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Florida Assessments for Instruction in Reading aligned to the Language Arts Florida Standards

Florida Assessments for Instruction in Reading aligned to the Language Arts Florida Standards. Grades K – 2 PMRN FLKRS. Session Topics. Introduction to Grades K-2 FAIR-FS Grades K-2 Screening Tasks Florida Kindergarten Readiness Screener ( FLKRS ) Overview

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Florida Assessments for Instruction in Reading aligned to the Language Arts Florida Standards

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  1. Florida Assessments for Instruction in Reading aligned to theLanguage Arts Florida Standards Grades K – 2 PMRN FLKRS

  2. Session Topics Introduction to Grades K-2 FAIR-FS Grades K-2 Screening Tasks Florida Kindergarten Readiness Screener (FLKRS) Overview Grades K-2 Diagnostic Tasks Scoring and Reports

  3. Grades K-2 FAIR-FS 3

  4. What’s New?

  5. When is FAIR-FS Administered? • FAIR-FS was designed to be administered 3 times per year FLKRS – Kindergarten Administration Days 1-30 • Fall – Assessment Period 1 (AP1) Days 1-60 • Winter – Assessment Period 2 (AP2) Days 61-120 • Spring – Assessment Period 3 (AP3) Days 121-180

  6. Access to K-2 FAIR-FS & FLKRS 6

  7. K-2 System Specifications • Recommended Bandwidth Specifications • External Connection to Internet • 100 kbps per student or faster • Internal School Network • 1000 kbps per student or faster

  8. K-2 System Specifications • Desktop, Laptop, Netbook and Thin Client / Virtual Desktop Infrastructure • Operating System • Windows – XP, 7, or newer • Mac OS 10.7 or newer • Linux – Linux: Ubuntu 11.10, Fedora 16 or newer • Memory – 1gb RAM or greater • Connectivity - Computers must be able to connect to the Internet via wired or wireless networks. • Screen Size – 9.5 inch screen or larger • Screen Resolution - 1024 x 768 resolution or higher

  9. K-2 System Specifications • Desktop, Laptop, Netbook and Thin Client / Virtual Desktop Infrastructure • Input Device Requirements • Keyboard, Mouse • Headphones/Earphones • Y-Jack for two sets of headphones (teacher/student)

  10. K-2 System Specifications • Browser Specifications • Internet Explorer (IE) • Version 9, 10 • Chrome • Version 32 • Firefox • Version 26 • Safari • Version 5.1.7 • Flash Player • Version 10.3 • Adobe AIR (for offline administration) • Version 13.0

  11. K-2 AIRAccess and Download • For offline administration • Sign In via SSO Portal • Click K-2 button

  12. Non-Public Schools https://pmrn.fldoe.org

  13. K-2 AIRAccess and Download K-2 AIR Installation Instructions

  14. K-2 AIRAccess and Download • Mac SSO • Mac Non-SSO • K-2 AIR Downloads • Windows SSO • Windows Non-SSO • Click link to install

  15. K-2 AIRAccess and Download Computer Administrative Privileges Adobe AIR Software Installation K-2 AIR Installation

  16. Flow of Tasks Alphabetics Phonological Awareness Letter Sounds Word Reading Spelling STOP NO Probability of Literacy Success (PLS) Computed PLS <.85? Oral Language Vocabulary Pairs Following Directions YES Grade Level Diagnostic Tasks Comprehension Reading OR Listening Comp and Sentence Comp STOP

  17. Session Topics • Introduction to Grades K-2 FAIR-FS • Grades K-2 Screening Tasks • Florida Kindergarten Readiness Screener (FLKRS) Overview • Grades K-2 Diagnostic Tasks • Scoring and Reports

  18. Grades K-2 Screening Tasks 19

  19. Screening Tasks Student and Teacher Task: Both the assessor and student see the screen, but only the teacher uses the mouse (e.g. LS) or Student Task: Both see the screen, but the student uses the mouse (e.g. FD) Teacher Task: Only the assessor sees the screen and uses the mouse (e.g. PA) Screening tasks are administered 1-on-1 and fall into 3 types:

  20. Screening Tasks • All directions, practice items, and items delivered via audio • Each task computer-adaptive • Reduces administration time and frustration by only administering items targeted to individual student’s ability level • Total administration time for the screening will be approximately 30 minutes, depending on grade level • Screening can be administered over several sessions if needed • If a task is started, ensure that task is completed before ending the session

  21. Screen Elements: Submit Button • For Letter Sounds and Word Reading, the teacher will mark correct/incorrect responses by clicking the arrow at bottom right-hand corner of the screen • To indicate a correct response, the teacher will click the top half of the arrow • To indicate an incorrect response, the teacher will click the bottom half of the arrow • Clicking a second time on the same part of the arrow will confirm/submit the response and advance to the next item • To change the response, click the opposite side of the area • Click again to confirm the response

  22. Screen Elements: Submit Button • For all tasks other than Letter Sounds and Word Reading, it does not matter where the arrow is clicked. Since the computer records the response, either based on the tester’s input (i.e. Phonological Awareness) or the student’s input (Following Directions, Vocabulary Pairs, Sentence Comprehension, etc.), the split arrow functionality is not activated. • The arrow looks the same, so that students are minimally aware of the tasks when their performance is being scored in front of them by the teacher. • Answers for these tasks are submitted after only one click. • There is no back button. Ensure that the student’s final answer is chosen before clicking the arrow.

  23. Screen Elements: Repeat Button • To repeat, click on the replay button in the lower left hand corner • Type the word code PLAY (or play) into the replay prompt box • Audio for each item may only be repeated once. • If the student asks for the audio to be repeated again, ask them to try and give their best answer and then move on.

  24. Screen Elements: Reset Button For some tasks, students may want to change their answer before submitting (e.g. Following Directions or Vocabulary Pairs) To reset the page to the original screen, the students can click on the x button in the lower left hand corner and it will reset the screen elements

  25. AlphabeticsSection 1

  26. Letter Sounds Letter Sounds and Phonological Awareness most predictive in Kindergarten Student sees both uppercase and lowercase letters and pronounces sound (consonant, short vowel sound, common consonant digraph) Each student will respond to between 5 and 29 sounds Teacher marks correct/incorrect

  27. Letter Sounds

  28. Phonological Awareness Letter Sounds and 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

  29. Phonological Awareness

  30. Word Reading 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

  31. Word Reading

  32. Spelling(Grade 2 only) 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 8 words and a maximum of 30 words Score report will include student’s misspellings and a guide for analyzing errors will be available in the administration manual

  33. Spelling

  34. Oral LanguageSection 2

  35. Vocabulary Pairs Requires students to match words that are semantically related (more reliable than expressive measures at this age) Student hears words pronounced and clicks the two words that go together

  36. Vocabulary Pairs Audio: “Listen carefully as I name each one: blue, triangle, yellow. Which two go together best?”

  37. Following Directions 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*

  38. Following Directions Audio: “Click on the book, then click on the plane.”

  39. 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.

  40. Listening Comprehension Passages are informational and narrative Five comprehension questions per passage (three explicit and two inferential)

  41. Listening Comprehension

  42. Reading Comprehension Screening task scores (i.e. Word Reading ability score) 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)

  43. Reading Comprehension(Teacher Passage Screen)

  44. Reading Comprehension(Teacher Passage Screen)

  45. Sentence Comprehension 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 are found to be important predictors of reading comprehension*

  46. Sentence Comprehension Audio: “Click on: The bird is flying toward the nest.”

  47. Grades K-2 Screening TasksSummary • Screen Features • Icons • Submit Button • Repeat Button • Reset Button • Task Sections • Alphabetics • Oral Language • Comprehension

  48. Session Topics • Introduction to Grades K-2 FAIR-FS • Grades K-2 Screening Tasks • Florida Kindergarten Readiness Screener (FLKRS) Overview • Grades K-2 Diagnostic Tasks • Scoring and Reports

  49. Florida Kindergarten Readiness Screener (FLKRS) Overview 50

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