Assessments for Assessments for Secondary StudentsSecondary Students

PrincipalPrincipal’’s Leadership Conferences Leadership ConferenceRandeeRandee WinterbottomWinterbottom

Pat HowardPat Howard

Florida Center for Reading ResearchFlorida Center for Reading ResearchJune 2005June 2005

ObjectivesObjectives

To assist principals toTo assist principals to……Understand purposes for reading Understand purposes for reading assessmentassessmentKnow the four types of assessmentKnow the four types of assessmentKnow what skills may need to be Know what skills may need to be assessedassessedHave an overview of the secondary Have an overview of the secondary study on progress monitoring toolsstudy on progress monitoring toolsLearn about oral reading passages Learn about oral reading passages for next yearfor next yearBecome familiar with commonly Become familiar with commonly used secondary assessmentsused secondary assessments

Why Assess?Why Assess?Collect data to determine Collect data to determine problems and make decisions problems and make decisions about studentsabout studentsMay be formal or informal and May be formal or informal and conducted through a variety of conducted through a variety of methods:methods:

RRecord reviews ecord reviews IInterviews nterviews OObservationsbservationsTTestingesting

Four Types of Assessments Four Types of Assessments ScreeningScreening

First Alert First Alert –– which students may need extrawhich students may need extraassistanceassistance

Progress MonitoringProgress MonitoringIs the child making adequate progress towards Is the child making adequate progress towards reading goals?reading goals?

DiagnosticDiagnosticUsed only if progress monitoring is not answering Used only if progress monitoring is not answering Questions concerning a studentQuestions concerning a student’’s weaknesses s weaknesses and strengths in reading skillsand strengths in reading skills

OutcomeOutcomeDid the student make progress toward reading Did the student make progress toward reading standardsstandards

Upper Grades Study Upper Grades Study -- Spring 2005Spring 2005Purpose: Purpose: To establishTo establish the reliability of the reliability of

several measures and their relationship several measures and their relationship to performance on the FCAT and to to performance on the FCAT and to determine if one of the measures would determine if one of the measures would be suited for use as a statebe suited for use as a state--wide wide progress monitoring measure.progress monitoring measure.

•• Leon and Dade Leon and Dade –– 300 randomly assigned 300 randomly assigned students in grades 4, 6, 7, 8, 9, 10.students in grades 4, 6, 7, 8, 9, 10.

•• Measures to be used:Measures to be used:FCAT passages for ORF FCAT passages for ORF –– grades 6, 7, 8, 9 grades 6, 7, 8, 9 --IndividualIndividualFCAT maze passages FCAT maze passages –– grades 4, 6, 8, 10 grades 4, 6, 8, 10 --GroupGroupEspinEspin Mazes Mazes –– grades 8 and 10 grades 8 and 10 -- GroupGroupTest of Silent Word Reading FluencyTest of Silent Word Reading Fluency(TOSWRF) (TOSWRF) -- IndividualIndividualTest of Sentence Reading EfficiencyTest of Sentence Reading Efficiency (TOSRE) (TOSRE) -- GroupGroupWASI WASI –– Vocabulary and Similarities Vocabulary and Similarities -- IndividualIndividual

Upper Grades Study Upper Grades Study -- Fall 2005Fall 2005 cont.cont.

If one of the group administered measures If one of the group administered measures shows promise as a valid and reliable predictor shows promise as a valid and reliable predictor of FCAT performance, a progress monitoring of FCAT performance, a progress monitoring tryout study will be conducted.tryout study will be conducted.

•• School districts representative of the overall School districts representative of the overall demographics of the state will participatedemographics of the state will participate

•• The same students who are receiving progress The same students who are receiving progress monitoring with ORF probes will be administered monitoring with ORF probes will be administered the group measure to determine any meaningful the group measure to determine any meaningful differences differences -- group vs. individually administered group vs. individually administered and sensitivity to individual growth and sensitivity to individual growth

Oral Reading Fluency Passages Oral Reading Fluency Passages for 2005for 2005--20062006

FCRR working with JRF! Office to FCRR working with JRF! Office to make passages available for ORF make passages available for ORF for progress monitoringfor progress monitoring

OptionalOptionalFCAT released passages or FCAT released passages or FCATFCAT-- like passages developed like passages developed for this purposefor this purposePlan to make them downloadable Plan to make them downloadable from a JRF! web sitefrom a JRF! web siteWill be able to enter data into the Will be able to enter data into the PMRNPMRN

Video Clip

Student Practice Student Practice #1#1

139- 8131

Florida’s Hummingbirds (Student #1)

Hummingbirds live only in the Americas. Of the 338 species 10 known, 16 are found in the United States and 3 occur in Florida. 23 mispronunciation Black-chinned and rufous hummingbirds occasionally can be 31 seen in Florida during the winter, but the ruby-throated hummingbird 42 is by far the most common hummer in the state. This feathered jewel 55 (only) is about 3 inches long and weighs as little as a penny. Its name 69 mispronunciation omission describes the most brilliant part of the mature male’s plumage. The 80 mispronunciation throat feathers contain air bubbles that give off an iridescent red 91 tone in full light. Both sexes, young and mature birds, have metallic 103 green backs and white-tipped tail feathers. 110 mispronunciations The ruby-throat’s breeding range extends from central Kansas to 120 omission 3 second rule the east coast and from Saskatchewan to central Florida. Although 130 some birds may stay in south Florida year-round], most spend the 142

winter in Mexico and South America, where the weather is warmer. 153

What Skills Should be Assessed?What Skills Should be Assessed?Testing older students Testing older students specifically on phonological specifically on phonological awareness measures does not awareness measures does not add power to the identification add power to the identification of reading and spelling of reading and spelling difficulties (Hogan, difficulties (Hogan, CattsCatts & & Little, in press)Little, in press)Direct measures of academic Direct measures of academic skills will provide the most skills will provide the most accurate data for planning accurate data for planning instructioninstruction

What Skills Should be What Skills Should be Assessed? (cont.)Assessed? (cont.)Some of the types of assessments to Some of the types of assessments to consider areconsider are……

Passage Reading ComprehensionPassage Reading ComprehensionOral Reading FluencyOral Reading FluencyVocabulary KnowledgeVocabulary KnowledgeWord Recognition Speed and AccuracyWord Recognition Speed and AccuracyKnowledge of PhonemeKnowledge of Phoneme--Grapheme (soundGrapheme (sound--symbol), Syllables, Morphology (units of symbol), Syllables, Morphology (units of meaning) and Correspondences in meaning) and Correspondences in OrtholographyOrtholography (writing) (writing)

Florence Roswell and Jeanne Chall

DiagnosticAssessments ofReading

DAR: DAR: CharacteristicsCharacteristicsSix individually administered tests Six individually administered tests of essential areas of reading and of essential areas of reading and languagelanguage

Suitable for students of all ages Suitable for students of all ages functioning on prefunctioning on pre--reading levels reading levels through end of high schoolthrough end of high school

Easy to administerEasy to administer

Brief administration timeBrief administration time

DAR: DAR: Characteristics Characteristics (cont.)(cont.)Easy to scoreEasy to scoreSeparate scores for each subtestSeparate scores for each subtestMeaningful, easy to interpret Meaningful, easy to interpret scoresscoresBased on extensive research & Based on extensive research & experienceexperienceMeets the State DOE content Meets the State DOE content requirementsrequirementsQuality, sturdy materialsQuality, sturdy materials

The DAR Will Help You...The DAR Will Help You...Develop a constructive studentDevelop a constructive student--teacher teacher relationshiprelationship

Identify a studentIdentify a student’’s strengths and s strengths and weaknesses in reading weaknesses in reading –– provides provides opportunities for quantitative and opportunities for quantitative and qualitative diagnostic informationqualitative diagnostic information

Assess the reading Assess the reading development/growth of a given studentdevelopment/growth of a given student

Prescribe meaningful individualized Prescribe meaningful individualized instructioninstruction

Based on years of actual practice Based on years of actual practice and proven reliability and validity.and proven reliability and validity.

DAR TestsDAR Tests

Word Recognition Word Recognition

Word Analysis Word Analysis

Oral Reading Oral Reading

Silent Reading Comprehension Silent Reading Comprehension

Spelling Spelling

Word Meaning Word Meaning

GRADE Group Reading Assessment and Diagnostic Evaluation

•Provides data for older students to assist with instructional decision -making

Group Reading Assessment and Group Reading Assessment and Diagnostic Evaluation (GRADE)Diagnostic Evaluation (GRADE)

Can be group administeredCan be group administeredOutOut--ofof--level testing is availablelevel testing is available

Students who are in need of Students who are in need of intensive interventions may intensive interventions may need to be assessed below need to be assessed below their grade enrollmentstheir grade enrollmentsLevel 5 is for very low 6Level 5 is for very low 6thth ––1212thth gradersgraders

GRADE cont.GRADE cont.

Level 6 is for very low 7Level 6 is for very low 7th th -- 1212thth

gradersgradersLevel M is for very low 10Level M is for very low 10thth –– 1212thth

gradersgradersVocabulary Vocabulary –– measures decoding measures decoding and vocabulary knowledge and vocabulary knowledge Sentence Comprehension Sentence Comprehension ––measures ability to comprehend a measures ability to comprehend a sentence as a complete thoughtsentence as a complete thought

GRADE cont.GRADE cont.Listening Comprehension Listening Comprehension ––measures understanding of spoken measures understanding of spoken languagelanguage

Passage Comprehension Passage Comprehension ––measures ability to comprehend measures ability to comprehend extended text as a wholeextended text as a whole

Test is not timed but Test is not timed but recommendation is for two 30 recommendation is for two 30 ––minute sessions minute sessions

Has 2 forms making progress Has 2 forms making progress monitoring an optionmonitoring an option

GRADE cont.GRADE cont.

NormNorm--referenced referenced –– with a with a variety of score types: variety of score types: staninesstanines, , percentiles, normal curve percentiles, normal curve equivalencies, standard scores, equivalencies, standard scores, grade equivalents grade equivalents Provides Diagnostic Analyses Provides Diagnostic Analyses Summary for each subtestSummary for each subtestPassages include narrative and Passages include narrative and expository and vary in lengthexpository and vary in length

Sample Spelling Inventory Error Analysis

1ighfrfright

1(correct)

eadrdream

1(correct)

fracfraction

1oathrthroat

1irsqusquirt

1-dgesmusmudge

2 + 1 (correct)

o-ephphone

Total Points

Vowel +R

Root Morphograp

h

Vowel Teams

VCEComplex consonant

BlendDigraphTrigraph

Short Vowel

Features

Blue circles indicate incorrect spellings

+ 1 indicates that the whole word was spelled correctly

Adapted from Lousia Moats’ Spellography Spelling Inventory

38% correct on silent reading Comprehension -beginning 6th grade

Core Reading Program Placement Test

Silent Reading Comprehension

Real Words 48th

percentileNonwords 35th

percentile

TOWRE – real and nonsense words

Oral Word Reading Efficiency

112 wcpm30th percentile (Hasbrouck and Tindal)

State - Provided Passages on 8th

grade reading level

Oral Reading Fluency

Level 2FCAT Reading from previous spring

Reading Comprehension

ResultsMeasureSkill Assessed

Case Study #1: Tatiana, Grade 8 (September)

TatianaTatianaWhere does her instructional Where does her instructional level appear to be? level appear to be?

Does she need instruction in Does she need instruction in decoding?decoding?

Would she benefit from fluency Would she benefit from fluency practice?practice?

Are there other measures that Are there other measures that should be administered? Which should be administered? Which ones? Why?ones? Why?

TatianaTatianaWhere does her instructional Where does her instructional level appear to be? level appear to be? Based on data Based on data provided provided –– about 6about 6thth grade grade

Does she need instruction in Does she need instruction in decoding?decoding?

Would she benefit from fluency Would she benefit from fluency practice?practice?Are there other measures that Are there other measures that should be administered? Which should be administered? Which ones? Why?ones? Why?

TatianaTatianaWhere does her instructional Where does her instructional level appear to be? level appear to be? Based on data Based on data provided provided –– about 6about 6thth grade grade

Does she need instruction in Does she need instruction in decoding?decoding?Probably, since she scored in the 35%ile on the Probably, since she scored in the 35%ile on the TOWRE nonword TOWRE nonword

Would she benefit from fluency Would she benefit from fluency practice?practice?Are there other measures that Are there other measures that should be administered? Which should be administered? Which ones? Why?ones? Why?

TatianaTatianaWhere does her instructional level appear Where does her instructional level appear to be? to be? Based on data provided Based on data provided –– about 6about 6thth

gradegradeDoes she need instruction in decoding?Does she need instruction in decoding?Probably, since she scored in the 35%ile Probably, since she scored in the 35%ile on the TOWRE nonwordon the TOWRE nonword

Would she benefit from fluency practice?Would she benefit from fluency practice?Yes, she only read 112 wcpm and scored Yes, she only read 112 wcpm and scored in the 30in the 30thth percentile on the ORF percentile on the ORF measure. Increasing her ORF fluency measure. Increasing her ORF fluency would likely improve her comprehension would likely improve her comprehension as well as well

Are there other measures that should be Are there other measures that should be administered? Which ones? Why?administered? Which ones? Why?

TatianaTatianaWhere does her instructional level appear Where does her instructional level appear to be? to be? Based on data provided Based on data provided –– about 6about 6thth grade grade Does she need instruction in decoding?Does she need instruction in decoding?Probably, since she scoredProbably, since she scored in the 35%ile on in the 35%ile on the TOWRE nonwordthe TOWRE nonword

Would she benefit from fluency practice?Would she benefit from fluency practice?Yes, she only read 112 wcpm and scored in the Yes, she only read 112 wcpm and scored in the 3030thth percentile on the ORF percentile on the ORF measure. Increasing her ORF fluency would likely measure. Increasing her ORF fluency would likely improve her improve her comprehension as well comprehension as well

Are there other measures that should be Are there other measures that should be administered? Which ones? Why?administered? Which ones? Why?Yes. A developmental spelling test. Conducting an Yes. A developmental spelling test. Conducting an error analysis on the spelling test would provide error analysis on the spelling test would provide valuable information to the teacher about any gaps valuable information to the teacher about any gaps Tatiana may have with her decoding skillsTatiana may have with her decoding skills. .

SummarySummary

Understand purposes for Understand purposes for reading assessment reading assessment Overview of the secondary Overview of the secondary progress monitoring studyprogress monitoring studyBe familiar with the ORF Be familiar with the ORF measure for 05measure for 05--0606Identify assessments that will Identify assessments that will meet the needs at your schoolmeet the needs at your school

Contact InformationContact Information

RandeeRandee WinterbottomWinterbottomrwinterbottom@fcrr.orgrwinterbottom@fcrr.org

Pat HowardPat Howardphoward@fcrr.orgphoward@fcrr.org

850850--644644--93529352

Thank You