1 / 35

REPORTING READING DATA

REPORTING READING DATA. Presenters: Laurie Lee, Kim Ward, and Teresa Sancho JUNE 2010. Research-Based Reading Instruction Allocation. Section 1011.62(a), F.S.

bruce-murphy
Download Presentation

REPORTING READING DATA

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. REPORTING READING DATA Presenters: Laurie Lee, Kim Ward, and Teresa Sancho JUNE 2010

  2. 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. • FEFP funding is yet to be determined for 2010-11 • K-12 Comprehensive Reading Plan

  3. 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. • 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.

  4. 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. • 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).

  5. Grades 6-8 1000000 M/J INTENSIVE LANGUAGE ARTS 1000010 M/J INTENSIVE READING 1000020 M/J INTENSIVE READING & CAREER PLANNING 1002180 (R) M/J DEVELOPMENTAL LANGUAGE ARTS THROUGH ESOL (MC) 7810020 READING: 6-8 Grades 9-12 1000400 INTENSIVE LANGUAGE ARTS 1000410 INTENSIVE READING 7910100 READING: 9-12 1002380 (R) DEVELOPMENTAL LANGUAGE ARTS THROUGH ESOL 7910400 LIFE SKILLS READING: 9-12 Courses Used for Reading Intervention for L1 Secondary Students

  6. Courses Used for Reading Intervention for L2 Students • Any reading course listed on the previous slide • 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).

  7. 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 • Data will be entered into the Progress Monitoring and Reporting Network (PMRN)

  8. 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.

  9. 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.

  10. Students Targeted for Progress Monitoring • Students scoring at Level 1 and 2 on FCAT Reading in grades 4-12 • Students identified as having a reading deficiency in grades K-3 • Determined by the individual school or district • Districts have the option of administering assessments 3 or 4 times per year. • The Florida Assessments for Instruction in Reading is used by many districts for progress monitoring. These assessments are administered three times per year. Data goes to the PMRN (in most cases automatically).

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

  12. Reading Data Element Reporting Technical Assistance Paper • The Technical Assistance Paper (TAP) for the 2009-10 school year is posted at www.justreadflorida.com. • The TAP will be revised for the 2010-11 school year (although changes are minimal) and distributed to MIS and Reading Contacts this summer

  13. 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.

  14. 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.

  15. 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.

  16. Reading Intervention Component • Report this information in: • Survey 2 (October) • Survey 3 (February)

  17. Reading Intervention Component • Submit Corrections for 2009-10 • Must be code Y, N, F or Z. • Corrections for Survey 3 must be submitted by July 31, 2010.

  18. Reading Intervention – Available Reports Available through Reports for Request menu in CICC system at NWRDC • F70844 - 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.

  19. 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, in grade 6 in an elementary school or those who scored above Level 2 on FCAT and all students in Survey Period 7.

  20. 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

  21. 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

  22. Reading Fluency • Report this information in: • Survey 2 (October) • Survey 3 (February) • Survey 5 (End of Year)

  23. Student Progress • Report Reading assessment information • Format: Student Assessment • For KG-12 students targeted for reading intervention

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

  25. Student Progress • Use the test(s) listed in the district’s K-12 Comprehensive Reading Plan.

  26. 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 • Test Score Type • Test Score

  27. 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.

  28. Student ProgressThe valid Test Score Types are: • For Test Score Type 1: • LX = Lexile • NC = Normal Curve Equivalent • PF = Pass/Fail • RS = Raw Score

  29. Student Progress • For Test Score Type 2: • NP = National Percentile • SS = Scale Score • ZZ = None

  30. READING INTERVENTION:STAFF REPORTING Certain staff should report data in this area to the Staff Information Database. • Teachers providing reading intervention through a reading course • must be working towards reading endorsement or certification • Teachers providing reading intervention through a content area course • must have completed the CAR-PD; • however may provide intervention during the practicum • Also Reading Coaches and others pursuing these credentials can be reported.

  31. READING INTERVENTION:STAFF REPORTING • Reading intervention data for teachers is reported on the Staff Demographic Information format. • Data elements “Reading Endorsement, Competencies” capture the data (there are six of them [1-6]). http://www.fldoe.org/eias/dataweb/database_0910/sf50_100.pdf • All six data elements are reported in Surveys 2 (October), 3 (February) and 5 (End of Year).

  32. READING INTERVENTION:STAFF REPORTING Reading Endorsement, Competencies: • Six codes to report a teacher or reading coaches’ “Reading Endorsement, Competency” status • Only one code per competency can be reported • Valid Codes: Y, N, C, R, P and Z

  33. READING INTERVENTION:STAFF REPORTING Reporting conditions: • If any of the six competency codes is P, then all the codes must be P. • If any of the six competency codes is C, then all must be C. • If any of the six competency codes is R, then all must be R. • If any of the six competency codes is Z, then all must be Z.

  34. READING INTERVENTION:STAFF REPORTING Reporting conditions (cont’d): • If one of the six competency codes is Y, then the other five codes may be a Y or N. Meaning the Y and N codes are the only combination that can exist together on a record. • All codes can be Y or all can be N.

  35. Just Read, Florida! Laurie Lee (850) 245-5059 Laurie.Lee@fldoe.org Education Information Services (850) 245-0400 Kim Ward – student data Kim.Ward@fldoe.org Teresa Sancho – staff data Teresa.Sancho@fldoe.org CONTACT INFO

More Related