timeline

• Week after survey date
• Correct data errors
• Submit new students
• File given to FCRR on Friday.

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Student Progress

• Format Student Assessment
• Report Reading assessment information
• for KG-12 students targeted for reading
  intervention
• Only test scores not in the PMRN system

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Student Progress

• Surveys
• 2 (October)
• 3 (February) and
• 5 (End of Year)
• Send only information not previously sent.

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Student Progress

• Use the test(s) listed in the districts K-12
  Comprehensive Reading Plan.

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Student Progress

• Report the following
• Test Name/Code See appendix I
• Test Form
• Test Level
• Test Publication Year
• Test Subject content See appendix L
• Date of Testing

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Student Progress

• Report
• Two Test Score Types
• Two Test Scores
• For verification purposes, if available
• If only one set is submitted use Test Score Type
  1 and Test Score 1. Report zeroes for the second
  set.
• Test Score must be numeric, right justified, with
  leading zeros.

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Student Progress

• For Test Score Type 1
• LX Lexile
• NC Normal Curve Equivalent
• PF Pass/Fail
• RS Raw Score

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Student Progress

• For Test Score Type 2
• NP National Percentile
• SS Scale Score
• ZZ None

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Teresa Sancho
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READING INTERVENTIONSTAFF REPORTING

• For Reading Intervention certain staff need to
  have records
• transmitted to the Staff Information Database.
  That would
• be all teachers who teach reading intervention
  courses
• (both reading or content-area). Also Reading
  Coaches
• should be reported.

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READING INTERVENTIONSTAFF REPORTING

• The reading intervention data for teachers is
  reported on
• the Staff Demographic Information format
• Using the six Reading Endorsement, Competencies
  data
• elements, Competencies 1-6.
• The data are reported in Surveys 2 (October), 3
  (February)
• and 5 (End of Year)
• From the data we can gauge the status of teachers
  in
• relation to Reading Endorsement or K-12 Reading
  Certification,
• or even if they are working towards one of those.

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READING INTERVENTIONSTAFF REPORTING

• The Reading Endorsement, Competencies have six
  codes in which to
• report a teacher or reading coaches status for
  completion or non-
• completion of a Competency for Reading
  Endorsement or progress or
• completion towards K-12 Reading Certification
  Y, N, C, R, P and Z.
• Y Yes, the instructional staff member completed
  the Competency.
• N No, the instructional staff member did not
  complete Competency.
• C The instructional staff member is in the
  process of completing the practicum for content
  area reading professional development (CAR-PD) or
  has completed CAR-PD in its entirety.
• R The instructional staff member has met the
  requirement through K-12 Reading certification.
• P The instructional staff member is currently
  working toward completion of K-12 Reading
  certification.
• Z Not applicable not an instructional
  employee or not required for/applicable to this
  instructional staff member.

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READING INTERVENTIONSTAFF REPORTING

• Guidelines when selecting a code for one
  Competency is as such for
• the remaining Competencies
• If any of the six competency codes is C, then all
  the codes must be C.
• If any of the six competency codes is R, then all
  the codes must be R.
• If any of the six competency codes is P, then all
  the codes must be P.
• If any of the six competency codes is Z, then all
  the codes must be Z.
• However, if one of the six competency codes is Y,
  then others may
• have a Y or N code only. Meaning the Y and N
  codes are the only
• ones that can exist together for a teacher or
  reading coaches record.
• There cannot be a Y and Z, or N and Z, Y and C,
  etc.

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READING INTERVENTIONSTAFF REPORTING

• The collection of this data are used to
• Show progress towards meeting the No Child Left
  Behind requirement
• Provide a count of those certified or endorsed in
  reading
• Provide a count of those pursuing certification
• Provide a count of those who have completed
  CAR-PD entirely or with the exception of the
  practicum
• Provide the number of reading endorsement
  competencies met

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Contact Persons

• Just Read, Florida!
• Laurie Lee
• [phone]
• Laurie.Lee_at_fldoe.org
• Education Information Services
• [phone]
• Ruth Jones
• Ruth.Jones_at_fldoe.org
• Teresa Sancho
• Teresa.Sancho_at_fldoe.org

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Follow Up Question and Answer Session

• Submit Questions to
• dbweias_at_fldoe.org
• Or call
• [phone]