Early Literacy Implementation & Support Fall 2014
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Transcript of Early Literacy Implementation & Support Fall 2014
Iowa Department of Educati on
Early Literacy Implementation & SupportFall 2014
Iowa Department of Educati on
Outcomes for Today1- Understand the overall implications Iowa Code §279.68 2- Review the purpose and rationale for using a Universal Screening Assessment3- Understand how to use TIER to administer the FAST assessments4- Become familiar the FAST earlyReading assessments5- Become certified in the K-1 subtests that DMPS will use in 2014-2015
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1- Understand the overall implications Iowa Code §279.68
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K-3 Early Literacy LegislationIowa Code §279.68
Section 279.68 of Iowa Code was passed during the 2012 legislative session, but it was not until the spring of 2013 that $8 million was appropriated to enact this law, which focuses on the following: State-Approved Universal Screening & Progress Monitoring
Assessments Documented Interventions provided to students identified as
at-risk of or having a substantial reading deficiency Summer School & Retention starting in the summer of 2017
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What will this look like in DMPS In order to begin our implementation of this legislation, we will
implement the Fast earlyReading Assessment in Grades K-1 this Fall.
*This will replace our use of the Emerging Literacy Survey and the PA Profile. DMPS will move forward with additional legislative
implementation in grade 2 and grade 3 in 2015-2016. We will also expand to using the required progress monitoring
assessments at that time. The district will provide more guidance on how to use the progress
monitoring probes during our implementation training for 2015-2016. Teachers in grades 2-3 will receive training in 2015-2016.
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To Learn More: DE Early Literacy Implementation link:https://www.educateiowa.gov/early-literacy-implementation
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2- Review the purpose and rationale for using a Universal Screening Assessment
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Universal Screening = the focus in Code 279.68 (a.k.a “ELI”)
Focus is on universal screening, progress monitoring and summative assessment activities and decisions
Later work may focus on diagnostic activities and decisions
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Decisions require questions Decisions need to be based on key questions such as:
o How many students are proficient in the area of reading?o Which students are on track to be proficient at the end of
the year?o How many of our teachers are certified to administer FAST
assessments?o Are students at each grade level mastering key content in
all subject areas? Do any levels need special supports? If you cannot articulate the questions, you cannot
make good decisions.
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Screening vs. Diagnostic Assessment
A universal screening assessment does not replace the use of DIAGNOSTIC assessments to better identify student needs and plan for instruction
Diagnostic assessment examples include letter ID, PA Profile, running records
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Purposes of AssessmentWho has needs? Screening
What are the needs? Diagnostic
Is our instruction working?
Monitoring Progress/Formative
How well did it work? Outcome/Summative
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Screening Universal Screening = ALL children Brief and economical Use measures valid for this purpose Typically used with all students Provides overall indicator of performance Strong predictor of target outcome Used to predict students likely to be
successful vs. those who may not
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Questions for Universal Screening
General or systems questionso How effective is our Universal Instruction (Core)?o Are most students meeting the target
score/benchmark?o Do we need to change Universal Instruction?
Individual or student-level questionso Which students do not appear to be on track to
be successful?
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3- Understand how to use TIER to administer the FAST assessments
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Data Systemo SPED data (progress monitoring/IEP information)
will be house in TIERo Similar function as Data Director- to house data
and create reportso Student information loaded from Infinite Campus
automatically Custom development for Iowa Iowa Code §279.68 requires the use of the
TIER software
Iowa TIER
• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •
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Each user must have their own A&A accounto https://www.educateiowa.gov/early-literacy-imple
mentationo We will assist you today in creating these accounts
A&A account information will be auto-matched with your information in Infinite Campus to provide appropriate access to Iowa TIER
• Users will receive email notification when a match is made
Logging into Iowa TIER in the Fall
• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •
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A&A Account Set Up Use the provided directions to set up you’re
A&A account NOW. Take a break.
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Iowa TIER Training Site The following YELLOW slides can be used for
training IF individuals are not able to log onto their own Iowa TIER Account
Iowa Department of Educati on• Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •
All data simulates real data, but is scrambled, fake data
Data is reset each night After the summer, the DE will facilitate a
training code calendar to disseminate use of the training site
Iowa TIER Training Site
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Iowa TIER Training Site https://tiertraining.edspring.org Click on “Create New User”
• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •
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Iowa TIER Training Site
• Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •
Enter name and training codeo For summer, training code is always “melinda”o After the summer trainings, the DE will manage
and reset the training code on a regular basis
Iowa Department of Educati on• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •
Indicates which school you are accessing Provides the latest news from your school Provides a quick view of the weekly schedule
Iowa TIER Home Screen
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Click on Certification to view which assessments you have been certified on
Click on the assessment to navigate to the relevant certification
Complete the certification in FAST – certification status will be sent back to Iowa TIER
You cannot administer an assessment in the Fall if you have not been certified on it
Assessment Certification
• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •
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Status of each certification will display Click the “check” icon to go to certification site
Assessment Certification
• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •
Iowa Department of Educati on• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •
Select Universal Screening from the task bar Select the Grade and Season Press Go
Universal Screening
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Universal Screening - Administration Click on the pencil for the correct student and
assessmento The FAST system will pop-up in a new window
Upon completion of the assessment, the FAST window will close and Iowa TIER will remain open
Iowa TIER will receive and display the score from FAST
• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •
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Universal Screening - Administration
earlyReading: Transfer to FAST once to administer all universal screening assessments that make up the composites
• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •
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A status icon will appear below each student’s pencil icon on the Universal Screening page
Status associated with an incomplete assessmento Cancelled – The assessment was discontinued and no scores were
returned from FAST (click the pencil again to complete the assessment)
o Incomplete – The assessment was started but an incomplete set of scores was returned (click the pencil again to complete the assessment)
o At Vendor – The pencil has been clicked and TIER is waiting for a score to be returned• Users can click the resend icon to try to send the scores back to Iowa TIER
again• Each night all scores that are in this status will be resent from FAST to
Iowa TIER
Universal Screening – Assessment Status
• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •
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Universal Screening – Assessment Status
Status associated with a completed assessmento Complete - Student has taken the assessment and a
complete set of scores was returnedo Complete and Allow Retake – Complete set of
scores was returned from FAST, but request has been granted for a retest (from internal coach)
o Complete outside universal screening window – Complete set of scores returned but test was taken outside the established screening window
• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •
Iowa Department of Educati on• Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •
The icon allows scores to be resentThe icon allows you to indicate a reason a
why an assessment may not be administered (internal coach can set)
Universal Screening – Assessment Status
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School Specific Details
• Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •
o What will our assessment schedule for K-1 look like?
o Who do I go to if I have trouble while administering the assessment?
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Become familiar the FAST earlyReading assessments
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Curriculum Based Measurement for Reading is an evidence-based assessment for universal screening (Grades 1-6) and progress monitoring
Suite of CBM-Style Assessments for Iowa
Evidence-based assessment for universal screening (Grades K-2) and progress monitoring
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Suite of Computer Adaptive Tests (CAT) for Iowa
Computer adaptive measures of broad Reading (K-12), individualized for each student and aligned to Common Core National Standards.
• 15-30 minutes to complete for typical student
• iPad, Chromebook, Mac or PC compatible
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FAST and the Early Literacy Rule• Universal Screening
• For all students• Using an appropriate assessment tool: Compare students to a criterion or benchmark aligned with
relevant outcomes (e.g. Iowa Assessment performance)– In FAST: aReading, earlyReading, & CBMReading.
• Progress monitoring For select students Measure growth over time (weekly) using standardized
procedure In FAST: earlyReading and CBMReading
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General Features:
o Research-based formative assessments interfaceo Browser-based user interfaceo On-line administrationo On-line scoringo On-line training
Suite of Assessments for Teachers
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Why was FAST developed?
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Because teachers said… Assessments take too much time Assessments take too much organization Assessments waste too much money Assessments do not help me improve instruction
…FAST was born.
The FAST Team:• Automated scoring • Created instructionally useful reports • Adopted brief, robust assessments• Simplified the process• Made it affordable. • Made it do-able.
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Which students are
high functioning?
Teachers need assessments that answer their questions about...
Which students need
supplemental instruction?
Which students are likely to pass state tests?
When does core instruction need
to change?
Which students need intensive intervention?
Which students need more
enrichment?
Which students are at-risk?
Which students are responding to instruction?
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FAST Development and
Technical Data
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Purpose of CBM Research & Development was to establish tools thato Teachers could use
efficiently & repeatedly
o Psychometrically sound (Reliable and Valid)
o Useful to plan better instructional programs
o Useful to evaluate effectiveness of programs on overall student achievement
(Fuchs & Deno, 1991; Deno, 1985)
What is ?
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Reliability & Validity FAST Predicts CCSS-aligned
State Test Performance. o FAST measures predicted state
test performance with greater than 80% accuracy.
o aReading independently predict student performance on the Minnesota Comprehensive Assessment-III with 80 to 85% accuracy.
o Criterion validity coefficients were consistently above .80 and diagnostic accuracy ("AUC") was above .85. The results exceed the requirements for top ratings from the National Center for Response to Intervention (NCRTI).
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Indicators of RiskBlood Pressure
120/80: Normal139/89: Prehypertension159/99: Stage 1 Hypertension160/100+ Stage 2 Hypertension
Total Cholesterol(mg/dL)
<200: Desirable200-239: Borderline High240+: High
Body Temperature(°F)
106° Danger104° 102° Fever100°99.598.6° Normal97.02°97° Mild 95° Hypothermia93° Hypothermia90° Severe
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Academic Thermometers
Thus, keep in mind throughout:o A thermometer is useful for some, but not all,
purposes!
o The same is true for screening measures
o They serve as indicators of academic health or risk.
o As you treat the problem, the thermometer can also serve as an indicator of the effectiveness of the treatment. Example: Ibuprofin will reduce fever in most cases. Measured by thermometer.
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Administration & Scoring Standardized: Means the
test is giveno The same way o Each time o To each student
This is critical because it
provides teachers with the most accurate reading results.
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Administration & Scoring “Don’ts”Administering a standardized assessment: The “Don’ts”
Follow and read the directions exactly as they are listed.
Modify Directions
This is a test.Do not teach or correct student during test.
Teaching During
Test
Students should not practice or pre-read assessment
No Student Practice
Errors should not be corrected during assessment
Don’t Correct Errors
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Next Steps Next we’ll learn about specific EarlyReading
FAST measures. The information about how FAST was created,
how it’s used, and standardized administration applies to each of these measures.
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During the following portion of training, we will… discuss an overview and the benefits of the
earlyReading assessment. do a quick review of each measure/subtest of
earlyReading. discuss standardization. get ready for practice and certification
What is ?
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Browser-Based Scoring for earlyReading assessments:
Teacher gives standardized directions.
Teacher provides student with materials to view/read.
Student responds
Teacher scores “in real time” on computer, laptop or tablet.
or
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What is it? earlyReading is Curriculum Based
Measurement and skills-based assessments that help evaluate risk and measure growth of critical skills needed to become good readers.
o Screen/Benchmark 3 times a year (all students)
o Timed and un-timed measures
o Frequent progress monitoring for groups of students
o CCSS-alignmentSpring: 39 correct Letter Sounds.
3 errors. Status: Some Risk
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Purpose of CBM Research & Development was to establish tools thato Teachers could use
efficiently & repeatedly
o Psychometrically sound (Reliable and Valid)
o Useful to plan better instructional programs
o Useful to evaluate effectiveness of programs on overall student achievement
(Fuchs & Deno, 1991; Deno, 1985)
What is ?
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FAQ
What is the rationale for earlyReading? Answer:
o Assess foundational skills for pre-reading and early reading.
o Priorities for development:• Efficiency
– 5 min for screening– 1-2 min for progress monitoring
• Instructional Utility• Technical Adequacy (reliability and validity)
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Untimed:Concepts of PrintOnset SoundsWord Segmenting
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Introduction to measures in Iowa for
TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading
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REVIEW See the Universal Screening Tools document
(pg. x) your packet for which subtests will be administered during each testing window
Make note of which are TIMED and which are UNTIMED.
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Untimed:Concepts of PrintOnset SoundsWord Segmenting
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Introduction to measures in Iowa for
TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading
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Preview FAST Assessments:
Letter Names
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Untimed:Concepts of PrintOnset SoundsWord Segmenting
TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading
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LETTER NAMES
Letter Names (LN)
SAMPLE
• Timed and assesses students' ability and automaticity naming uppercase and lowercase letters in isolation
• We recommend using the Letter Names subtest with Kindergarten students
• First 6 rows contain all letters (26 upper case, 26 lower case). Errors are reported 60
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Preview FAST Assessments:
Letter Sounds
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Untimed:Concepts of PrintOnset SoundsWord Segmenting
TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading
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LETTER SOUNDS
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Letter Sounds (LS)
SAMPLE
Section 1: Unique Letter SoundsIf a student minimally finishes Section one (the first four rows) within 1 minute, FAST will generate a report with an inventory of known and unknown letter sounds.
Section 2: Extra (repeated) LettersTo ensure ample material for 1 minute, students may continue to Section 2, which contains repeated letter sounds, until the 1-minute administration is complete.
Coming Soon (for inventory only)Long Sounds: The 3rd section includes letters with long sounds. Complete this section to receive an inventory of all known and unknown long sounds.
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Preview FAST Assessments:
Nonsense Words
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Untimed:Concepts of PrintOnset SoundsWord Segmenting
TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading
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NONSENSE WORDS
ENGLISH
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Nonsense Words (NW)• The Nonsense Words subtest
is timed and assesses students' ability to read phonetically regular words (e.g., "vit").
• This subtest assesses whether students can decode strings of letters and read them fluently, but unlike the Decodable Word Reading subtest, it controls for words that students may just "know" without decoding.
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Preview FAST Assessments:
Sight Words
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Untimed:Concepts of PrintOnset SoundsWord Segmenting
TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading
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• The Sight Words subtest is timed and assesses a student's ability to recognize 50 (Kindergarten) or 150 (1st Grade) of the most "high-frequency" words.
• Many sight words are not decodable (e.g., "your") and students must recognize them with automaticity rather than using decoding strategies.
• The Sight Words subtest is used with Kindergarten students (test of 50 words) and First Grade students (test of 150 words).
SIGHT WORDS
Sight Words
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Preview FAST Assessments:
Sentence Reading
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Untimed:Concepts of PrintOnset SoundsWord Segmenting
TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading
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SENTENCE READING
Jan and her dog are happy.
(Sentences shown are similar to actual test items, but not identical.)
Jan and her dog woke up from a nap. Her dog began to run around the house. Jan ran fast after the dog. She could not keep up!
• A timed assessment measuring students' reading rate and accuracy. As a precursor to CBMReading, the Sentence Reading subtest is distinct in two important ways
• Students read from text that is simple in structure
• Paragraphs are short, separated by page, and accompanied by pictures
Sentence Reading
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Administration & Scoring
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Letter Sounds
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As student reads , click any letter to mark an error.
Click “Start Timer”
Expand any section to obtain administration and scoring directions
When “timer is up,” click last word + “Mark Last Word”
* Submit Test: • Auto-scores and saves the data. • The next assessment appears , or you may return to
the main screen.
Administering Letter Sounds
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View a Sample Letter Sounds Assessment: Sam (Grade K)
Click to view video sample.
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Sam’s Results
39 Correct Letter Sounds. 3 errors.
92% accuracy.
How would you describe the qualitative features of his performance?
Sam often provided “schwa sounds” with his letters. FAST is not concerned about that at this time. The purpose is to see if the student has letter-sound association knowledge, a critical skill in the development of reading.
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Spring: 39 correct Letter Sounds. 3 errors.
Status: Risk
Comparing with Benchmark Scores K Fall Winter SpringConcepts of Print 8 c 11 Onset Sounds 12 c 15 c Letter Names 25 c 40 51Letter Sound 10 c 28 c 42 c
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Letter Sounds: Training Through TIER
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24/7 On-demand Training• Standard basic training (online) included• Administer &
score assessments• Practice items• Basic data
interpretation• Certification
• Training is on-demand 24/7
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Log in to FAST
1. Go to: elementary.dmschools.org2. Kindergarten or 1st Grade Dropdown3. Assessments Page4. A&A/Tier Login Link:
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Logging Into TIER
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Logging into TIER Click “Iowa TIER”
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Iowa TIER Training Site The following YELLOW slides can be used for
training IF individuals are not able to log onto their own Iowa TIER Account
Iowa Department of Educati on• Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •
All data simulates real data, but is scrambled, fake data
Data is reset each night After the summer, the DE will facilitate a
training code calendar to disseminate use of the training site
Iowa TIER Training Site
Iowa Department of Educati on
Iowa TIER Training Site https://tiertraining.edspring.org Click on “Create New User”
• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •
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Iowa TIER Training Site
• Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •
Enter name and training codeo For summer, training code is always “melinda”o After the summer trainings, the DE will manage
and reset the training code on a regular basis
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Logging into Tier Click “Certification”
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Navigate to the FAST Training
Click “Certification” under FAST Tools
Click “?” to access HELP
Select the appropriate check mark for your selection.
CLICK HERE
This reports your training status.
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Navigate to the FAST TrainingClick “?” to access HELP
Select the appropriate check mark for your selection.
CLICK HERE
This reports your training status.
“Certification”CLICK HERE
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24/7 On-demand Training
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Administration & Scoring
Training ModuleTest Name Here
“Show All”CLICK HERE
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Videos ofo Demonstrationo Scoring
o Videos require access to You Tube, which is restricted in some schools.
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On-demand Training
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Administration & Scoring: Preparation
Click to review “Preparation”
Click to review “Student Practice” and provide the student with the Practice Form.
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Administration & Scoring: Preparation
Read the directions to the student and complete the Practice Item together.
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Administration & Scoring: Preparation Begin Test
Letter Sounds
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Administration & Scoring: Test Items
Read directions verbatim. Be ready to start timer.
Start timer at moment student says first sound. (Wait up to 3 seconds.)
If the student starts with a different task: Prompt (only once during test) to “Just say the letter sound.”
End of 1-minute: Mark last word. Prep for next passage.
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Administration & Scoring: Test Items
Stop when timer sounds. Mark last letter.
Administer Unique Sounds Inventory and Long Sounds (Click “Student Attempted All Items” checkbox before doing so.
Long
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Administration & Scoring: Scoring Review “Scoring, Timing & Discontinue” rules:
3-second pauses or struggles: Read the word to the student and mark the word incorrect. (Only when pause is 3 seconds.)
When to discontinue early: If student gets first 10 LS incorrect
Incorrect Sound? Mark as incorrect.
Finished early? Stop timer and click “Mark Last Response.” FAST will pro-rate scores.
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Administration & Scoring: Errors Review “Scoring Details” rules: Incorrect task
(E.g., says letter name)Incorrect letter sound(E.g., miscue or production of long-vowel sound instead of short vowel sound)Omission(Skipped rows: Each item is incorrect within row)
Skipped lines(each item incorrect)
3-second rule(3-second pause or struggle without correct response)
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Administration & Scoring: Pronunciation
Reference: FAST On-line Training, Quick Reference Sheet for Letter Sounds
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Administration & Scoring: Not Errors
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Review “Scoring Details” rules:
Dialect Differences / Speech Differences(Not errors)
Self-Corrections(When they are within 3 seconds, they are not errors)
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Administration & Scoring:Summary of Errors
ERRORS
Incorrect task Incorrect letter sound Omission 3-second pauses or struggles Skipped lines (each letter is
incorrect)
Speech / Dialect differences Self-corrections
(within 3 seconds)
NOT ERRORS
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Administration & Scoring: BeginUse “Real Time”(The default setting for any PC, Mac, iPad or Chromebook)
Administering Letter Sounds via browser
Use “1 minute”(The default setting for any PC, Mac, iPad or Chromebook)
Start TimerAfter you read directions verbatim and student says first sound.
Click to mark errors Click again to de-select
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Administration & Scoring: Begin Administering Letter Sounds via browser Bulk Errors:
Highlight a row (or portion of a row) if student skipped a group of words. Then click the “Bulk Errors” button to mark them all incorrect.
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Administration & Scoring: BeginMark last wordClick on the last letter the student sounded when the “tone” is played at the end of time limit. Click it again to mark it as an error.
Administering Letter Naming via browser
Submit test.
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Brief ReviewIndependent Activity & Practice:1. Log in to TIER 2. Navigate to Certification and
choose one of the earlyReading modules
3. Navigate to the “Practice”section
4. Put on headphones5. Complete 3 practice items6. Reflect on your accuracy
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Certification You will have time at the end of this training to
review the additional resources for each subtest and complete the certification.
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Untimed:Concepts of PrintOnset SoundsWord Segmenting
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Introduction to measures in Iowa for
TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading
Iowa Department of Educati on
Untimed:Concepts of PrintOnset SoundsWord Segmenting
Preview FAST Assessments:
Concepts of Print
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TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading
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Concepts of Print
Concepts of Print (CP)• Requires a general understanding
of how print is used so other reading skills can emerge
• Students who have mastered them should be able to complete basic tasks such as proper page orientation, accurate print tracking, and locating the beginning and ending of sentences
• Although Concepts of Print skills continue to develop throughout kindergarten and first grade, these skills are most useful for incoming kindergarten students who have yet to receive formal instruction
B
The dog has brown ears.
SAMPLE
(Example shown is similar to actual test items, but not identical.) 109
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Untimed:Concepts of PrintOnset SoundsWord Segmenting
Preview FAST Assessments:
Onset Sounds
110
TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading
Iowa Department of Educati on
Onset Sounds
Onset Sounds (OS)• Assesses a student's phonemic
awareness
• Phonemic awareness is a critical component of blending (combining) and segmenting (breaking apart) word
• During the Onset Sound subtest, examiners ask the student to identify the first sound in a pictured word
SAMPLE
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Onset Sounds
Onset Sounds (OS)
SAMPLEPart 2:“Let's try something different. This time, I'll say the word and then you give the first sound.” (Point to the bat).
"Bat.” The first sound in the word ‘bat’ is /b/.”
“Now you try. What is the first sound in the word ’water?’” (Point to the picture of "water")
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Untimed:Concepts of PrintOnset SoundsWord Segmenting
Preview FAST Assessments:
Word Segmenting
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TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading
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Word Segmenting
Word Segmenting• Assesses students' ability to
separate a spoken word into individual sounds, or phonemes--the smallest units of sound in spoken language
• The examiner says a word and asks the student to say any sounds in the word
• Students receive credit for each correct sound. Each word represents multiple "items"
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Administration & Scoring
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Word Segmenting
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Browser-Based Scoring for CBMReading and earlyReading assessments:
Teacher gives standardized directions.
There are NO materials for student to view/read.
Student responds
Teacher scores “in real time” on computer, laptop or tablet.
or
Teacher scores on computer device.
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As student provides sounds for the words, click the number of points earned.
Click “Start Timer”
Expand any section to obtain administration and scoring directions
Complete all items
* Submit Test: • Auto-scores and saves the data. • The next assessment appears , or you may return to
the main screen.
Administering Word Segmenting
Click “Submit Test”
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View a Sample Word Segmenting Assessment: Marcus (Grade 1)
Click to view video sample.
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Marcus’ Results: Paper-Pencil Scoring OptionHow would you describe the qualitative features of his performance?
Marcus often provided “onset-rime” with his segments. Thus, his scores are lower than if he had fully segmented the words.
16 Correct Letter Sounds. 18 errors. 50 seconds.
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13
11
312
2
16 / 34
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Marcus’ Results: Computer Scoring Option
How would you describe the qualitative features of his performance?
Marcus often provided “onset-rime” with his segments. Thus, his scores are lower than if he had fully segmented the words.
16 Correct Letter Sounds. 18 errors. 50 seconds.
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Spring (Grade 1): 16 correct sounds. Status: High Risk
Comparing with Benchmark Scores Measure Grade 1 Fall Winter Spring
Word Segmenting 27(25)
30(29)
32(30)
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Administration & Scoring ofWord Segmenting
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Administration & Scoring: Preparation
Click to review “Preparation” for Word Segmenting
Click to review “Student Practice”
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Administration & Scoring: Preparation Extra student practice
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Administration & Scoring: Test Items
Begin Test Read directions verbatim. Be ready to start timer.
Start timer, Pause, then clearly say the first word on the page.If the student pauses for 5 SECONDS without responding to an item count the entire item incorrect (0 points) and continue through the remaining items until all 10 are administered. Discontinue Rule: Student gets first 4 consecutive items (words) incorrectStop Timer after Item 10: Mark last word. Prep for next passage.
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Administration & Scoring: Scoring Review “Types of Errors” rules:
Correct Sound segments: 1 point
Incorrect Words or Sounds: 0 points
Omission: 0 points
5 second hesitation: 0 points
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Administration & Scoring: Scoring Review “Types of Errors” rules:
Saying word first:
Non-error
Self-correction within 5 seconds: Non-error
Repeated sound: Non-error
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Administration & Scoring: Scoring Review “Types of Errors” rules:
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Administration & Scoring:Summary of Errors
ERRORS
Incorrect sound segment Incorrect vowel sound Omission No response / hesitation of
5 seconds
Saying the word before segmenting it
Self-correction within 5 seconds
Repeated words / sounds
NOT ERRORS
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Administration & Scoring: Begin Administering Word Segmenting via browser
“Submit test”
Click to indicate point value of response per # of correct segments
Start TimerAfter you read directions verbatim, pause, then start timer and deliver 1st word.
Use “Open Ended”(The default setting for any PC, Mac, iPad or Chromebook)
Use “Real Time”(The default setting for any PC, Mac, iPad or Chromebook)
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Become certified in the K-1 subtests that DMPS will use in 2014-2015
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Next Steps for Training and Certification
Determine which subtests from which you will need to obtain certificationo Use “Required FAST Certifications” checklist
Navigate to Training through TIERo Review Directions for subtesto Review Videoso Complete Practiceso Complete Certification practices and quiz